Stabilization estimates for the Brinkman–Forchheimer–Kelvin–Voigt equation backward in time

The final value value problem for the Brinkman–Forchheimer–Kelvin–Voigt equations is analysed for quadratic and cubic types of Forchheimer nonlinearity. The main term in the Forchheimer equations is allowed to be fully anisotropic. It is shown that the solution depends continuously on the final data provided the solution satisfies an a priori bound in L3. The technique employed avoids the use of a specialist method for an improperly posed problem such as logarithmic convexity

Rubber band ligation (RBL) for haemorrhoids. The experience of three surgical units

Haemorrhoids are the most common proctological disorder with a high incidence per year and a prevalence up to 39% in the general population 1 . This condition often leads to disruption in an individual’s personal and working life. Management has considerable cost implications, and therefore, economic consequences 2 . Due to the fear of SARS-COVID infection the most of patients actually regret hospitalization for surgery and choose to delay the time of treatment. RBL can be proposed as successful procedure to patients with II-III grade with a short stay in the hospital. Treatment consists initially of conservative measures such as lifestyle advice, diet and toilet behaviour. When conservative hemorrhoid therapy is ineffective, many physicians may choose other non-surgical modalities: rubber band ligation, injection sclerotherapy, cryotherapy, manual dilation of the anus infrared photocoagulation, bipolar diathermy 3 , direct current electrocoagulation 4 . Rubber band ligation (RBL) was established as one of the most important, cost-effective and commonly used treatments for first- to third-degree internal hemorrhoids. It is a very effective non-surgical treatment for internal hemorrhoids. causing fibrosis, retraction, and fixation of the hemorrhoidal cushions. Rubber band ligation is also more effective than sclerotherapy and infra-red coagulation, but more painful. Overall complications occur in less than 10%. A retrospective study of 186 patients outpatients who underwent RBL with a minimum follow-up of 12 months is reported. Results confirmed it is effective until 1 year with a low rate of complications and could be offered as conservative treatment for I to III grade hemorrhoids

Innovazione educativa e crescita professionale dei docenti

The validity of teaching models may firstly depend on learning outcomes achieved by pupils; secondly, it might depend on the understanding developed by teachers—and consequently on the way they judge it. In order to increase the level of validity when teachers are concerned, it is suitable to construct a training structure able to guarantee an adequate level of support and at the same time to promote an autonomous application which is consistent with former professional practice. This article discusses a model of in-service teacher education based on two dimensions: a) “theoretical study versus practical application” b) “support versus autonomy”. The employed methodology was designed to handle projects of educational innovation based on integrated teaching models (ITM).La validazione di un modello didattico può dipendere, da un lato, dai risultati di apprendimento ottenuti dagli alunni, e dall’altro, dalla comprensione che gli insegnanti sviluppano dello stesso e conseguentemente dal giudizio che essi esprimono. In riferimento ai docenti, al fine di aumentare il livello di validazione, è opportuno costruire una struttura formativa in grado di garantire un adeguato livello di supporto e al contempo promuovere un’autonomiaapplicativa coerente con la pratica professionale pre-esistente.L’articolo discute un modello di formazione in servizio articolato in due dimensioni: a) “studio teorico versus applicazione pratica” b) “supporto versus autonomia”. La metodologia proposta è stata pensata per la gestione di progetti di innovazione educativa basati su modelli didattici integrati (MDI)

Comprehension strategies in learning from text

The article deals with the topic of the direct teaching of comprehension strategies in the broader framework of the learning from text. It proposes six reading comprehension strategies: making prediction; thinking aloud; summarizing, knowing text structure; visualizing text information; questioning. The direct teaching of these strategies is addressed to primary, middle and high school students. The paper examines three points: i) what is a reading comprehension strategy; ii) which comprehension strategies may affect learning from text; iii) how to teach a comprehension strategy. Strategie di comprensione nell’apprendimento da testo scrittoL’articolo affronta il tema dell’insegnamento diretto delle strategie di comprensione della lettura nel quadro più ampio del processo di apprendimento da testo scritto. Si propongono sei strategie di lettura-comprensione: fare previsioni; pensare ad alta voce; riassumere, conoscere la struttura dei testi; schematizzare informazioni testuali, formulare domande. L’insegnamento diretto di tali strategie riguarda sia alunni di primo e secondo ciclo. Il lavoro esamina tre punti: i) che cosa è una strategie di lettura-comprensione; ii) quali strategie possono incidere sull’apprendimento da testo scritto; iii) come si può insegnare una strategia.

Comprehension strategies in learning from text

The article deals with the topic of the direct teaching of comprehension strategies in the broader framework of the learning from text. It proposes six reading comprehension strategies: making prediction; thinking aloud; summarizing, knowing text structure; visualizing text information; questioning. The direct teaching of these strategies is addressed to primary, middle and high school students. The paper examines three points: i) what is a reading comprehension strategy; ii) which comprehension strategies may affect learning from text; iii) how to teach a comprehension strategy.   Strategie di comprensione nell’apprendimento da testo scritto L’articolo affronta il tema dell’insegnamento diretto delle strategie di comprensione della lettura nel quadro più ampio del processo di apprendimento da testo scritto. Si propongono sei strategie di lettura-comprensione: fare previsioni; pensare ad alta voce; riassumere, conoscere la struttura dei testi; schematizzare informazioni testuali, formulare domande. L’insegnamento diretto di tali strategie riguarda sia alunni di primo e secondo ciclo. Il lavoro esamina tre punti: i) che cosa è una strategie di lettura-comprensione; ii) quali strategie possono incidere sull’apprendimento da testo scritto; iii) come si può insegnare una strategia.

Gene variants with suicidal risk in a sample of subjects with chronic migraine and affective temperamental dysregulation

BACKGROUND: Risk factors for suicide are at least partially heritable and functional polymorphisms of targeted genes have been suggested to be implicated in the pathogenesis of this phenomenon. However, other studies examining the association between specific gene variants and suicide revealed inconsistent findings. We aims to evaluate the possible association between MAO-A3, CYP1A2*1F and GNB3 gene variants, hopelessness and suicidal risk in a sample of subjects with chronic migraine and affective temperamental dysregulation. METHODS: 56 women were genotyped for MAO-A3, CYP1A2*1F and GNB3 gene variants. Participants were also assessed using Beck Hopelessness Scale (BHS), the Temperament Evaluation of the Memphis, Pisa, Paris and San Diego-Autoquestionnaire (TEMPS-A), and the Suicidal History Self-Rating Screening Scale (SHSS). RESULTS: Patients with higher total scores on affective dysregulated temperaments are more likely to have higher BHS (11.27 +/- 5.54 vs. 5.73 +/- 3.81; t19.20 = -3.57; p = 9 indicating high levels of hopelessness. No association was found between MAO-A3, CYP1A2*1F and GNB3 gene variants and suicidal risk as assessed by BHS and SHSS. CONCLUSIONS: This study did not sustain the association between MAO-A3, CYP1A2*1F and GNB3 gene variants and increased suicidal risk in patients with chronic migraine and affective temperamental dysregulation. Further studies investigating the gene-environment interaction or focusing on other genetic risk factors involved in suicidal behaviour are needed

Visione professionale e video-riprese di azioni d’insegnamento: una rassegna sul costrutto e sugli approcci formativi

The article proposes a comprehensive review of studies about the use of videotaping in teacher education.It deepens two issues: a) the construct of professional vision and its sub-processes that teachers activate during the observation of video; b) the formative approaches designed to develop the teachers’ competence in viewing a set of teaching actions. Regarding the first topic, it analyses three conceptualizations. The first model explores two processes that feature the professional vision: noticing noteworthy events and making sense of them. The second one investigates the relationship between general pedagogical knowledge and professional reasoning. The third one underlines how teachers activate a set of interpretative frames with the aim of focusing attention and makingsense of particular elements contained in videos. The second topic is the examination of two main formative approaches associated to the use of video in teacher education. A first approach addresses the development of interpretative abilities to act consequently during teaching in the classroom.This method is recommended for in-service teacher training. A second way addresses both the knowledge of educational principles and the development of decision-making abilities. The studies reviewed suggest to use this second way with pre-service teachers.A partire dalla constatazione del diffuso utilizzo di video-riprese nei percorsi formativi con insegnanti, il contributo discute un’ampia rassegna di studi con l’obiettivo di mettere a fuoco due ambiti tematici. Il primo riguarda la visione professionale dei docenti e i processi che vengono sollecitati dalla visione di azioni didattiche video-riprese. Vengono qui esaminati tre modelli interpretativi. Il primo modello esplora due processi che possono caratterizzare una visione professionale: evidenziare eventi degni di nota e riflettere su di essi per attribuire loro un senso. Il secondo esplora il rapporto tra conoscenza pedagogica generale e ragionamento professionale. Il terzo evidenzia come idocenti, nell’orientare l’attenzione e attribuire significato a elementi specifici contenuti nelle videoriprese, attivino una serie di schemi interpretativi. Nel secondo nucleo tematico si esplorano gli approcci formativi associati all’uso delle video-riprese. Una prima modalità, documentata in letteratura,mira allo sviluppo delle capacità di interpretare le pratiche di classe e di agire di conseguenza. Essa si rivela utile soprattutto in percorsi di formazione in servizio dei docenti. Una seconda modalità è finalizzata alla conoscenza di principi e strategie didattiche e allo sviluppo della capacità di prendere decisioni. Essa si adatta principalmente a percorsi di formazione iniziale

Indagine sul successo formativo. Un modello di ricerca

Il modello di ricerca valutativa discusso nell'articolo indaga il tema del successo formativo coniugando modalit\ue0 di indagine quantitativa e qualitativa. L'impianto concettuale del modello nasce nell'ambito di un progetto pi\uf9 ampio, denominato ReSFor (Rete per il Successo Formativo). La finalit\ue0 del progetto della Provincia di Milano era di promuovere una rete tra enti di formazione, scuole, associazioni di categoria, istituti di ricerca, servizi per il lavoro, con lo scopo di migliorare il livello qualitativo dell'offerta formativa. Il modello non si \ue8 limitato ad una semplice analisi dell'esistente. Esso ha richiesto ai ricercatori un atto di interpretazione delle misure e dei dati raccolti che ha permesso la formulazione di un giudizio articolato sulla capacit\ue0 del sistema indagato (la rete degli Enti promotori del progetto) di promuovere le condizioni per favorire il successo formativo degli allievi

Microporous Hyper-Crosslinked Polystyrenes and Nanocomposites with High Adsorption Properties: A Review

Hyper-crosslinked (HCL) polystyrenes show outstanding properties, such as high specific surface area and adsorption capability. Several researches have been recently focused on tailoring their performance for specific applications, such as gas adsorption and separation, energy storage, air and water purification processes, and catalysis. In this review, main strategies for the realization of HCL polystyrene-based materials with advanced properties are reported, including a summary of the synthetic routes that are adopted for their realization and the chemical modification approaches that are used to impart them specific functionalities. Moreover, the most up to date results on the synthesis of HCL polystyrene-based nanocomposites that are realized by embedding these high surface area polymers with metal, metal oxide, and carbon-based nanofillers are discussed in detail, underlining the high potential applicability of these systems in different fields