RISULTATI RICERCA

This empirical study examined generational cohort differences in perceptions of youth offending. Based on own-group bias, it was hypothesised that younger participants would be more tolerant of youth crime than the older generation, which would be shown by attitudes in favour of more lenient sentencing of offenders. Predicated on attribution theory, it was hypothesised that the provision of mitigating information about the offender would change individual’s attitudes, and in turn, behaviour towards the offender leading to less draconian sentencing. Sixty participants, divided into four groups (2 groups of 15 aged 18-24 year olds; 2 groups of 15 aged over 40) allocated appropriate sentences to offenders depicted in ten short vignettes, half were offences against the person and the remaining five were crimes against property. One younger and one older group of participants received vignettes depicting the bare facts of the offence and offender; the other two groups (one young, one older) had additional information on background of the offender. While there were no main effects of age or task, both groups viewed crimes against the person more seriously than those against property. Without additional information older participants were more punitive than younger participants as predicted by the theory of own-group bias. However, younger participants were less swayed by mitigating information than their older counterparts, with the latter awarding more lenient when such information was provided. Mitigating information about a youth offender did affect sentencing options but not with the younger participants. This has implications for the composition of juries in youth offender trials.

In the field of teaching and learning processes, the potential of Learning Analytics is one of the topics that is attracting most interest in the scientific community. However, it would be important to place L.A. within a historical perspective, able to focus on the scientific, cultural and social roots of this approach. This would also allow us to address a question that cannot be overlooked, namely whether Learning Analytics is one of the teaching technologies or, rather, should be understood as a new global approach to learning processes. In our opinion, L.A. are placed at the crossroads between the formal and informal dimensions of learning and are part of the behaviorist tradition, with the aim of identifying the behavioural clusters that recur most frequently and which are considered to adhere to predefined performance standards. The search for the performative standard typical of L.A., not considering the differences, the peculiarities and the specific personal abilities as of the resources, seems, moreover, to refer to the system/model of the integration that, in a homologating perspective more than inclusive, sets objectives on the basis of a presumed normality, ignoring Specific Learning Disorder (SLD) and Special Educational Needs and Disability (SEND).

Il legislatore della riforma ha dedicato particolare attenzione alla tutela provvisoria e urgente erogabile nei procedimenti in materia di persone, minorenni e famiglia di cui agli artt. 473-bis ss. Tale nuova disciplina è contenuta in molteplici disposizioni che delineano un sistema che, con riferimento alla tutela del minore, contempla la possibilità per il giudice di adottare «provvedimenti indifferibili» (art. 473-bis.15 cod. proc. civ.) di natura cautelare, anche prima dell’udienza di comparizione delle parti, ovvero di emanare, all’esito di quest’ultima, «provvedimenti temporanei e urgenti» (art. 473-bis.22 cod. proc. civ.). Il presente contributo ne indaga natura, stabili¬tà, impugnabilità e attuazione.