Sealing practices in the Near East during the Late Bronze II period: administration and trade in the age of internationalism

This PhD research investigates sealing practices in the Near East during the Late Bronze II period (ca. 1375-1175 BCE). Sealings from archaeological contexts in the Southern Levant, North Syria, Upper and Lower Mesopotamia and South-Western Iran are taken under consideration and analyzed on multiple aspects at local, regional, and international levels. The contextual, functional, and iconographic analysis of these materials, in fact, allows to reconstruct the nature of the transactions and the agents involved in the sealing operations within local administrative systems, highlighting at the same time aspects of inter-regional interactions during the age of internationalism. Following a survey of the available evidence, a corpus consisting of 1845 records from 28 different sites across the ANE, has been filed using MS Access and MS Excel, including 740 unpublished sealing from Karkemish. Among this large evidence, the corpus of recently discovered sealings from Karkemish and the other scattered sealings from the North Syrian provinces, for instance, provide insights on the core-periphery relationships under the Hittite Empire; while the deposit from Building P at Tell Sheikh Hamad, that of the Middle Assyrian houses at Tell Fekheriye, and of the dunnu of Tell Sabi Abyad, significantly contributes to defining the administration of provinces within the Middle Assyrian state and the regional circulation of good. The less extensive evidence from South Mesopotamia under the Kassite rule and from Middle Elamite contexts in South-Western Iran somewhat contribute as well to the understanding of sealing practices in the LB II period. The South Levantine kingdoms, on the other hand, seems participates to the Egyptian regional network of exchanges and sealing practices.

Educational mismathc in Italian an European labour markets (starting from the UK)

The present doctoral thesis is structured as a collection of three essays. The first essay, “SOC(HE)-Italy: a classification for graduate occupations” presents the conceptual basis, the construction, the validation and the application to the Italian labour force of the occupational classification termed SOC(HE)-Italy. I have developed this classification under the supervision of Kate Purcell during my period as a visiting research student at the Warwick Institute for Emplyment Research. This classification links the constituent tasks and duties of a particular job to the relevant knowledge and skills imparted via Higher Education (HE). It is based onto the SOC(HE)2010, an occupational classification first proposed by Kate Purcell in 2013, but differently constructed. In the second essay “Assessing the incidence and wage effects of overeducation among Italian graduates using a new measure for educational requirements” I utilize this classification to build a valid and reliable measure for job requirements. The lack of an unbiased measure for this dimension constitutes one of the major constraints to achieve a generally accepted measurement of overeducation. Estimations of overeducation incidence and wage effects are run onto AlmaLaurea data from the survey on graduates career paths. I have written this essay and obtained these estimates benefiting of the help and guidance of Giovanni Guidetti and Giulio Pedrini. The third and last essay titled “Overeducation in the Italian labour market: clarifying the concepts and addressing the measurement error problem” addresses a number of theoretical issues concerning the concepts of educational mismatch and overeducation. Using Istat data from RCFL survey I run estimates of the ORU model for the whole Italian labour force. In my knowledge, this is the first time ever such model is estimated on such population. In addition, I adopt the new measure of overeducation based onto the SOC(HE)-Italy classification.

Children’s socialization, involved parenting, and the construction of the family-school partnership in everyday family interactions: a study on parent-assisted homework as a morally dense educational arena

This study investigates an activity that takes place at the intersection between family and school and plays a key role in the building of the family-school partnership largely promoted by education policies: parent-assisted homework. Even though this topic is not new in pedagogical research, what is innovative about this study is the focus on naturally occurring parent-child conversations during homework. Adopting a phenomenological approach to the study of educational events and relying on conversation analysis, the present study analyzes 62 video-recorded sessions of parent-assisted homework collected in 19 Italian families with children aged 6-10 years old (i.e., attending primary school). The analysis of parent-child interactions reveals that parent-assisted homework is not only a site for formal learning but also and primarily a morally dense educational arena. Through the ‘small talks’ that accompany the completion of homework exercises, parents and children evoke and co-construct moral ideologies concerning topics as diverse as learning, school rules and standards, ‘good, involved parenting’, the family-school partnership, children’s autonomy, virtue, time management, and the organization of knowledge and authority in interaction. By taking part in everyday homework interactions, children are educated to culture-specific ethical systems and socialized into morally competent members of their communities, while parents implement the family-school partnership and comply with the model of “involved parent” proposed by pedagogical research and policies. Providing empirical evidence for the moral and educational relevance of ordinary family talk, this study contributes to pedagogical research on family life and promotes parents’ reflexivity about their mundane interactive activities.