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Purpose – In this chapter, we examine an extended gossip dispute event, in which a peer group of 11-year-old girls take action against a girl who has reported about school bullying to the teacher by examining how the accused girls construct their own sociopolitical order away from the adults.

Approach – The analysis draws on ethnographic fieldwork within a Swedish multiethnic school setting combined with detailed analysis (conversation analysis and membership categorization analysis) of children's language practices.

Findings – It is found that the school's bullying intervention practice sets the stage for a trajectory of a gossip dispute event in which the accused girls work out their own version of the telling as snitching, reallocate blame, and project the future consequences for the girl being accountable for the telling. A moral order emerges via the organization of social actions, alignments, occasion-specific identities, and pejorative person descriptors, rendering the event of telling the teacher a disastrous move for the targeted girl. The micro-politics of the extended gossip dispute is pervasive in terms of how the accused girls strengthen social alignments of power, depict the transgressor by categorizing her as insane, and remedy the norm breaches through justifying their own actions.

Social implications – The success with which the girls here manage to turn the school's bullying intervention practice into a system of retaliation emphasizes the need for highlighting the micro-politics, of children's everyday practices away from adults.

Sustainability of the origin-based production and promotion system of a geographical indication (GI) depends on the remuneration from the market and the local resources reproduction. The purpose of this paper is to evaluate the sustainability and the development of olive growing and extra-virgin olive oil production in the Emilia Provinces (northern Italy) using the origin-based quality virtuous circle as a conceptual framework.

In total, 11 personal interviews and one focus group with six olive producers were conducted to assess the product potential and the willingness to set up rules for value creation and preservation of local resources. A survey of 100 extra-virgin olive oil consumers was performed to examine the product perception and consumers’ willingness to pay.

The origin-based quality virtuous circle was used as a conceptual framework to deal with the different aspects involved in the development and sustainability of the GI system. The results show that the value creation and preservation process of extra-virgin olive oil production in the Emilia Provinces has good potential, although many problems still exist, such as a lack of technical and agronomic expertise, and the lack of organisation among the producers. These weaknesses should be addressed to enhance the potential for sustainable development of the GI system.

The creation of a GI organisation, such as a Consortium, may play a central role in coordinating collective action, such as providing technical assistance, managing the internal rules and controls system along the supply chain, and the marketing and communication strategies.

The future development of olive production, by reducing the risk of land abandonment, would contribute to landscape protection and improvement of the geological structure of the Emilia hilly areas, which are under serious threat of soil erosion and landslide events.

This study represents the first attempt to evaluate the economic and development potential of olive growing and extra-virgin olive oil production in non-specialised areas, using the origin-based quality virtuous circle as a conceptual framework.

This paper analyses emergency management in two regions of Italy – Emilia-Romagna and Veneto – in order (1) to understand whether they impact on the spread of local coronavirus disease 2019 (COVID-19) contagion and (2) evaluate which strategy works best.

A three-step method was developed consisting of (1) a regional incidence curve analysis; (2) a descriptive statistical analysis of the respective operational measures related to the COVID-19 curve stages; and (3) a dynamic Structural Equation Model.

The results show the effects of the models during the various stages of the local contagion, focussing both on the two individual regions and a comparison of the way they responded.

Three theoretical implications are highlighted: (1) Better results are not necessarily the outcome of increased expenditure; (2) The overall rigidity they both show does not work; (3) The decision to centralize was, to some extent, effective for both regions.

The article empirically tests the effectiveness of emergency management in tackling a single event. Instead of the widely-used normative approach, the authors adopted a descriptive one, which is not frequently discussed in the emergency management literature.

The purpose of this paper is to examine the extent to which workplace learning forms a building block in national lifelong learning policies by obtaining evidence, first-hand, from mental health practitioners about their perceptions of their individual country's national lifelong learning policy and, in particular, its application to adults with long-term mental illness.

Text analysis: review of relevant literature and European Union policy documents and survey questionnaire.

It is evident that the use of workplace learning as a linchpin in national strategies for lifelong learning in Denmark and France is clear and empirically supported.

Comparative evidence of evaluations of impact and effectiveness of workplace lifelong learning provision in the two countries examined is patchy at best raising further questions about the “value” of investments in both workplace learning and lifelong learning in these countries.

There is a risk that by focusing on jobs and workplace learning, the specific needs and desires of people with mental illness who, in the main, might want to engage in lifelong learning for reasons other than jobs and workplace learning, may end up being disadvantaged as their (non-economic) needs go unmet.

Until now there has been little or no attempt to examine Europe's conception of lifelong learning policy and its application to a multiple disadvantaged group such as mental health service users. This is a major attempt to remedy current dearth of research in the area.

This study compares parallel philosophies of the work of American educator John Dewey in Art as Experience and the arts infused educational approach of the Reggio Emilia Schools of Italy.

This historical and contemporary comparative, cross-cultural analysis explores educational approaches that incorporate the arts in the process of learning and the use of democratic processes in collaborative learning approaches. Data sources include primary source historical documents, field observations, interviews, and primary source educational materials.

Similarities are identified across cultures and time in the examples analyzed for commonalities including arts creation as central to the processes of learning, democratic processes in collaborative project learning experiences, community involvement as an integral part of the learning processes, and imagination and communication as consistent elements in the experiences of the school. This study provides a historical and contemporary context for the cross-cultural analysis of the use of art in the learning processes as described by American educator John Dewey and the educators in the Reggio Emilia schools of Italy.

This chapter describes how a college of education sponsored child development laboratory school responded to P-12 school reform movement efforts, particularly related to the establishment of professional development schools for the preparation of teachers. In its efforts to create a diverse learning community where all constituents (teachers, preservice teachers, and parents) are engaged in collaborative inquiry, the school sought inspiration from other sources, most notably the Reggio Emilia approach to early childhood education. In both the professional development school standards and the principles of the Reggio Emilia approach, emphasis is given to learning to teach within practice, teachers as researchers, making teaching and learning visible and egalitarian roles in carrying out the work of the school.

Early childhood social studies students deserve to learn in a powerful, in-depth fashion about their interests with teachers who facilitate cognitive and affective growth. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment. Growth toward acceptance of all types of diversity and every classmate is featured. Through discussion about social studies topics, learners proceed to graphically represent what they learn. This powerful social studies learning is found in Reggio Emilia, Italy. The tenets, strategies, and approaches are easily transferable and modified to create powerful and exemplar early childhood social studies learning for social rights and social justice. Early childhood is the perfect place to set social justice learning in motion.

In recent years, festivals have become prominent events in many cities throughout Europe, playing a crucial role in improving the image of the host city and enhancing its attractiveness to tourists. Festivals are temporary organizations with a short-lived and intermittent nature. Such features could raise several challenges in terms of maintaining a festival’s identity and its attendees’ identification during the periods of inactivity. Drawing on the literature on temporary organizations, organizational identity, and social identification, this chapter investigates how festivals can communicate their central and stable characteristics to audiences by adopting Web 2.0-based communication strategies. To explore this issue, the chapter illustrates the case of an Italian festival, Fotografia Europea, which has changed its communication strategy from a more traditional approach to a Web 2.0-based one.

The purpose of this paper is to evaluate if, given personal, supply-related features, and labour demand-related variables, there is a difference in the share of women finding more stable jobs with respect to men, in an eight-year time span.

Fragmentation leads to a lower probability of transitioning into more certain, full-time work positions. The authors analyse a rich cohort of dependent workers in Emilia-Romagna to investigate whether part-time jobs lead to full-time jobs in a “stepping-stone” fashion and whether this happens with the same probability for men and women. The focus is on the cost of part-time jobs rather than the contrast between permanent and temporary jobs, as often observed in the literature. The authors also evaluate the transition between part-time job formulae and open-ended work arrangements to determine whether women's transition to full-fledged, stable work positions is slightly rarer than their male counterparts. Even if the authors allow for the fact that part-time contracts can be a choice and not an obligation, these contracts generate more flexibility in managing the equilibrium between private and work life and create more uncertainty than full-time contracts because of the fragmentation associated with these arrangements.

The authors find that women have a more fragmented working career than men, in that they hold more contracts than men in the same time span; moreover, the authors find that part-time jobs act more as bottlenecks for women than for men.

The authors use a large administrative dataset with over 600,000 workers observed in the 2008–2015 time span, in Emilia Romagna, Italy. The authors can disentangle the number of contracts per worker and observe individual, anonymise personal features, that the authors consider in the authors' propensity score estimate. The authors ran a robustness check of the PSM estimates through coarsened exact matching (CEM).