Evaluating the Efficiency of Research in Academic Departments: an Empirical Analysis in an Italian Region

This paper investigates the efficiency of university departments in science, technology and medicine in an Italian Region (Lombardy). The aim of the paper is twofold: (i) to analyse the changes in productivity in recent years (from 2004 and 2007); and (ii) to detect factors that are potentially affecting efficiency. The research benefited from a new and unique dataset (called QuESTIO) developed by the Lombardy Regional Government. Using facilities and academic staff as inputs and research grants and publications as outputs, the research activity of academic departments was modelled. The methodological approach for computing efficiency scores is (DEA) Data Envelopment Analysis; Malmquist indexes have been used to measure changes in productivity, while Kruskal‐Wallis tests were employed to study the potential determinants of efficiency. Two main results were obtained. First, the academic departments improved their efficiency but, at the same time, the efficiency frontier worsened. Second, external and measurable factors (such as scientific sector, proportion of tenured staff, location, etc.) have a limited impact in explaining efficiency differentials. The policy implications of both results are discussed.     

Retrospective revaluation of associative retroactive cue interference

Two fear-conditioning experiments with rats assessed whether retrospective revaluation, which has been observed in cue competition (i.e., when compounded cues are followed with an outcome), can also be observed in retroactive cue interference (i.e., when different cues are reinforced in separate phases with the same outcome). Experiment 1 found that after inducing retroactive cue interference (i.e., X-outcome followed by A-outcome), nonreinforced presentations of the interfering cue (A) decreases interference with responding to the target cue (X), just as has been observed in retrospective revaluation experiments in cue competition. Using the opposite manipulation (i.e., adding reinforced presentations of A), Experiment 2 demonstrated that after inducing retroactive cue interference, additional reinforced presentations of the interfering cue (A) increases interference with responding to the target cue (X); alternatively stated, the amount of interference increases with the amount of training with the interfering cue. Thus, both types of retrospective revaluation occur in retroactive cue competition. The results are discussed in terms of the possibility that similar associative mechanisms underlie cue competition and cue interference.     

Injury prevention in male veteran football players – a randomised controlled trial using “FIFA 11+”

The warm-up programme “FIFA 11+” has been shown to reduce football injuries in different populations, but so far veteran players have not been investigated. Due to differences in age, skill level and gender, a simple transfer of these results to veteran football is not recommended. The purpose of this study was to investigate the preventive effects of the “FIFA 11+” in veteran football players.

Twenty veteran football teams were recruited for a prospective 9-month (1 season) cluster-randomised trial. The intervention group (INT, n = 146; 45 ± 8 years) performed the “FIFA 11+” at the beginning of each training session, while the control group (CON, n = 119; 43 ± 6 years) followed its regular training routine. Player exposure hours and injuries were recorded according to an international consensus statement.

No significant difference was found between INT and CON in overall injury incidence (incidence rate ratio [IRR]: 0.91 [0.64–1.48]; P = 0.89). Only severe injuries reached statistical significance with higher incidence in CON (IRR: 0.46 [0.21–0.97], P = 0.04).

Regular conduction (i.e. once a week) of the “FIFA 11+” did not prevent injuries in veteran footballers under real training and competition circumstances. The lack of preventive effects is likely due to the too low overall frequency of training sessions.     

Archaeometric and geological constraints for the provenance of carbonatic breccias used in monumental works along the Flaminia Consular Road (Umbria-Marche, Central Italy)

Along the Umbria-Marche stretch of the Flaminia Consular Road (220 B.C.) several archaeological finds of the most important monumental works, are well preserved. The stones, employed to build many bridges, substructions and sewerages, are represented by carbonatic breccias whose geological environment of formation and source areas had never been established. On the basis of mineralogical, petrographic and micropalaeontological analyses, two groups of these lithotypes employed in Roman age were distinguished: “monogenic carbonatic breccias” only constituted by clasts of the Maiolica Unit (Late Jurassic – Early Cretaceous) and “polygenic carbonatic breccias” made of fragments (in different proportions) of Calcare Massiccio (Early Jurassic), Corniola (Early Jurassic), Maiolica (Late Jurassic – Early Cretaceous) and Scaglia Rossa (Late Cretaceous – Early Paleogene) Units. The possible source areas of the breccias are compatible with stratified slope-waste to scarp-base deposits of periglacial origin belonging to the Upper Pleistocene. In particular, among the seven investigated areas, we pointed out the most probable provenances (Monte Faeto-Colle, Costacciaro, Scirca, Foci, Secchiano) along the flanks of the Apennine Mesozoic chain of the Umbria and Marche regions. Although the Romans could have exploited the whole thickness of some outcrops (now disappeared) of these carbonatic lithotypes at the deepest part of the valleys, we have constrained a local provenance of the breccias so commonly used in the monumental works of the Flaminia.     

Del pensamiento formal a las concepciones espontáneas: ¿Qué cambia en la enseñanza de la ciencia?

Resumen

En los últimos años se han desarrollado dos concepciones distintas del alumno adolescente en relación con la enseñanza de la ciencia. Por un lado, se ha analizado a los alumnos en términos de su capacidad para el pensamiento formal y, por otro, se han descrito innumerables concepciones espontáneas desviadas que los alumnos adolescentes poseen con respecto a los fenómenos científicos. El presente artículo revisa y compara los fundamentos epistemológicos y psicológicos de ambos enfoques, además de revisar las implicaciones didácticas que se derivan de cada una de esas posiciones para la enseñanza de la ciencia.