Zearalenone and Reproductive Function in Farm Animals

Farm animals are exposed to zearalenone through the feed because of the widespread occurrence of this mycotoxin in cereals and clinical reproductive disorders due to mycotoxin effects are often reported in farm animal species. This review describes the metabolism, the mechanistic aspects, the clinical reproductive symptoms and the in vitro effects on functional parameters of oocytes and sperm cells induced by zearalenone and its derivatives in farm animals. The studies on in vitro effects allow to understand the action mechanisms of mycotoxins and, sometime, to explain the in vivo symptoms. The impairment of semen quality and female reproductive function induced by zearalenone could be a factor responsible for the reproductive failure in farm animals

"Delirium Day": A nationwide point prevalence study of delirium in older hospitalized patients using an easy standardized diagnostic tool

Background: To date, delirium prevalence in adult acute hospital populations has been estimated generally from pooled findings of single-center studies and/or among specific patient populations. Furthermore, the number of participants in these studies has not exceeded a few hundred. To overcome these limitations, we have determined, in a multicenter study, the prevalence of delirium over a single day among a large population of patients admitted to acute and rehabilitation hospital wards in Italy. Methods: This is a point prevalence study (called "Delirium Day") including 1867 older patients (aged 65 years or more) across 108 acute and 12 rehabilitation wards in Italian hospitals. Delirium was assessed on the same day in all patients using the 4AT, a validated and briefly administered tool which does not require training. We also collected data regarding motoric subtypes of delirium, functional and nutritional status, dementia, comorbidity, medications, feeding tubes, peripheral venous and urinary catheters, and physical restraints. Results: The mean sample age was 82.0 ± 7.5 years (58 % female). Overall, 429 patients (22.9 %) had delirium. Hypoactive was the commonest subtype (132/344 patients, 38.5 %), followed by mixed, hyperactive, and nonmotoric delirium. The prevalence was highest in Neurology (28.5 %) and Geriatrics (24.7 %), lowest in Rehabilitation (14.0 %), and intermediate in Orthopedic (20.6 %) and Internal Medicine wards (21.4 %). In a multivariable logistic regression, age (odds ratio [OR] 1.03, 95 % confidence interval [CI] 1.01-1.05), Activities of Daily Living dependence (OR 1.19, 95 % CI 1.12-1.27), dementia (OR 3.25, 95 % CI 2.41-4.38), malnutrition (OR 2.01, 95 % CI 1.29-3.14), and use of antipsychotics (OR 2.03, 95 % CI 1.45-2.82), feeding tubes (OR 2.51, 95 % CI 1.11-5.66), peripheral venous catheters (OR 1.41, 95 % CI 1.06-1.87), urinary catheters (OR 1.73, 95 % CI 1.30-2.29), and physical restraints (OR 1.84, 95 % CI 1.40-2.40) were associated with delirium. Admission to Neurology wards was also associated with delirium (OR 2.00, 95 % CI 1.29-3.14), while admission to other settings was not. Conclusions: Delirium occurred in more than one out of five patients in acute and rehabilitation hospital wards. Prevalence was highest in Neurology and lowest in Rehabilitation divisions. The "Delirium Day" project might become a useful method to assess delirium across hospital settings and a benchmarking platform for future surveys

SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context

This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, “Attain Cultural Integration through COnflict Resolution skill Development” (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of scenarios reflecting the real-life experiences of teachers in which the role of interactions and human factors is crucial. It focuses on the simulation of a dialogue between two characters (an avatar controlled by a human player and a BOT computer-controlled counterpart), enacting interethnic conflicts between teacher and students within realistic school context scenarios. The SG-ACCORD represents a free, easily manageable, and flexible educational tool that can be used as a stand-alone resource and envisages an automatic feedback and debriefing system

A Tailored MOOC Fostering Intercultural Conflict Management in the Educational Context: Evidence from Italy

Managing relationships between/with students is one of the main duties that teachers are asked to fulfill, which becomes even more challenging in multi-ethnic/multicultural educational contexts. Responding to the need for culturally-qualified training for school professionals and given the increasing use of Massive Open Online Courses (MOOCs)—often without evidence supporting their efficacy—this study will evaluate the potential of a tailored MOOC—designed to tackle overt/covert discrimination and foster inclusion and culturally responsive teacher–student interactions—to promote teachers’ awareness and competence in conflict management. Overall, 206 Italian teachers experienced the MOOC, of whom 99 completed the Rahim Conflict Management Inventory-II, assessing Conflict Management Styles (Integrating, Obliging, Compromising, Dominating, and Avoiding) pre- and post-MOOC. Potential changes in the adoption of Conflict Management Styles after completing the MOOC were evaluated. After completing the MOOC, there was a reduction in teachers’ recourse to the Avoiding and Obliging styles and, of note, more informed/targeted use of the Dominating style. These findings provided evidence-based contributions sustaining that the MOOC may effectively foster a more aware, engaged, and active pattern for managing relationships and conflicts within classes, thus potentially having a tangible positive impact on the real everyday life of teachers experiencing this training and their students

DataSheet1_Coding and educational robotics with peers: The C0D1NC experience to foster inclusion.pdf

In the present paper, the experience of the C0D1NC project (Coding for inclusion) is described. In this project an innovative methodology based on peer-education is the core of the educational approach. High school students become “teachers” as they are trained to teach coding and robotics to younger students. This approach favors inclusion and digital inclusion. To affirm this, we evaluated different aspects: relations between peers, perceived self-efficacy, and attitude towards technology at the beginning of activities (pre-test) and the end (post-test). Results indicate that this approach can be effective to favor personal growth, improved relations between peers, and increased self-efficacy too.</p

Trasferimento di giochi di ruolo psico-pedagogici in contesti digitali

In materia di competenze chiave per l’educazione, la formazione e l’apprendimento permanente, l’attenzione si è spostata dalle hard skill, ovvero competenze relative a un determinato dominio di conoscenza, alle soft skill e numerose sono le ricerche empiriche che hanno accertato l’efficacia del role-playing in ambito formativo. Anche il mondo dell’e-learning si sta progressivamente avvicinando a tale ambito. Ci riferiamo in modo specifico alle simulazioni per l’apprendimento basate sulle tecniche del role-play per lo sviluppo di videogiochi che riproducono ambienti virtuali grafici per l’apprendimento delle soft skill: competenze trasversali espressione di un continuum rispetto alle sfere della vita personale, professionale e sociale (es. comunicazione, leadership, negoziazione). In un recente lavoro edito da Springer (Dell’Aquila et al., 2017) abbiamo presentato e proposto una serie di esperienze per l’utilizzo di nuove tecnologie all’interno di contesti educativi e per la formazione professionale delle soft skill, personalizzate per una vasta comunità di attori sociali, istituzionali e non, così da facilitare la trasferibilità dei comportamenti e delle competenze apprese nella realtà quotidiana. Tale esperienza è stata da un lato di impulso per la realizzazione di un MOOC che renda fruibile l’esperienza di tali applicazioni alla vasta comunità di professionisti quali pedagogisti, psicologi, formatori che possono avvalersi di attività per implementare percorsi personalizzati di apprendimento. Dall’altro ha condotto allo sviluppo di un nuovo progetto ACCORD che si pone come obiettivo la realizzazione di un serious game per la risoluzione di conflitti in ambito interculturale per gli insegnanti che consentirà verificarne tanto l’efficacia formativa quanto metodologica con una diversa competenza relazionale e in un diverso contesto di applicazione