Rural development and communication: a community media project in Uttar Pradesh (India)

Loaded with 16% of the world’s population, India is a challenged country. More than a third of its citizens live below the poverty line - on less than a dollar a day. These people have no proper electricity, no proper drinking water supply, no proper sanitary facilities and well over 40% are illiterates. More than 65% live in rural areas and 60% earn their livelihood from agriculture. Only a meagre 3.63% have access to telephone and less than 1% have access to a computer. Therefore, providing access to timely information on agriculture, weather, social, health care, employment, fishing, is of utmost importance to improve the conditions of rural poor. After some introductive chapters, whose function is to provide a comprehensive framework – both theoretical and practical – of the current rural development policies and of the media situation in India and Uttar Pradesh, my dissertation presents the findings of the pilot project entitled “Enhancing development support to rural masses through community media activity”, launched in 2005 by the Department of Mass Communication and Journalism of the Faculty of Arts of the University of Lucknow (U.P.) and by the local NGO Bharosa. The project scope was to involve rural people and farmers from two villages of the district of Lucknow (namely Kumhrava and Barhi Gaghi) in a three-year participatory community media project, based on the creation, implementation and use of a rural community newspaper and a rural community internet centre. Community media projects like this one have been rarely carried out in India because the country has no proper community media tradition: therefore the development of the project has been a challenge for the all stakeholders involved.

L'intelligenza emotiva in età evolutiva

Emotional Intelligence (EI) has increasingly gained widespread popularity amongst both lay people and scientists in a wide range of contexts and across several research areas. In spite of rigorous inquiry into its applications in educational, social, health and clinical settings, substantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. Actually, there is a consensus about a conceptual distinction between Trait EI, or trait emotional self-efficacy (Petrides & Furnham, 2001), and Ability EI, or cognitive-emotional ability (Mayer & Salovey, 1997). Trait EI is measured via self-report questionnaires, whereas Ability EI is assessed via maximum performance tests. Moreover, EI is the broadest of the emotional constructs, and it subsumes various constructs, as Emotional Awareness (Lane & Schwartz, 1987). To date, EI research has focused primarily on adults, with fewer studies conducted with child samples. The aim of the present study is to investigate the role of different models of EI in childhood and early adolescence (N = 670; 353 females; Mage= 10.25 years ; SD = 1.57). In addition, a further goal is to evaluate the relationship of each construct with personality, non verbal cognitive intelligence, school performance, peer relationships, and affective disorders (anxiety and depression). Results shows significant correlations between Trait EI and Emotional Awareness, whereas Trait and Ability EI appear as independent constructs. We also found significant positive associations between age and Ablity EI and Emotional Awareness (although with add of verbal productivity), while gender differences emerged in favour of females in all EI-related measures. The results provide evidence that Trait EI is partially determined by all of the Big Five personality dimensions, but independent of cognitive ability. Finally, the present study highlights the role of EI on social interactions, school performance and, especially, a negative relationship between Trait EI and psychopathology.

Evaluation of an intervention focusing on children to promote physical activity in the entire community: Feasibility, effectiveness and sustainability over time.

Regular physical activity (PA) during childhood is associated with physical, mental, emotional and social health benefits. The constant practice of PA is considered one of the best buys available in public health. The World Health Organization (WHO) recommends to perform at least 60 minutes per day of moderate to vigorous PA for children and adolescents in order to obtain health benefits. However, globally, this level of PA is hardly achieved. Children and adolescent who do not reach the recommended levels of PA are defined as physically inactive and nowadays physical inactivity constitutes a new type of pandemic. For this reason, the WHO launched a global action plan addressing physical activity with a goal of reducing physical inactivity in children and youth. The plan also included recommendation to improve individual and community health and contribute to the social, cultural and economic development of all nations. Worldwide, children and adolescents spend a significant amount of time in school and for this reason the school represents a fundamental educational setting that can play a pivotal role increasing students’ PA. Opportunities to be physically active should not be considered purely in relation to when children attend physical education classes but also making physical activity available during the school day, such as physically active lessons, and multicomponent PA interventions. Since school-based PA interventions are quite numerous, the present thesis focused on interventions delivered during school hours and that integrate small doses of PA as part of routine instruction. This type of intervention is called “Active Breaks.” Active Breaks consists of brief 5–15 minutes sessions of PA led by teachers who introduce short bursts of PA into the academic lesson. In light of this the present thesis aims to evaluate the feasibility, efficacy and sustainability of an Active Breaks intervention targeting children to promote PA.

The role of proactive coping strategies and perceived health status for Social well-being and life-project in old age.

The latter part of the 20th century was a period characterized by a fundamental demographic transition of western society. This substantial and structural demographic change proposes several challenges to contemporary society and fosters the emergence of new issues and challenges. Among these, none is more crucial than the comprehension of the mechanisms and the processes that lead people to positive aging. Rowe and Kahn’s model of successful aging highlights the interplay between social engagement with life, health, and functioning for a positive aging experience. Other systemic models of successful aging (Kahana et al., 1996; 2003; Stevernik et al., 2006) emphasize the role of internal and external resources for attaining positive aging. Among these, the proactive coping strategies are indicated as important active strategies for avoiding the depletion of resources, counterbalancing the declines and maintaining social and civic involvement. The study has analyzed the role of proactive coping strategies for two facets of positive aging, the experience of a high social well-being and the presence of personal projects in fundamental life domains. As expected, the proactive coping strategies, referred to as the active management of the environment, the accumulation of resources and the actualization of human potentials are confirmed as positive predictors of high level of social well-being and of many personal projects focused on family, culture, leisure time, civic and social participation. Perceived health status give a significant contribution only to the possession of many personal projects. Gender and level of school education give also a significant contribution to these two dimensions of positive aging, highlighting how positive aging is rooted not only in the possession of personal resources, but also in historical models of education and in positive longitudinal chains related to early development.

Precarious employment and social reproduction: the impact on health and well-being

This dissertation aims to make a theoretical and empirical contribution to the debate on precarious employment, social reproduction and the impact on health and well-being. In recent years, numerous studies have examined the effect of precarious employment as a social determinant on health and well-being, focusing on gender differences in this phenomenon. Within this framework, the research design is to investigate this topic quantitatively in the United Kingdom using longitudinal data to assess the long-term effects of precarious employment and informal care work on health. More specifically, the aim of this thesis is to investigate the impact of precarious employment on health and to analyze gender differences within this phenomenon, particularly in relation to the role of informal care work. The analysis shows that precarious employment is indeed associated to a detrimental effect on health and that this effect is stronger for women’s mental health. Additionally, the analysis shows that time spent on informal care work explains part of the gender gap in mental health, and that informal care and the number of hours spent on it are associated with worse mental health for women. Finally, during the first few months of Covid-19, for both men and women, performing more hours of care work on average is associated with worse mental health, showing that it is not so much the change from fewer to more hours that affects health, but rather those who do more hours on average, hence the long-term effect of being an intensive informal carer.