Suchergebnisse

La famiglia è stata riconosciuta quale utile entità concettuale a partire dalla quale analizzare l'esperienza migratoria di donne e uomini che articolano il proprio ciclo di vita e scelte riproduttive tra contesti culturali differenti. Nel discorso pubblico, le pratiche delle famiglie migranti sono spesso costruite come minaccia alla coesione sociale dei paesi d'approdo in quanto ricondotte a sistemi valoriali giudicati incompatibili con la "modernità occidentale". A partire dai dati raccolti in un'etnografia realizzata a Ravenna, il contributo indaga l'evoluzione dei ruoli di genere e di cura all'interno delle famiglie migranti. Focalizzando lo sguardo, in particolare, sui modi in cui padri e madri rinegoziano – in un più ampio processo di riconfigurazione delle rappresentazioni delle relazioni di coppia e di genitorialità – norme, visioni e pratiche legate alla cura dei figli, il saggio mira a restituire il carattere dinamico dei ruoli familiari che il discorso pubblico tende ad oscurare.

This article reports on a practice-led research project focusing on military attire as both a subject and an agent of change. An historical account situates the origins of modern military attire within the emergent modern state during the nineteenth century, and then examines its subsequent role as part of the project to create a 'new man' in Fascist Italy and Nazi Germany. This is followed by a critical discussion of the decoupling of military attire from its associations with the institutions of state and warfare during the Vietnam War – where fatigues entered the popular atmosphere as casual attire that was variously subversive, countercultural and aesthetic in nature. Employing the MA-1 bomber jacket and camouflage as illustrative examples, the article then highlights the continued repurposing of military attire and its concomitant commoditization. The practice-led research employs object-based research, speculative artistic methodologies and various garment-making techniques in the production of a novel 'military' garment that explores the symbolism of military uniforms and critiques their traditional concept as utilitarian combat wear. The material outcomes interrogate linkages between military attire and notions of masculinity, class and gender identity. The research project further attempts to speculate on how military attire may be repurposed within the atmosphere of the twenty-first century – one that contemplates new forms of identity and other challenges that are responsive to contemporary circumstances.

Abstract Background Public acceptance and understanding of evolution is among the most investigated themes within studies of science and society. In the past decades, scientists and educators have explored acceptance and understanding of the Darwinian theories across a variety of publics, in order to identify possible causal explanations and barriers that make evolution so difficult to be grasped. Indeed, there are both socio-cultural and intuitive reasoning factors which have been widely investigated especially in the USA, a country that shows a widespread resistance. More recently data for Europe, Africa and the Middle East have been published, showing significant differences explained mainly by socio-cultural, religious and political factors. In this respect, the Italian society is still under-investigated. This paper presents and discusses the outcomes of a public survey performed during a Darwin Day celebration in Rome (Italy, February 2013). Methods A written questionnaire was submitted to all the participants with the aim of testing attitudes and level of knowledge about evolution among an interested and informed public (N = 124). Results The results show that acceptance of evolution is not an issue in such a selected sector of the lay public, although difficulties emerge in the comprehension of some basic principles. Conclusions Overall, younger people perform better than respondents older than 65 years, reflecting how science education in Italy has progressed in the latest decades.

Competition among developed industrialised countries for highly skilled migrants has increased in recent decades with the onset of the knowledge-based economy and society (Triandafyllidou and Isaakyan 2014) [...]

While global economies are in a tremendous need for talented workers that could fill vacancies in Science, Technology, Engineering, and Mathematics (STEM) fields, available evidence shows that highly skilled migrants with a background in these fields are not protected from brain waste and deskilling. In this paper, we add to the previous literature on the employability of highly skilled migrant women from the specific—and under-investigated—perspective of labor market intermediaries. We specifically investigate what the barriers and resources are for employability of highly skilled migrant women in STEM, as perceived by labor market intermediaries' professionals; and what the training needs are that labor market intermediaries' professionals perceive to effectively work with this target group. We use unique explorative survey data collected in 2018 in five countries (Greece, Hungary, Italy, Sweden, United Kingdom) from professionals working in diverse labor market intermediary organizations. We find that these professionals perceive the employability of migrant women in STEM as rather low, and strongly determined by migrant women's psychological capital. Professionals in Southern Europe perceive structural barriers as more important than those in other countries. Professionals display training needs related to ad-hoc mentoring and networking competences for this specific target group. We discuss theoretical and practical implications.

AbstractUsing data for Germany and 23 other economies in Eastern and Western Europe, this paper estimates the monetary returns to education acquired under communism more than 10 years after the fall of the Berlin Wall. We show that, in the 2000s, Eastern European workers who completed their education under communism earned in the 2000s similar returns to their education as did workers belonging to the same age cohorts who studied in Western Europe. This might suggest that education under communism is still as valuable as education attained in Western Europe. However, individuals educated under communism are more likely than their Western counterparts to be unemployed, retired or disabled, and therefore to earn lower or zero returns to their education. Moreover, when we allow the returns to pre‐ and post‐secondary education to differ, we find that senior males who have attained only primary or secondary education under communism are penalized in the post‐transition Eastern European labour markets, and that those who have completed post‐secondary education under communism enjoy in these markets higher payoffs to their education than similarly educated Western European individuals who are employed in the West.

Using data for 22 economies in Eastern and Western Europe, we find evidence that having studied under communism is relatively penalized in the economies of the late 2000s. This evidence, however, is limited to males and to primary and secondary education, and holds for eight CEE economies but not for the East Germans who have studied in the former German Democratic Republic. We also find that post-secondary education acquired under communism yields higher, not lower, payoffs than similar education in Western Europe.