Il segretario comunale e provinciale

INDICE CAPITOLO 1 . EVOLUZIONE STORICO-NORMATIVA DEL SEGRETARIO COMUNALE E PROVINCIALE 1. Dall'italia comunale all'Unità 2. Il Fascismo ed il dopoguerra 3. La configurazione risultante dalla legge di riforma delle autonomie locali : la l. 142/90 4. Il nuovo ordinamento delineato dalla legge n.127/1997 ed il TUEL 5. Governo Renzi e l'abolizione del segretario comunale CAPITOLO 2 .ACCESSO ALLA CARRIERA , NOMINA E REVOCA DEL SEGRETARIO COMUNALE E PROVINCIALE 1. Accesso alla carriera di segretario comunale e provinciale 2. L'Albo dei segretari comunali e provinciali :dall'AGES al Ministero degli interni 3. Articolazioni dell'albo 4. L'atto di nomina 5. Competenze del segretario comunale e provinciale in caso di nomina del direttore generale 5.1 Il modello di Roma Capitale 6. L'atto di revoca 7. Il vicesegretario CAPITOLO 3 . LE FUNZIONI DEL SEGRETARIO COMUNALE 1. Funzioni di collaborazione e assistenza giuridico-amministativa 2. Partecipazione alle riunioni degli organi politici e verbalizzazione delle sedute 3. Attività di rogazione dei contratti e autenticazione delle scritture private nell'interesse dell'ente 4. Sovraintendenza alle funzioni dirigenziali 5. Segretario comunale e responsabili degli uffici e dei servizi 6. Il segretario in convenzione 7. Funzioni ulteriore attribuite dallo Statuto, dai regolamenti o conferite dal sindaco CAPITOLO 4. LE NUOVE FUNZONI NELL'EPOCA DELLA "RESPONSABILIZZAZIONE" DEGLI ENTI PUBBLICI 1. Introduzione 2. Il responsabile della prevenzione della corruzione 3. Segretario comunale e controlli interni 4. Il responsabile della trasparenza CAPITOLO 5 . GOVERNO RENZI ED ABOLIZIONE DEL SEGRETARIO COMUNALE 1. Abolizione del segretario comunale : un ritorno al passato 2. Governo Renzi : la riforma della Pubblica Amministrazione 3. L'abolizione del segretario comunale 4. Il dibattito sull'abolizione 5. Conclusion

Concurrent enrollment in lecture and laboratory enhances student performance and retention

Laboratories have been a cornerstone in teaching and learning across multiple scientific disciplines for more than 100 years. At the collegiate level, science laboratories and their corresponding lectures are often offered as separate courses, and students may not be required to concurrently enroll in both. In this study, we provide evidence that enrolling in an introductory laboratory concurrently with the corresponding lecture course enhances learning gains and retention in comparison to students who enroll in the lecture alone. We examined the impact of concurrent versus nonconcurrent enrollment on 9,438 students' withdrawal rates from and final grades in the general chemistry lecture at the University of Michigan at Ann Arbor using multiple linear and binary logistic regression analyses, respectively, at a significance level of 0.05. We found that concurrent enrollment in the lecture and laboratory positively impacts (1) the odds of retention in the lecture by 2.2 times on average and (2) final lecture grades by up to 0.19 grade points on a 4.0 scale for the lowest‐scoring students according to university‐level mathematics and chemistry placement exam scores. These data provide important results for consideration by curriculum advisors and course planners at universities that do not require concurrent enrollment in general chemistry as well as other science courses. In the face of current budget cuts that threaten to shorten or eliminate laboratory experiences altogether at multiple educational levels, this study demonstrates the value of laboratories in promoting science learning and retention. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 659–682, 2012Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91231/1/21016_ftp.pd

Transfusion placentaire chez le nouveau né prématuré au CHU de Clermont-Ferrand : étude observationnelle suite à la mise place d'un protocole

Contexte : La transfusion placentaire, soit le transfert physiologique de sang du placenta vers l’enfant à la naissance fait de plus en plus ses preuves sur la diminution de la morbi-mortalité néonatale du nouveau-né prématuré. Le clampage retardé est recommandé au plan international. La traite du cordon serait une alternative séduisante en cas de prise en charge active néonatale. Bien que ces techniques soient sans risque délétère pour le nouveau-né et sa mère, elles restent encore expérimentales dans l’esprit des soignants.Objectifs : Évaluer la faisabilité d’un protocole de transfusion placentaire chez le nouveau-né prématuré dans la maternité de niveau III du CHU de Clermont-Ferrand et observer la morbi-mortalité néonatale avant et après la mise en place de ce protocole.Méthodes : Nous avons inclus rétrospectivement dans notre étude observationnelle, les nouveau-nés avant 37 SA sur l’année « avant protocole » et sur l’année « après protocole ». Le pourcentage de dossiers dont la transfusion placentaire était tracée permettait d’évaluer l’adhésion des soignants « après protocole ». Un questionnaire nous a permis d’évaluer le ressenti des soignants suite à la mise en place du protocole. Les différentes pathologies liées à la morbidité néonatale étaient recueillies grâce à des fiches de recueil anonymisées.Résultats : 609 nouveau-nés prématurés ont été inclus, dont 326 « avant protocole » et 283 « après protocole » comparables entre eux. La transfusion placentaire a été tracée dans 57.24 %des dossiers. 70.11%des participants au questionnaire ont réalisé une transfusion placentaire et étaient convaincus de la faisabilité du protocole (moyenne 8.49 [±1.60] sur 10). Nous n’avons pas observé de différence significative après transfusion placentaire sur la mortalité néonatale (p=0.07), ni sur les différentes pathologies liées à la morbidité néonatale, hormis sur le taux d’anémie primaire diminué chez les nouveau-nés avant 28 SA (p=0.04).Conclusion : La faisabilité, l’adhésion et l’absence d’effets indésirables observés, nous encouragent à promouvoir la pratique de la transfusion placentaire. Bien que les bénéfices sur la morbidité soient controversés, nous pensons que la traite du cordon est une alternative acceptable au clampage précoce chez les très grands prématurés

Optimal Grading

Assuming that teachers are concerned with human capital formation and students - with ability signaling, in this paper we model a teacher-student relationship as an agency problem with conflicting interests. In our model, the teacher elicits effort from the student rewarding for it with a grade, the utility of which to the student is an ability signal inferred by the job market. In the event that the job market does not observe individual teachers' grading practice, teachers find grades as costless rewards and optimally choose to be lenient in grading. As a result, 'the problem of the commons' of good grades emerges leading to the depreciation of grading standards and grade inflation. The prediction of the model that the lower the expectations the teacher holds about her students' abilities, the flatter the grading rules she sets up is empirically supported

Rethinking science literacy : enhancing communication and participation in school science through affirmational dialogue journal writing

For many students the study of Science can be very disaffirming. This may lead to passivity in class, and a lifelong disaffection with science, outcomes which defeat the long-term purposes of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a "science for all" goal, based on a nexus of psychological, sociological and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socio economic status area. The intervention was found to be successful on a number of fronts. I conclude that an approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. ©1999 John Wiley & Sons, Inc. J.Res Sci Teach 36: 699-717, 199

Perceptions of discriminatory treatment by staff as predictors of drug treatment completion: Utility of a mixed methods approach

Introduction and Aims. Staff interactions with their clients are an important factor in the quality of care that is provided to people in drug treatment. Yet there is very little research that addresses staff attitudes or clients' perceptions of discrimination and prejudice by staff with regard to treatment outcomes. This research aimed to assess whether perceptions of discrimination by staff predict drug treatment completion. Design and Methods. The study used a mixed methods approach. Ninety-two clients in residential rehabilitation facilities in Sydney were administered a series of quantitative measures assessing drug history, severity of drug use, treatment history, perceptions of staff discrimination and treatment motivation. Clients were followed up regularly until an outcome (dropout or completion) was obtained for the full sample. Results. Perceptions of discrimination were a significant predictor of treatment completion, with greater perceived discrimination associated with increased dropout. Qualitative interviews with 13 clients and eight health-care workers from these treatment services were then conducted to gain insight into how perceived discrimination may impact on treatment experiences. Clients and staff discussed how they would address the issue of perceived discrimination during the current treatment experience. Discussion and Conclusions. Adopting a mixed methods approach facilitated exploration of the impact of perceived discrimination on treatment from both clients' and health-care workers' perspectives. This methodology may also enhance interpretation and utilisation of these findings in drug treatment. [Brener L, von Hippel W, von Hippel C, Resnick I, Treloar C. Perceptions of discriminatory treatment by staff as predictors of drug treatment completion: Utility of a mixed methods approach. Drug Alcohol Rev 2010; 29; 491-497