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Today our daily life appears a multifaceted and articulated mix of ordinary and extraordinary, stability and change: a context inside which a range of latent "possibilities" is nested, on which human creativity committed to building the future seems to find expression (Jedlowski 2017, Augé 2012, Appadurai 2014). Investigating the theme of spaces and living has a lot to do with reflection on change – and on the subject's ability to imagine and build the future – because it implies questioning a world that is changing and arouses new expectations and needs. Compared to a period in which, in our country, (little or) almost no reflection was carried out on this phenomenon, the house today appears (to be) one of the universal places from which to try to rethink ourselves and the word we live in. This essay will consider the contribution that some innovative collaborative housing practices, including co-housing, seem to offer to the rethinking of urbanity. Such practices in fact make explicit the inclination to be open to others, the aspiration to care, to feel in tune with the neighbourhood and surrounding spaces, and more generally with the world, in a perspective of trust towards the future.

Emotions today seem to play a fundamental role. In fact, emotions make social interaction between individuals possible and it is thanks to them that communication processes develop and make dynamics of social integration possible. In this paper, emotions are analysed as transformative resources, whose strength appears almost revolutionary for the subject's ability to act. Despite the widespread processes of individualization in contemporary society, the individual appears to be looking for new ties and new relationships not only in the emotional sphere but also in other contexts which, although elusive and difficult to identify, are crucial for social life. What are the new scenarios in which emotions manifest themselves? What kind of bonds are generated in the practices of social interaction nowadays? It is in this perspective we intend to investigate emotions such as altruism, solidarity, gratitude, empathy induced thanks to the commitment of the Tuscan Voluntary Association Auser Abitare Solidale.

L'obiettivo del saggio č il confronto dei sistemi di formazione continua francese e italiano attraverso due specifici studi di caso. Sono state realizzate interviste ai direttori delle risorse umane e/o dell'ufficio Formazione e a lavoratori di due grandi aziende bancarie per verificare l'introduzione nel 2004 di nuovi strumenti normativi tra cui il diritto individuale alla formazione (Dif), in Francia, e i Fondi paritetici interprofessionali in Italia. Se anche in ambito normativo si afferma una concezione della formazione continua che sembra evidenziare il ruolo piů attivo del lavoratore per cui la formazione viene considerata come un vero e proprio diritto individuale, una scelta che non dipende soltanto dalle decisioni imprenditoriali ma che vuole invece essere intrapresa con maggiore autonomia dal lavoratore, occorre capire fino a che punto i nuovi provvedimenti normativi sembrano rendere possibile una reale attivazione e responsabilizzazione dei soggetti.

This volume presents a collection of research papers investigating how to foster the learning and teaching of pragmatic phenomena, as well as how to administer tests that assess pragmatic competence in second/foreign language education with regards to several target languages. The topics investigated include: speech acts; computer-mediated communication; conversation analysis; pragmatic, intercultural, and emotional competence; native and non-native performance; data collection and instructional methods; needs analysis; and syllabus design and materials development. The contributions will be of particular interest to linguists, language learners and teachers, teacher trainers, and communication experts

The publication collects the contributions presented during the International Symposium of the Italian UNESCO Chairs (CONIUS) entitled Human Rights and Sustainable Development Goals 2030, which took place on 16 November 2018 at the University of Florence. The contributions of national and international experts address the Global Aims for Sustainable Development of the UNESCO including Sustainable Development Goals (SDGs) n. 3 Improvement of the 'Global Health', n. 4 'Quality Education', n. 11 'Cities and Inclusive Human Sett lements' and n. 16 'Peace and Justice', using transdisciplinary and transnational perspectives and implemented through theoretical studies and good practices.