Educazione

Perché è necessario il dialogo? Partendo da Socrate e Platone e arrivando al dibattito contemporaneo sull’epistemologia delle virtù, passando per Giordano Bruno, Minna Specht e Luce Irigaray, Laura Candiotto sostiene che senza il dialogo non si possa cambiare, né a livello individuale, né collettivo. Affinché il cambiamento sia positivo, il dialogo mette in atto una trasformazione che purifica non solo gli errori di giudizio ma anche lo stile di vita. Il dialogo tende così alla creazione di spazi per una relazione con la differenza dove l’intreccio continuo di gesti, emozioni e parole si coniuga con la fiducia nelle capacità di miglioramento di sé stessi, degli interlocutori e del contesto che si abita. Ma come è possibile trasformarsi grazie al dialogo? Attraverso lo studio di una dialettica incarnata e situata nel contesto relazionale, Candiotto offre strumenti concettuali ed esempi concreti che spingono il lettore a sperimentare una dialogica appassionata in prima persona plurale.

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

«L’ambiente è un bene collettivo, patrimonio di tutta l’umanità e responsabilità di tutti» ci ricorda papa Francesco nell'enciclica Laudato Si'.
La crisi ecologica è un appello a una profonda conversione interiore.
Il termine ‘conversione’ implica un cambiamento di direzione, una
trasformazione che prende le mosse dal riconoscimento di ciascuno di
essere creatura in un mondo donato alla nostra cura.
La persona è tenuta a riconoscere la posizione di creatura libera alla
quale Dio ha affidato la preziosa responsabilità di amministrare la terra,
così come è chiamata a rendere testimonianza della propria partecipazione
alla creatività divina.
1. Educare alla cultura della cura
2. «Non si tratta tanto di parlare di idee». Una fraternità che si fa in opere
3. Giornate Mondiali della Gioventù tra conversione e responsabilità

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...

L’espressione “asma come risorsa educativa”
può sembrare contraddittoria. In realtà, acquista
un senso nel momento in cui la si considera il
risultato di un’azione educativa intenzionale, metodica
e progettuale. Un’azione educativa che diventa
scommessa qualora si indirizzi a un adolescente,
investimento qualora si indirizzi a un adolescente
con malattia cronica come l’asma.
Se educare un adolescente è una scommessa,
educare un paziente adolescente si prefigura
come un processo fatto di ribellioni e
resistenze che potrebbero risultare fatali
per la salute. Ma la malattia e le resistenze
possono diventare risorse preziose per lo
sviluppo dell’adolescente, se incanalate in
un percorso per educare a resistere, a diventare
“resiliente”, come quei materiali
che dopo aver subito un urto riescono a
recuperare la loro forma senza spezzarsi
per le sollecitazioni subite.

The purpose of the present research is investigating the effects of mathematical modelling activities on the difficulty perception of numbers sense, which is perceived as difficult by primary school 4th grade students, and achievement. The problem statement of the present research was formed as “Does mathematical modelling strategy has any effects on 4th grade students’ levels of difficulty perceptions and their achievement related number sense learning field?” The present research was conducted in accordance with quantitative research methods in two steps. The first step was conducted in accordance with survey model on 207 students, who studied in Selcuklu district of the province of Konya in the spring semester of 2013-2014 School Year. The second step was also conducted on 61 students from two equal classes of Esrefoglu Primary School in accordance with experiment model with pre-test-post-test and control group. In order to collect data for the present research, “Numbers Learning Domain Achievement and Difficulty Perception Scale (NLDADPS) Form A and Form B” were employed as pre-test and post-test on experiment and control groups, “Observation Form for the Evaluation of the Experimental Procedure” was employed to evaluate the implementation on the experiment group, and “Observation Form for the Evaluation of the Problem Solving Activities Conducted in Control Group” was employed to evaluate the teaching conducted on control group. All of the scales were developed by the researcher. It was found that mathematical modelling activities were more effective on procedural knowledge and concept-procedure connections dimensions of the topics than traditional problem solving activities, and enabled developing positive attitudes towards mathematics and contributed to the development of metacognitive skills required for establishing concept-procedure connections.

English language learning is considered as a language that must be learned as it is needed in everyday life in local and global context. In response to students need to learn English, it is obvious that modern technology, i.e. modern environment is ‘ the ’ environment suitable for students’ prosperity nowadays. However, the longer and more complex things are to learn, the more the need to emphasise the importance of evolution in teaching English. This is because our society may be characterised by its diversity, complexity and interconnectedness. The educational systems must embrace this fact and adjust the 21 st century societal needs by using all teaching tools. Young Adults (YA) nowadays are keen on speaking and understanding English, which is spontaneously connected with reading and writing, such as texting, using social media, but when it comes to book/novel reading, there is a believe that they do not prefer real, hard copy books. Of course, they substitute books with technolo...

The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from α=0.70 to α=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education.

Riflessioni sul sapere e sulla pratica sociologica nel SSN (Sistema Sanitario Nazionale), e, nello specifico, nei "SERT". Sociologia della salute e ruolo professionale del sociologo sanitario. L'intervento è inserito nella pubblicazione "La professione del sociologo nel Servizio sanitario Nazionale" a cura di F. Panza - presentazione di G. De Rita. Collana "Salute e società" diretta dal Prof. C. Cipolla, Franco Angeli, 2009.

Errata corrige: a pag. 393 (secondo rigo) leggasi "purchè" anziché "perché".

The study of Mathematics is difficult for most of the pupils, especially for students with special needs. However, learning of this subject is easy for everyone if it is connected to reality. In this article, the authors discuss this important issue, which is essential for the contemporary school of the inclusion. Lo studio della matematica risulta difficile per la maggior parte degli alunni e, in particolare per coloro che presentano bisogni educative speciali. Tuttavia, l'apprendimento di questa disciplina può risultare spontaneo e semplice per chiunque se essa è connessa al mondo reale. In questo articolo gli autori discutono questa importante tematica che è essenziale per la scuola inclusiva contemporanea.

L’intervento Educazione, gioco e conflitto vuole mostrare come il gioco possa essere un’utile strumento educativo per comprendere il conflitto. Un obiettivo che, a livello preliminare, dovrà indagare cosa si voglia intendere con “gioco” e, secondariamente, quale possa essere, tra le molteplici tipologie di gioco, quella più adatta allo scopo.
Analizzando l’esperienza ludico-educativa Oltre il Muro della Fondazione Lavoroperlapersona, l’intervento vuole offrire una panoramica teorica sull’utilità del gioco di ruolo per evidenziare le meccaniche che portano alla generazione del conflitto e alla costruzione – sociale, culturale e antropologica – del nemico, al fine di decostruirli e attivare processi utili alla loro attenuazione e modificazione.

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.

Il post di Mario Ambel del 22 febbraio scorso sulla pagina Facebook di «Insegnare» pone la questione, mai cruciale quanto ora, della funzionalità del sistema educativo nazionale allo sviluppo del Paese. Nell'idea di Ambel, poiché «la scuola pubblica secondo Costituzione è finalizzata in prima istanza allo sviluppo umano, ovvero alla formazione della persona e del cittadino», indirizzare il sistema educativo verso la costruzione di «competenze professionali idonee al mondo del lavoro» costituirebbe una «forzatura» destinata a «perpetuare disuguaglianze sociali», distogliendo così l'attenzione da finalità più urgenti, come l'abbattimento della dispersione scolastica e il contrasto alle disuguaglianze educative. Lo sviluppo produttivo del Paese sarebbe pertanto compito di «altri attori sociali». Ma è davvero così?

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

Il saggio esamina l'immagine degli italiani attraverso gli occhi di tre protagonisti della famiglia Fogazzaro negli anni del Risorgimento: lo scrittore Antonio, il padre Mariano (deputato cattolico-liberale) e lo zio don Giuseppe (fondatore a Vicenza del primo asilo infantile)

La educación emocional es una innovación educativa que responde a necesidades sociales no atendidas en las materias académicas ordinarias, La complejidad del ser humano no se resuelve potenciando tan sólo sus capacidades académicas e intelectuales, sino desarrollando otras competencias que le posibiliten desarrollarse como persona. El objetivo de la educación emocional es el desarrollo de competencias emocionales: conciencia emocional, regulación emocional, autogestión, habilidades de vida y bienestar, creatividad. Esta propuesta recoge las  opiniones de profesores al respecto de la asignatura Educación Emocional, que se incorporó como área dentro del currículo de Educación Primaria, en 2013, en la Comunidad Autónoma de Canarias, Educación Emocional y para la Creatividad sin que los maestros y maestras encargados de llevarla a cabo recibieran ningún tipo de formación y cualificación.

Emotional education is an educational innovation which responds to social needs that have not been catered for in the ordinary academic subjects. The complexity of Man is not resolved just by enhancing their academic and intellectual capacities, but by developing other competencies which will allow them to develop as people.  The aim of educational innovation is the development of emotional competencies: emotional conscience, emotional regulation, self-management, life and well-being skills, and creativity. This proposition gathers teachers’ opinions concerning the subject of Emotional Education, which was introduced as an area within Primary Education in the Autonomous Region of the Canary Islands curriculum in 2013, as Emotional Education and Creativity without previous training for or qualifications from the teachers responsible.

La pubblicazione di un libro inedito di Maria Montessori, a tanti anni dalla sua scomparsa (è morta nel 1952) è un evento di eccezionale rilievo. Sarà anche l'occasione, al di là dell'interesse del testo (si tratta di un contributo importante) per riflettere sulla diversa "fortuna" che l'opera della Montessori ha avuto in Italia e all'estero: Maria Montessori è ovunque, nel mondo, un riferimento centrale per l'attività educativa, come dimostra il numero enorme di scuole che nei cinque continenti si richiamano alle sue proposte.

This research aims to identify the effectiveness of assessment application based on Decision Support System (DSS). This effectiveness is viewed from teacher's needs and accuracy of this application in detecting impairment suffered by children with special needs. Research method used in this research is qualitative method with the subject of data are teachers from 10 cities in Central of Java teaching children with special needs. This research's result shows that the effectiveness assessment application based on Decision Support System (DSS) is suitable with teacher's need, namely: % very good, 7,,% good, ,,% not very good, and % not good. While, accuracy test's results of assessment application based on Decision Support System (DSS) are 50% very good, 40% good, 7.5% not very good, and 2,5% not good. It can be concluded that assessment application based on Decision Support System (DSS) effectives to meet the needs and accuracy in identifying and assessing.

Solving mathematical word problems is a difficult, complex and intellectual activity. The formation of problem solving skills is much more difficult than calculation skills because the problems are related to many concepts and a lot of mathematical relationships. Therefore, students are inevitable to commit errors to deal with them. This study shows the errors of 160 3rd grade students regarding some kinds of word problems in Mathematics 3 in Vietnam. The results indicate that children commit many errors due to many different reasons such as: subjectivity, carelessness, wrong application of the calculation rules, incorrect identification of problem kinds and wrong calculation. Article visualizations:

One of the most important tasks facing individuals in 21st century is not just to bring various intelligences (MI) together and use them properly, but figure out how intelligence and morality can work together to create a world in which people can live peacefully in a diverse democratic society. Although some courses under different names have been included in both teacher education programs and in general, education curriculum, they all failed to prepare both teachers and citizens believing in diverse democratic ideals. This paper advocates that instead of placing courses under various names (democracy and human rights, civic rights, social justice and democracy, etc.) into curricula, integrating and practicing moral intelligence activities into each and every lesson of any subject matter would serve better to prepare both more democratic citizens and more skilled and committed teachers in social justice and for a better and more democratic future.

La conoscenza della geografia svolge un ruolo fondamentale nell’educare al territorio (cioè ai valori e alle risorse dei luoghi, alla loro conoscenza e comprensione) così come nell’educare il territorio (sviluppando strumenti per interpretarlo, rappresentarlo, insegnarlo, gestirlo, tutelarlo, progettarne il futuro). Il volume, che si avvale del contributo di diversi studiosi, propone una riflessione sull’educazione geografica attraverso tre prospettive di analisi: il contributo della geografia nell’affrontarei temi di maggiore attualità e trasversalità nei curricula didattici (ad esempio la cittadinanza, l’interculturalità, la globalizzazione, la sostenibilità); l’impiego degli strumenti della disciplina in ambiente formativo (da quelli più tradizionali sino a quelli più innovativi legati all’utilizzo delle nuove tecnologie); le relazioni tra la geografia e altri saperi disciplinari.

This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical thinking, problem solving and innovation. The skills enable them to confront the numerous societal challenges emanating from the dynamic technology. Further, with technology support, the pedagogies promote inclusive education through individualized learning that is personalized and self-directed. The paper recommends that the Teacher education programme in Kenya should embrace reforms in curricula and teaching methods to facilitate use of pedagogical practices that develop teacher trainees with the skills needed in today’s vast society. This could prepare them to offer holistic quality and relevant education that can contribute to the development of the society.

This research was intended to develop a model for assessing the parallel educational management under the Office of the Basic Education Commission (OBEC). To administer of the research procedure in four phases that were conducted by the research process and followed as R&D research technique. The first phase has analyzed the concepts of education and evaluation of education parallel, under the OBEC and interviews of nine personnels with those involved of parallel education management. The second phase has created a parallel evaluation of education for assessing the academy schools under the OBEC. The third phase has trial evaluation model into three schools of education had a parallel educational management whereas were facing a different size small, medium and large. The fourth phase has developed the assessment model by the tools that based on the Evaluation of Standards Development Committee to evaluate educational standards with a sample size of 9 personnels who were the evaluators of the experiment involving assessment. It has found that: the concept of learning management and assessment of parallel educational management in the OBEC from textbooks, academic papers, the research reports showed that the components used in the evaluation of parallel education major has five components, such as; the principle of parallel structures, curriculum and learning and teaching, and a graduate of quality assurance. The assessment model consists of six components of the basic education forms were composed as the main concepts of evaluation, the purpose of the assessment, the evaluation focused on how to assess the evaluation, and assessment criteria. In terms of the results take the form of assessment of this experimental model used to evaluate the standard of parallel education study of the OBEC between schools with different sizes, the results showed on five standards that included of; the standard of education in parallel, standards curriculum, standard of teaching and learning, standard course, and standard of quality assurance. A quality level, all very standard and metric, and the trial found no problems in the form of assessment. The assessment model assesses the parallel education of schools under the OBEC were at the highest level all on four scales, such as Possibilities scale (x = 4.74, S.D. = 0.51), Appropriation scale (x = 4.63, S.D. = 0.49), Accuracy scales (x = 4.61, S.D. = 0.51), and Utility scale (x = 4.54, S.D. = 0.51), respectively.

The purpose of the study was a critical analysis of the impact of classroom dynamics on students' social interaction in secondary schools in Kenya. Most of the Kenyan secondary schools are faced with the challenge of overcrowding in the classrooms thus unsuited to providing a positive classroom atmosphere hence limited leaner-teacher contact. The critical analysis was to establish and address issues and strategies that must be implemented to create a positive classroom atmosphere where learners feel comfortable to learn and communicate with each other and the teacher. The main purpose of the study was to critically analyze the gender related issues, leaner's personality related issues and the impact they have on classroom dynamics and establish the impact of learners discipline on classroom dynamics. Moreover the study generate the importance of learners participation in the classroom set up and also the role of the teacher in motivating learners who are not naturally motiva...

This study examined school type differences in fifth-grade students’ fractional knowledge with data from a university-school partnership. Students (n = 203) from a public school and a private school willing to collaborate in University within School Project participated. Results revealed that there were significant school type differences in fractional knowledge favoring private school students. Since school type differences have important impacts on the quality and equity of mathematical outcomes, we need to strongly consider the implications of these school type-related differences and pay attention particularly to the structure of schooling in public schools and the student performance in private schools.

The study was aimed at determining the effect of vocabulary instruction on students’ performance in reading comprehension in junior secondary schools in Kaduna State, Nigeria. A quasi-experimental pretest-posttest research design was used for the study. The target population of the study consisted of 39,227 JS II students in public junior secondary schools in Kaduna State. A sample size of 117 JS II students was used in the study. The sample size was arrived at using purposive sampling technique. Sixty seven (67) JS II students were sampled for experimental group while fifty (50) students were used as control group. Both groups were taught for six weeks. A pre-test was administered to both groups prior to the six weeks of teaching to establish the homogeneity of the two groups. A close reading comprehension test was used to assess students’ performance in the reading comprehension task. Data collected in the study was analysed using descriptive and inferential statistics. At descriptive level, mean and standard deviation were used to respond to the research question while t-test was used at inferential level to test the hypothesis at 0.05 level of significance. The result revealed that the experimental group performed better than the control group. The study concluded that it takes fairly intensive vocabulary instruction to guarantee measurable gains in reading comprehension. It was therefore recommended that teachers should include vocabulary instruction in teaching reading comprehension to facilitate more understanding. Curriculum planners should equally include vocabulary instruction as one of the teaching techniques in the basic education curriculum.

Scientific research adopts qualitative and quantitative methodologies in the modeling and analysis of numerous phenomena. The qualitative methodology intends to understand a complex reality and the meaning of actions in a given context. On the other hand, the quantitative methodology seeks to obtain accurate and reliable measurements that allow a statistical analysis. Both methodologies offer a set of methods, potentialities and limitations that must be explored and known by researchers. This paper concisely maps a total of seven qualitative methods and five quantitative methods. A comparative analysis of the most relevant and adopted methods is done to understand the main strengths and limitations of them. Additionally, the work developed intends to be a fundamental reference for the accomplishment of a research study, in which the researcher intends to adopt a qualitative or quantitative methodology. Through the analysis of the advantages and disadvantages of each method, it becomes possible to formulate a more accurate, informed and complete choice.

Abstract: This paper opens with a re-thinking of the etymology of “educare”, in order to reflect on the existence of a permanent in educational processes.
This exploration continues with a reading of some pages in Plato’s Republic and Aristotle’s Poetics where these authors recognise a crucial and problematic dynamism for human education: mimesis. In the closing section, with the help of contemporary authors, I reflect on the possible
implications of this recognition.

The study aimed to evaluate pre-servıce teachers’ communication skills. Research Faculty of Education University of Bartin Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department made over 175 pre-servıce teachers studying in the field. The questionnaire used in the collection of the data by Ersan and Balcı (1998) developed by communication skills inventory. This inventory is a likert-type 5 measurement tool consisting of 45 items, the scale of mental, emotional and behavioral measures in terms of communication skills. It contains 15 questions each of them size-related. In research pre-servıce teachers’ communication skills have investigated according to their genders and the science branches whether does not change. In research, it was tried to be answered the following questions:
1. What are communication skill levels of the senior students at the Faculty of Education, Bartın University?
2. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their genders?
3. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their departments?
The research universe constitutes the final year students of 2015-2016 studying at Bartın University Faculty of Education Department of Primary Education. Sampling is compose by 175 students from selected the final year students at Department of Elementary Education. The survey model was used in the research. In the analysis of data used the statistical processing of the data from independent groups t-test and one-way ANOVA. As a result of the research pre-servıce teachers in communication skills was found a significant difference in favour of females. Pre-servıce teachers’ in communication skills was found significant difference in science branches. This difference is in favor of Class Teaching include Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department.

Negli anni recenti, a livello internazionale, il sistema dell’educazione è stato sottoposto a rinnovata critica. Crescente attenzione è stata posta sulla costruzione di ambienti e occasioni di apprendimento creativo che sostengano l’individualità dei bambini e sui processi conoscitivi interattivi. Contesti educativi come scuole e musei si sono aperti maggiormente al coinvolgimento e all’integrazione di diverse conoscenze e competenze. In questa cornice, quale contributo può venire dai designer e dalla pratica del design?
Design e apprendimento creativo raccoglie attorno a questo interrogativo alcune risposte e riflessioni attraverso la voce e le esperienze di designer, pedagogisti, teorici, psicologi, mediatori museali e educatori.
Il volume presenta e discute le attività sviluppate nell’ambito di EDDES Educare attraverso/con il design: stimolare l’apprendimento creativo in contesti museali e scolastici, progetto di ricerca triennale interfacoltà
(Facoltà di Design e Arti e Facoltà di Scienze della Formazione) condotto presso la Libera Università di Bolzano nel periodo 2014-2017.

Con contributi di: Giovanni Anceschi, Annalisa Casagranda, Michele Corna, Pietro Corraini, Emanuela De Cecco, Alessandra Farneti, Jorge Frascara, Francesca Genova, Roberto Gigliotti, Brita Köhler, Walter Lorenz, Franco Lorenzoni, Giulia Mirandola, Guillermina Noël, Juanjo Oller, Pedagogías Invisibles, Jonathan Pierini, Ilaria Rodella, Stephan August Schmidt-Wulffen, Simone Simonelli, Carlo Tamanini, Beate Weyland.

Culture-bound disorders, or culture-bound mental disorders, are psychological disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethno cultural groups By definition, the hikikomori (the term can also be used in the plural) is one who retires from the community in order to have a solitary lifestyle. The Japanese term hiki means "to pull" and komoru means "retiring" or "withdrawing," hence the sense of pulling out from the community. The hikikomori is acknowledged a uniquely Japanese phenomenon. The typical hikikomori is a male (80% are male), teenaged to 30 years old, who has resigned from school or job, with poor technical skills. usually, the subjects are unemployed, residing in a separate room in his parents' house, avoiding any contact or coming out, taking meals left at his door by his friends or parents, spending the day reading, browsing, viewing television, idling.

This study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The libr...