Overcomplete sets in non-separable Banach spaces

We introduce and study the notion of overcomplete set in a Banach space, that subsumes and extends the classical concept of overcomplete sequence in a (separable) Banach space. We give existence and non-existence results of overcomplete sets for a wide class of (non-separable) Banach spaces and we study to which extent properties of overcomplete sequences are retained by every overcomplete set

Banach spaces of continuous functions without norming Markushevich bases

We investigate the question whether a scattered compact topological space $K$ such that $C(K)$ has a norming Markushevich basis (M-basis, for short) must be Eberlein. This question originates from the recent solution, due to H\'ajek, Todor\v{c}evi\'c, and the authors, to an open problem from the Nineties, due to Godefroy. Our prime tool consists in proving that $C([0,\omega_1])$ does not embed in a Banach space with a norming M-basis, thereby generalising a result due to Alexandrov and Plichko. Subsequently, we give sufficient conditions on a compact $K$ for $C(K)$ not to embed in a Banach space with a norming M-basis. Examples of such conditions are that $K$ is a $0$-dimensional compact space with a P-point, or a compact tree of height at least $\omega_1 +1$. In particular, this allows us to answer the said question in the case when $K$ is a tree and to obtain a rather general result for Valdivia compacta. Finally, we give some structural results for scattered compact trees; in particular, we prove that scattered trees of height less than $\omega_2$ are Valdivia

A combination of tryptophan, Satureja montana, Tribulus terrestris, Phyllanthus emblica extracts is able to improve sexual quality of life in patient with premature ejaculation

Objective: The management of patient affected by premature ejaculation (PE) is nowadays not highly satisfactory. Here, we aimed to evaluate the tolerability and efficacy of a combination of tryptophan, Satureja montana, Tribulus terrestris, Phyllanthus emblica extracts in order to improve sexual quality of life in patients with premature ejaculation. Materials and methods: All patients attending to 5 urological centers from January 2015 to March 2015, due to premature ejaculation were enrolled in this study. At the enrolment visit, all subjects underwent self-administered IIEF-5, Male Sexual Health Questionnaire-Ejaculation Disorder (MSHQ-EjD), PEDT and IELTS (calculated as mean from that perceived by partner and that perceived by patient) and underwent urological visit and laboratory examinations. All patients received one tablet per day of a combination of tryptophan, Satureja montana, Tribulus terrestris, Phyllanthus emblica extracts for 3 months (Group A). After 3 months all patients underwent follow-up visit with the same investigations that have been carried out in the enrolment visit. The results were compared with a cohort of patients enrolled in the same period in another urological center and considered as a control group (Group B). All patients in the control group underwent counseling and sexual behavioral treatment without any pharmacological compound. Results: At the follow-up analysis, significant changes in terms of IELT in the Group A (mean difference: 31.90; p < 0.05) at 3 months and versus Group B at the intergroup analysis (mean difference: 30.30; p < 0.05) were reported. In the group A, significant differences from baseline to last follow-up were observed relative to IIEF-5 (mean difference: 1.04; p < 0.05), PEDT (mean difference: -2.57; p < 0.05) and FSH (mean difference: -16.46; p < 0.05). Conclusion: In conclusion, patients affected by PE may significantly benefit from oral therapy with a combination of tryptophan, Satureja montana, Tribulus terrestris, Phyllanthus emblica extracts in terms of IELT and PEDT scores improvement

Poverty measures to analyse the educational inequality in the OECD Countries

This paper studies the degree of educational poverty in OECD countries on the basis of last edition (2015) of OECD Programme for International Student Assessment (PISA). The definition of 'poor in education', in terms of PISA data, refers to the students below the baseline level of proficiency that is required to participate fully in society. We adopt both one-dimensional and multidimensional approach to measure poverty in education. In this light, the educational poverty is analysed by the poverty metrics developed by Foster, Greer and Thorbecke and those proposed by Alkire and Foster. The main results of our analysis provide a detailed picture of the degree of poverty relative to student learning in OECD countries, and they can be considered an analytical tool to improve the quality of educational systems