Background: Postural tone alterations are expressions of myofascial and, therefore, of structural, visceral, and emotional disorders. To prevent these disorders, this study proposes a quantitative investigation method which administers a postural evaluation questionnaire and a postural biomechanical evaluation to 100 healthy subjects. Methods: The reliability of the method is studied by comparing both assessments with digitized biometrics. In addition, 50 subjects undergo the biomechanical evaluation form twice, by four different operators, to study the intraoperative repeatability. Results: The results show a satisfactory overlap between the results obtained with the postural evaluation questionnaire and the postural biomechanical evaluation compared to computerized biometrics. Furthermore, intraoperative repeatability in the use of the biomechanical evaluation form is demonstrated thanks to a minimal margin of error. Conclusions: This experience suggests the importance of undertaking this path in both the curative and the preventive sphere on a large scale and on different types of people who easily, and even unknowingly, may face dysfunctional syndromes, not only structural and myofascial but also consequently of the entire body’s homeostasis.

This article examines online activities’ impact on Italian students’ academic skills using data from the OECD-PISA 2022 database. By applying multiple regression models, the study evaluates how different frequencies and modes of internet use affect learning outcomes in mathematics among Italian high school students. The findings indicate that moderate internet use can positively influence learning, while excessive use – defined as overuse starting from daily usage exceeding 3 hours and extending to 5-7 hours – or more is associated with a significant decline in academic performance. The analysis is based on data from a sample of 11,785 fifteen-year-old students. It employs linear regression models to assess the relationship between time spent online and mathematics scores (and, in some cases, reading comprehension) obtained in the standardized tests of the OECD-PISA 2022 survey. The methodological approach incorporates linear regression models and extends the analysis to reading skills. Students who spend more than hours a day online achieve significantly lower scores compared to those who limit their usage to a maximum of 1-2 hours. Furthermore, the study explores the influence of socio-demographic variables and the socio-economic and cultural status index (ESCS) on academic outcomes. The research highlights the importance of parents, teachers, and educators promoting the conscious and balanced use of digital technologies.

Drawing inspiration from the research conducted in Italian schools involved in the reform process, the article proposes to investigate two visions in the research on Sociology of Education: one distal and the other proximal. The distal vision is offered by quantitative research nowadays supported by extensive public funding and framed as comparative international programmes, while the proximal one concerns mainly qualitative methodological and epistemology perspectives. In an attempt to bring the strengths of each into focus, the article approaches these two visions.

El objetivo de este breve análisis es ampliar el debate sobre la pobreza educativa y subrayar la importancia de asociar las intervenciones económicas de lucha contra la pobreza, como el Ingreso Mínimo Vital, a las políticas de reducción de la pobreza educativa. En este trabajo se compara la difusión de la pobreza educativa en España con otros países europeos (Alemania, Francia, Italia y Reino Unido), utilizando tres fuentes de datos: 1) la European Social Survey; 2) datos de la encuesta PIAAC sobre habilidades de adultos y 3) resultados de la OCDE-PISA 2018 relacionados con el menor rendimiento en lectura, matemáticas y ciencias de jóvenes de 15 años. Se recuerda la importancia de fortalecer las políticas contra la pobreza en una perspectiva multidimensional, para que las medidas de apoyo económico sean aún más incisivas, en términos de larga duración, si se vinculan estrechamente a esquemas de largo plazo dirigidos a mejorar las condiciones de empoderamiento de la población con severa privación educativa y en el área de habilidades sociales básicas.