[Pals Of The Range Full Movie In Italian 720p
Hanne Rylaarsdam
Le Laboratoire d'Action contre la Pauvret, J-PAL, est un centre de recherche mondial qui œuvre la rduction de la pauvret en veillant ce que les politiques sociales s'appuient sur des preuves scientifiques. S'appuyant sur un rseau de plus de 900 chercheurs affilis dans des universits du monde entier, J-PAL mne des valuations d'impact randomises afin de rpondre aux questions essentielles dans la lutte contre la pauvret.
Recent research by J-PAL affiliated professors in Italy has evaluated how discrete interventions can shift academic trajectories and well-being by either transforming the perceptions and practices of teachers or providing students with additional information and resources. These studies were led by J-PAL affiliated professors Michela Carlana (Harvard University), Eliana La Ferrara (Harvard University), and Paolo Pinotti (Bocconi University), along with coauthors including the late Alberto Alesina and Marinella Leone (University of Pavia).
This work has largely focused on the crucial middle school years, when students in Italy, as is common across Europe, must make important choices about whether to pursue academic or vocational high school tracks. This choice has significant consequences for employment outcomes later in life.
To test the effect of providing teachers with information on their implicit bias, the researchers randomly varied the timing of this information: either before or after reporting end-of-semester grades. They found that receiving this information leads teachers to give immigrant students higher grades and that this shift appears to be driven by teachers who may have been unaware of their bias.
Carlana, La Ferrara and Pinotti evaluated a programme in Italian middle schools that helped high-achieving immigrant boys better align their high-school track choices with their abilities. They found that male students from immigrant backgrounds were more likely than native-born Italian counterparts of similar abilities to enrol in vocational rather than technical or academic-track high schools (the same was not true for girls). They examined whether a programme that combined career counselling and additional tutoring could help address this gap. Drawing on social cognitive career theory, the counselling was designed to make students aware of their skills, available opportunities, and to develop career aspirations in line with those abilities. They also received additional tutoring if their performance was below a set threshold.
Boys who participated in the programme reported greater confidence and saw fewer barriers to academic success; they performed better on a standardised test in 8th grade and were as likely as native Italian students to select academic or technical high-school tracks. Participation in the programme also shifted teacher perceptions of these students, as they became more likely to recommend them for the higher track.
A second study by Carlana and La Ferrara examined the impact of online tutoring when Italian schools first closed in response to the Covid-19 pandemic. The programme targeted middle school students from disadvantaged backgrounds who had been identified by principals as at risk of falling behind during online learning. Volunteer tutors drawn primarily from teaching training programmes provided these students with an average of three to six hours of individual tutoring per week online.
An average exposure of six weeks to the programme translated into significantly higher student effort and improved test scores. Tutored students also reported higher aspirations and participation improved their overall well-being: they reported a greater degree of control over events in their lives and fewer symptoms of depression. This improvement in well-being was driven largely by students from immigrant backgrounds.
Tackling the exclusion of children in the classroom may be not only a way to improve academic outcomes for students from different backgrounds; it might also be a way to build more cohesive communities. Carlana has partnered with J-PAL affiliated researcher Sule Alan (European University Institute) and their coauthor Marinella Leone (University of Pavia) to explore how a teacher training programme focused on developing socio-emotional skills might foster both academic achievement and more inter-ethnic cohesion. The researchers have worked with a team of cognitive scientists at the University of Pavia to design a pilot intervention in primary schools where ethnic diversity is salient. This research is expected to provide further insight into ways to create inclusive classrooms where teaching practices can promote achievement for all, as well as give children the social skills that promote cohesive communities.
School systems across Europe are seeking ways to ensure that classrooms with students from an increasingly diverse range of backgrounds can promote the academic success of all students and give children the skills for building strong and cohesive communities in the future. These studies provide valuable insights for designing more inclusive education across Europe (and beyond). Their findings join existing research from France, which has shown that providing students and families with additional information on schooling can help them align their aspirations with their abilities, as well as research from Turkey that has shown how teaching focused on promoting understanding can create more inclusive classrooms with better academic outcomes for non-native students. The findings on the positive effects of tutoring form part of a growing body of evidence on the potential for tutoring to improve academic outcomes in primary and secondary education.
To extend and leverage these findings, European educators may wish to adopt and adapt some of the building blocks identified here. Giving teachers information about their implicit biases is likely to be a relevant tool in many other settings in Europe, and there are likely ways to strengthen and complement the effect of this information. The success of the Equality of Opportunity Programme in helping immigrant students align their aspirations with their abilities invites further study of how this could be scaled at reasonable costs. It also invites further innovation into whether other interventions could achieve the same aims, and among different populations (such as for non-immigrant students from disadvantaged backgrounds). Finally, finding ways to provide more cost-effective tutoring remains an important area for research. Carlana and La Ferrara are continuing to explore these in Italy and further afield. At J-PAL Europe, we are also happy to help educators across the continent consider how to build upon and adapt the promising findings discussed above to evaluate new solutions.
The principles followed by the 1985 FAO/WHO/UNU expertconsultation (WHO, 1985) were adhered to, and energy requirements of adults werecalculated from factorial estimates of habitual TEE. The use of techniques suchas DLW and HRM confirmed the large diversity of TEE - and hence of energyrequirements - among adult societies, which were previously reported bytime-motion studies. Growth is no longer an energy-demanding factor inadulthood, and BMR is relatively constant among population groups of a given ageand gender. Consequently, habitual physical activity and body weight are themain determinants for the diversity in energy requirements of adult populationswith different lifestyles (James and Schofield, 1990).
The diversity in body size, body composition and habitualphysical activity among adult populations with different geographic, culturaland economic backgrounds does not allow a universal application of energyrequirements based on TEE measured with DLW (or HRM) in groups with a specificlifestyle. Hence, to account for the differences in physical activity, TEE wasestimated through factorial calculations that combined the time allocated tohabitual activities and the energy cost of those activities. Table 5.1 showsexamples of these calculations. To account for differences in body size andcomposition, the energy cost of activities was calculated as a multiple of BMRper minute, also referred to as the physical activity ratio (PAR), and the24-hour energy requirement was expressed as a multiple of BMR per 24 hours byusing the PAL value (James and Schofield, 1990). Together with BMR of thepopulation, PAL when known or when derived using BMR estimated from age andgender-specific predictive equations based on the average body weight of thepopulation provides an estimate of TEE and hence the mean energy requirement forthat population.
To simplify calculations, the previous expert consultationclassified the PAL of adult population groups as light, moderate or heavy,depending on their occupational or other work, and multiplied it by thecorresponding BMR to arrive at requirements (WHO, 1985). The presentconsultation considered that the 24-hour PAL should not be based only on thephysical effort demanded by occupational work, as there are people with lightoccupations who perform vigorous physical activity in their spare time, andpeople with heavy work who are quite sedentary the rest of the day. As discussedin section 5.3, it was decided to base the factorial estimates of energyrequirements on the energy expenditure associated with lifestyles that combineoccupational and discretionary physical activities.
This consultation also agreed that the average energy cost ofactivities expressed as a multiple of BMR, or PAR, should be similar for men andwomen. The effect of gender comes out when the PAR value is converted intoenergy units, because men have higher BMR for their body weight than women, andthis difference is accentuated by the heavier weight of men. Consequently, theenergy cost of most activities listed in Table 5.1 as a function of BMR isapplicable to both men and women. Notable exceptions are vigorous activitiesthat demand a level of effort proportional to muscle mass and strength, whichtend to be greater among men (for example, lifting and carrying heavy loads,cutting wood or working with a sledgehammer).
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