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"Estratto dal Giornale fiorentino La Gioventù Volume XII e seg. della Collezione V della Nuova Serie - con giunte ec."--P. [2] ; Includes bibliographical references. ; Mode of access: Internet.

The article explores the rationale of the Romanian political community as defined by its successive constitutional layouts, since the first fundamental law of 1866, including the Communist constitutional settings, and concluding with the post-communist constitutional design. This consistency of the political community is tested by means of an analytical distinction between the Nation-State and the National State. The former is understood as the institutional underpinning of a community bearing a political project. The latter is seen as the institutional outcome of an ethnic group and the warrant of its political integrity. Such an examination of the Romanian constitutional production sheds light on the historical and unambiguous predominance of the National State, while the Nation State emerged briefly and warily in the Romanian setting in the form of the socialist nation state. By the same token, this approach questions the adequacy between democracy and this rationale of the Romanian political community. While the socialist Nation State, as it was constitutionally designed, failed to guarantee the effectiveness of popular democracy, the Romanian National State, as it was shaped by the successive constitutional texts, pre-communist and post-communist, was always unable to accommodate completely with democracy.

The empirical analysis of the effects of government policies on the incentives of economic agents is the leitmotif of the present thesis, with two distinct fields of application. While the first essay mostly contributes to the empirical banking literature, with a focus on the link between implicit guarantees for bank debt and political connections in Europe, the second one contributes to the field of education economics and is devoted to an analysis of the effects of bibliometric-based hiring and promotion schemes in Italian public universities on scholars' productivity. The two essays also share some methodological affinities. First, the two projects exploit two different identification strategies that have the common ambition of isolating and estimating a causal effect of public policies on the outcomes of interest. Second, the two works are characterized by the use of two original datasets, that have been obtained merging multiple sources of data, some of them pre-existing and others that have been hand-collected. Finally, the two essays share the novelty of the research questions they aim to answer, which are relatively unexplored by the existing literature.

Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richiedono un'analisi più attenta dei dati linguistici al fine di sollecitare la riflessione dei docenti, svelare e provocare le convinzioni esistenti sulla lingua e sulla competenza linguistico-comunicativa. Questo capitolo illustra come due gruppi di docenti italiani di inglese partecipanti a due corsi di formazione condotti da un formatore non nativo, sono stati introdotti ad ELF tramite l'esposizione, l'analisi e l'uso di campioni linguistici e con attività di consapevolezza linguistica e di noticing. English language teacher education has been challenged in the last two decades by new scenarios deriving from factors such as: the growing number of multilingual and multicultural classrooms, the widespread exposure through multimedia to varieties of Englishes, the emerging use of English as a Lingua Franca (ELF) in intercultural communication as well as the acknowledged new role of non-native teachers and teacher-trainers in institutional contexts. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for both learners and teachers demand for a paradigmatic orientation and for a serious reconsideration of the English curriculum, of language teacher education, of language policies as well as of research and practice. New ways in devising patterns, models and actions in terms of educational aims and of language awareness activities require a closer investigation of language data in order to elicit teachers' reflection, unveil and challenge existing beliefs about language and about language communicative competence. This contribution illustrates how two groups of Italian English language teachers respectively participating in pre- and in-service teacher education courses led by a non-native teacher trainer have been introduced to ELF through exposure, analysis and use of ELF language samples via language awareness and noticing activities.

This paper aims to reflect on the relationship between global and interculturaleducation. According to the "Global Education Charter" of the EuropeanCouncil, Global Education can be defined as the possibility/ability toeducate people to participate during their lives actively and responsibly inbuilding a global future in peace, in realizing an intercultural dialogue, insupporting education to beauty, and to the protection and preservation ofthe environment and of all living species. It means that Global Education isboth a theoretic perspective wider than "simple" intercultural education,and more directly connected with a global sensibility and with a deeperknowledge of planetary problems like migrations, wars, famine, structuralviolence, climatic change, ecologic disasters, human rights. It also implies atrue interdisciplinary approach which is really able to connect educationtheories to anthropological, sociological, political and epistemologicalmodels. ; Questo scritto intende riflettere sui rapporti tra la Global Education e lapedagogia interculturale. Partendo dalla "Global Education Charter" elaboratadal Consiglio Europeo, la Global Education può essere definite come lacapacità di educare le persone nel corso della loro vita a partecipare attivamentee responsabilmente alla costruzione di un futuro planetario all'insegnadella pace, del dialogo interculturale, dell'educazione al bello, dellatutela e della salvaguardia dell'ambiente e di tutte le specie viventi. Daquesto punto di vista è necessario sviluppare una sensibilità e unaconoscenza verso tematiche di ordine planetario – le migrazioni, le guerre,la fame, la povertà, la violenza strutturale, i disastri ambientali, il cambiamentoclimatico, i diritti umani, la democrazia – utilizzando una prospettivainterdisciplinare, capace di evidenziare fattori cruciali nella teorizzazionedella pedagogia: antropologico-formativi, socio-politici, epistemologico-culturali.