Schools In Rome Research Articles

Parenting influences on bullying and victimization

Purpose. The main aim of this research was to investigate the parental styles and personal characteristics of bullies and victims, and to disentangle factors related to bully/victims from factors related to children who were only bullies or only victims.Method. A self‐report questionnaire on bullying was completed by 113 girls and 125 boys aged 11–14 years in a middle school in Rome.Results. Over half of all students had bullied others in the previous three months, and nearly half had been victimized. About a quarter of all students were both bullies and victims. Bullies tended to be male and to have low pro‐social behaviour, but these were largely characteristics of children who were only bullies. Victims tended to be female and to have low self‐esteem, but these were largely characteristics of children who were only victims. Children who were both bullies and victims tended to have authoritarian parents, but these were largely characteristics of bully/victims.Conclusions. It is important to study only bullies, only victims and bully/victims, as well as bullies and victims in general. Personal characteristics were related to only bullies or only victims, whereas parental styles were more related to bully/victims.

Diphtheria antitoxin levels in the 14-30-year age group in Italy.

In order to verify diphtheria immunity a seroepidemiological survey was performed in 1996-1997. Serum samples were obtained from 501 subjects 14 years old, recruited at 8 schools in Rome, and from 490 subjects 20-30 years old recruited from 15 Italian regions. Serum diphtheria antitoxin was titrated using the Vero cell assay. The minimum protection level of antitoxin was set at 0.01 IU ml-1. The results show that the younger population have a good immunity to diphtheria while a large proportion of young adults is devoid of protective levels of diphtheria antitoxin. Out of the 501 subjects 14 years old, 495 (98.8%) had a diphtheria antitoxin titre > or = 0.01 IU ml(-1). Only 6 (1.2%) teenagers were susceptible. Out of the 490 subjects 20-30 years old, 109 (22.2%) were susceptible, 381 (77.8%) had a diphtheria antitoxin titre > or = 0.01 IU ml(-1). The data stress for booster immunization at the end of junior high school.

Empowering the Child: Rediscovering Dorothy Canfield's Made-to-Order Stories

Empowering the Child:Rediscovering Dorothy Canfield's Made-to-Order Stories Suzanne Rahn (bio) For an instant Betsy gazed into those clear eyes and then . . . why, gracious goodness! That was herself she was looking at! How very, very different she looked from the last time she had seen herself in a big mirror! She remembered it well—out shopping with Aunt Frances in a department store, she had caught sight of a pale little girl, with a thin neck, and spindling legs half-hidden in the folds of Aunt Frances's skirts. But she didn't look even like the sister of this browned, muscular, upstanding child who held Molly's hand so firmly. Understood Betsy (204-5) It's not hard to see where Understood Betsy came from. In 1911, two years after the birth of her first child, Sally, the successful American novelist Dorothy Canfield visited Maria Montessori's school in Rome.1 She was impressed, particularly by the mature and self-reliant behavior of the children. In 1912 she published A Montessori Mother, an account of her visit and an introduction to Montessori principles. Then, in 1913, the year of her second child Jimmy's birth, her Montessori Manual explained how these principles might be applied in American families. Next came a series of articles in To-day's Magazine, expanded in book form as Mothers and Children (1914). Designed for a wide audience, the articles stirred up a small storm of controversy by arguing that unquestioning obedience was not the chief (or even a desirable) goal of child-rearing (see Fisher 114-6). Canfield refused to back down, and went on to publish Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children in 1916. In the meantime, she was beginning to incorporate Montessori principles into her fiction as well. Sylvia's childhood in The Bent Twig (1915), a novel for adults, is a Montessori ideal brought to life (Washington 70). Sylvia and her sister are allowed to participate in adult activities and [End Page 109] discussions, and mother, father, and children all do the housework together. Later, grown up, Sylvia is able to think and act responsibly despite the pressures of society, thanks to a lifelong habit of independent thought and judgment. A logical next step for Canfield was to address the children themselves. Understood Betsy was serialized in St. Nicholas in 1916 and published the following year. Nancy Romalov has shown in "Progressive Education" that a 1915 visit to Park School in Buffalo played an important part in its creation; this "most modern of schools" strongly resembled an old-fashioned country home in which children were given real, meaningful work to do. Here Canfield found a way to connect the Montessorian "educational future" to her own treasured Vermont heritage. Thus Betsy could grow from a sickly, fearful child to a sturdy, self-reliant one not by attending a special Montessori school, but simply by moving from an up-to-date home and school in the city to an old-fashioned home and one-room country school in Vermont. In 1916, with Betsy just completed, Canfield and her two children sailed to France, where her husband John had joined the Ambulance Service and was now at the front (Washington 87-88). Her war years, a time of anguish, intense activity, and personal change, effectively ended Canfield's "Montessori period." Her continuing espousal of Montessori principles is clear, however, in such later works as The Home-Maker (1924), a novel for adults, and Fables for Parents (1937), a collection of short stories. She remained one of the few novelists in any period to write deeply and thoughtfully of the experience of parenthood and of good and bad child-rearing. Understood Betsy has recently enjoyed something of a revival, with new editions in hardcover and paperback.2 But few critics are even aware of the existence of Dorothy Canfield's very different second book for children, Made-to-Order Stories (1925). In a letter to her publisher, Alfred Harcourt, Canfield described how these stories first came to be told and written down: (F)or years now, ever since...

The Fermi school in Rome

The rebirth of physics in Italy in the period 1920-38 is dominated by the scientific personality of Enrico Fermi. The author describes the environment in which he operated and the contribution of other important actors on the scientific, administrative and political stage, such as Professor O.M. Corbino. From the technical point of view the author describes how Fermi proceeded in forming a school that managed to survive the catastrophic consequences of fascism and war.

Teaching Economics in Primary School: The Concepts of Work and Profit

Research on children's social cognition has dealt mainly with face to face relations; only a few studies have considered how children understand impersonal aspects of society such as economics. This study involves an investigation of teaching the concepts of work and profit to third-graders. Five instruction units were created and during a one-month period these were presented to five classes at different schools in Rome. A sample of 80 pupils was interviewed before and after teaching aimed at ascertaining their ideas on prices, profit and product distribution. Children's responses were scored on several scales, on which separate ANOVAs (class x sex x repeated measures or class x repeated measures) were carried out. The results show an overall improvement in children's knowledge, with differences that may be related not only to the complexity of the different concept but also to children's initial levels of competence.

In Memoriam: Charles Speroni

In Memoriam: Charles Speroni On August 28, 1984, Charles Speroni, long associateti with Italian Studies at UCLA, passed away. Charles Speroni was born in Santa Fiora, Tuscany, on November 1911, and after finishing high school in Rome in 1929, carne to the United States. He earned bis Ph.D. in Romance Languages from UC, Berkeley in 1938 and married bis lifelong companion, Carmela Corica, in 1939. As it a scholar bis main focus was Renaissance traditions; litera- ture, especially as for reflected folle many of bis studies, example, treated proverbs and proverbiai phrases, wellerisms, of Cahfornia publications. customs and popular song which are coUected sity He is number of Univer- probably best remembered in a for: Wit and W'isdom of the ali Italian Renaissance, Lettere di S. Miche- langelo Buonarroti (selected and annotated by C. Stone; with Irving of these letters formed the basis for Irving Stone's The Agony and the Ecstasy), and, of course, by more than one generation of Italian language students, for bis Basic Italian (with Carlo Colino), soon to appear in its 6th edition. At the time of his death. Speroni was revising his Berkeley dissertation, a is pioneering work on elements of folklore in Dante, a study which lication. In addition, presently being revised for pub- Fast, a he co-edited The Shape of the volume of studies in honor or his dose friend Franklin D. Murphy. He founded served as its Modem Department of Italian at UCLA in 1935 and from 1949 to 1956. He was both editor of The Language Forum, and co-founder and associate editor of the chair

Integrated Science Education in Primary Schools in Rome: the Research Project of the ‘University‐School’ Group

(1979). Integrated Science Education in Primary Schools in Rome: the Research Project of the ‘University‐School’ Group. European Journal of Science Education: Vol. 1, No. 1, pp. 125-129.

A preliminary survey of the modern Italian theater

Abstract The purpose of this paper was to record observations of the Italian theater in 1969, including such aspects as its organization, popularity, plays, directors, actors, and acting. There are also necessarily brief observations about L'Accademia dell’ Arte Drammatica, the state supported dramatic school in Rome. Noteworthy is the fact that the Italian government subsidizes permanent companies in principal cities. In addition there are other relatively permanent companies organized by one or more actors who may also write and direct. Perhaps the most striking phenomenon observed was the Italian predilection for foreign playwrights and dead Italian authors, whose works make up a large percentage of the theatrical bill‐of‐fare. Among living playwrights, the names of Diego Fabbri and Eduardo di Filippo are most often mentioned by those Italians questioned. Italian acting is broad, beautiful, and—above all—effective.

Temple University To Open Art School In Rome

Temple University To Open Art School In Rome

Enrico Fermi, 1901-1954

The sudden death of Enrico Fermi at the age of 53 has filled physicists all the world over with greatest sadness and consternation. One of the most outstanding and in some respects unique scientific personalities, a wonderful teacher and a marvellous representative of his native country, Italy, has left us. Fermi was born in Rome on 29 September 1901. He was educated at the High School in Rome and later at the Scuola Normale Superiore of Pisa where he obtained a Doctorate in 1922. He later studied at Göttingen with Born and at Leiden with Ehrenfest. From 1924-26 he was Lecturer in Mathematical Physics at Florence. In 1927 he was elected to a Professorship of Theoretical Physics in Rome and in 1929 became one of the Founder Members of the Royal Academy of Italy. Fermi’s early work was mostly concerned with theory, often with problems which arose from the advent of the new mechanics of Heisenberg, Dirac and Schrodinger. One group of investigations dealt with spectroscopy: the anomaly of the intensity ratio of the multiplets of the higher alkali metals, the magnetic moments of nuclei, calculations of spectra of ions, the Raman effect in CO 2 and in crystals, the oscillations and rotations of the NH 3 molecule and the hyperfine structure separation

The Study of Modern Foreign Languages in the Italy of the Past and Present

T HE inclusion of the study of modern foreign languages in the curricula of high schools, colleges and universities is a comparatively recent phenomenon. Yet language problems and their solution must have existed in ancient civilizations just as they do today. There is evidence that Greek was studied in schools in Rome and in the Latin provinces of the Roman Empire. We do not know, however, how, in those days, one went about learning a language that was not his own. It is reasonable to presume that some of the present-day methods employed in the study of foreign languages also existed in one way or another in ancient times. In other words, such obvious devices as residence in a foreign country and the use of native speakers must have been employed then as they are now. We know, for example, that Cato the Elder learned Greek from teacher-slaves. St. Augustine who lived about 400 A.D. describes, in his Confessions, a method for learning the Greek language which is very similar to the direct method in use today. During the period of Christianization and conversions, the missionary work that was conducted among non-Latin, non-Greek speaking peoples must have been based upon some conversational knowledge of the languages of the groups concerned. Phrase-books similar to the Glosses of Kassel, designed to enable Germanic students to speak vulgar Latin remind us very much of the present-day phrase books used by travellers to foreign countries and by our GI's during the last war. But in ancient times there was no such thing as formal academic instruction in foreign languages of any sort. Even when great universities were founded as schools in which all the ordinary forms of learning were taught, foreign languages were not included among the subjects of study. And indeed there was no need for them in the universities, since Latin was the international language used by all scholars. During the twelfth century Bologna had a famous school of law which was of great importance not only because it attracted students from all over Europe, but also because, as some believe, the study of Roman law must have aroused an interest in the study of the Latin classics, a fact which marks the beginning of modern education. Later, during the thirteenth century, Bologna established faculties for the teaching of all the known branches of knowledge, e.g., faculty of arts which included rhetoric,

Exothermic Decomposition of Nitromethane

DETAILS have recently been published of work undertaken at the Aeronautical Engineering School in Rome in connexion with stratospheric aero‐engines, started just before the war, and more particularly on the exothermic decomposition of nitromethane as a possible fuel in such engines. (La Chim. e l'Ind. 1949, XXXI (12) pp. 436–439.) The author is R. M. Corelli of the Institute of Aeronautical Material Technology, University of Rome, who was mainly responsible for the chemical side of the research. He worked in close collaboration with Professor Gen. G. A. Crocco and Professor Ing. Luigi Crocco. The first results on a large scale were unsuccessful.

A British Institute of Industrial Art

AT the Royal Society of Arts on October 28 the Right Hon. H. A. L. Fisher, President of the Board of Education, presided over a meeting called to consider a scheme for the promotion of a British Institute of Industrial Art. Mr. Fisher, in his introductory address, referred to the past history of industrial art in Great Britain, remarking that people in this country are apt to depreciate the national ability in artistic directions. What is needed is a centre to promote a closer relation between art and industry, and this the proposed scheme, which will involve the co-operation of the Board of Trade, the Board of Education, and the Royal Society of Arts, aims at providing. The chief feature of the scheme is a permanent exhibition to be held at the Victoria and Albert Museum, where representative works illustrating a high standard of British artistic craftsmanship will be shown. The exhibition should in time become self-supporting, and the nation would purchase annually a selected number of exhibits to form a permanent nucleus. The scheme also provides for a central fund to enable grants to be awarded for research and experimental work, institute scholarships, and initiate propaganda. Co-operation with the British School of Rome, with the view of enabling students to study Roman art, was proposed.

Architectural Terra-cottas from Two Temples at Falerii Veteres

The following paper is based on notes and studies made in the session 1914–15 during my tenure of the Gilchrist Studentship at the British School at Rome. It is a first, though necessarily incomplete, attempt to reconstruct out of the fragments preserved at the Museo di Villa Giulia the picture of one at least of the temples that were once the glory of Falerii.I have to thank Dr. Ashby, Director of the British School in Rome, for his guidance in questions of the topography of Falerii, and Mrs. Arthur Strong, Assistant Director, for drawing my attention in the first instance to the subject of terra-cottas, and for the help and encouragement she has all along given to this paper.

The Exhibition, illustrative of the Provinces of the Roman Empire, at the Baths of Diocletian, Rome

This year the Italians celebrate the fiftieth anniversary of the proclamation of Rome as capital of United Italy. Apt as usual to seize the appropriate idea, they decided to mark the occasion in Rome herself by an exhibition that should not merely display the growth of present Italian art and industries, or afford hospitality to the art of other nations, but should set forth besides in visible monuments the former glory of Rome, the wide range of empire uled by the Eternal City, which, again a capital, is again the centre of a strong national life. Thus arose that unique feature of Rome's 1911 Exhibition, the Mostra Archeologica in the baths of Diocletian. The scheme of this section, as originally unfolded by Professor Lanciani at a meeting of the British School of Rome in the spring of this year, was limited to the life of the Roman provinces, whose chief monuments, whether in situ or in museums, were to be represented by casts and models, drawings and photographs. This programme has been adhered to in the main, in spite of certain later additions and accretions.

Inscriptions from Asia Minor, Cyprus, and the Cyrenaica

The following inscriptions, with the exception of No. 7, were copied during the cruise of Mr. Allison V. Armour's yacht ‘Utowana’ in the Eastern Mediterranean in the spring of 1904. The copying was done by Mr. D. G. Hogarth, of Magdalen College, Oxford, Mr. Richard Norton, Director of the American School of Classical Studies in Rome, and myself; and in preparing the material for publication I have had the benefit of Mr. Hogarth's advice and assistance. The inscriptions Nos. 1 and 25, as well as the three stelae from Larnaca mentioned under No. 30, are now at the American School in Rome; No. 21 is in America.

1. Anthropology

The authors examined the finger-prints of forty boys in an elementary school in Rome, forty boys in an establishment for the weak-minded (not including cases of extreme idiocy), and twenty-three deaf-mute boys; the ages varied between six and fourteen.