ECONOMIC CONDITION OF THE BLACK WORKER AT THE TURN OF THE 20TH CENTURY

2019 ◽  
pp. 1-90



Author(s):  
Monika Noviello

The article deals with the importance of the Italian state intervention in the 20th century in selected sectors of the economy (in regional terms) on the subsequent socio-economic situation of the regions. Due to the observed today very large differentiation of the regions, the question is whether and to what extent the central policy of the Italian state of the post-unification period influenced the disproportions occurring today? The article consists of three main parts: the first outlines the contemporary socio-economic differentiation of the regions, the second presents the economic condition of the regions after the unification of the country, and the position of the state, and the measures it has taken, including repair programs used to improve the socio-economic conditions of the regions, the third part assesses the relevance and legitimacy of the implementation of these measures in the context of the current situation of the country. The aim of the article is to indicate the importance of the role of state policy, and the decisions taken in the past on the contemporary economic condition of Italian regions. Thus, the author attempts to explain the permanent, and in some areas still deepening, differences in the socio-economic development of Italian regions.







2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.





1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  


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