Abstract. Effective flood risk mitigation requires the impacts of flood events to be much better and more reliably known than is currently the case. Available post-flood damage assessments usually supply only a partial vision of the consequences of the floods as they typically respond to the specific needs of a particular stakeholder. Consequently, they generally focus (i) on particular items at risk, (ii) on a certain time window after the occurrence of the flood, (iii) on a specific scale of analysis or (iv) on the analysis of damage only, without an investigation of damage mechanisms and root causes. This paper responds to the necessity of a more integrated interpretation of flood events as the base to address the variety of needs arising after a disaster. In particular, a model is supplied to develop multipurpose complete event scenarios. The model organizes available information after the event according to five logical axes. This way post-flood damage assessments can be developed that (i) are multisectoral, (ii) consider physical as well as functional and systemic damage, (iii) address the spatial scales that are relevant for the event at stake depending on the type of damage that has to be analyzed, i.e., direct, functional and systemic, (iv) consider the temporal evolution of damage and finally (v) allow damage mechanisms and root causes to be understood. All the above features are key for the multi-usability of resulting flood scenarios. The model allows, on the one hand, the rationalization of efforts currently implemented in ex post damage assessments, also with the objective of better programming financial resources that will be needed for these types of events in the future. On the other hand, integrated interpretations of flood events are fundamental to adapting and optimizing flood mitigation strategies on the basis of thorough forensic investigation of each event, as corroborated by the implementation of the model in a case study.
BackgroundThe family-school relationship is a crucial component in achieving the optimum scholastic experience of pupils. Such a relationship is often described in somewhat reductive binary terms of collaboration/non-collaboration. However, the significant presence of families from different cultural backgrounds in Italy since the 1990s demonstrates how multiple types of rapport with schools can generate effective styles of relationship. Infant schools constitute a privileged location where such dynamics can be investigated. Firstly, because they exhibit the highest percentage of families that have moved to Italy from other countries (33.9%); secondly, because they represent the initial stage when school and family first come into contact, playing an “imprinting role” for all subsequent scholastic phases. Based on in-depth interviews with infant school teachers and parents of pupils coming from different backgrounds, this research investigated different factors that influence family-school relations: (1) interpersonal factors, that include listening skills, emotions and relational styles of parents or teachers; (2) structural factors, that are related to the living conditions of families and to the whole social welfare system in Italy; (3) cultural factors, that bring together values, lifestyles and educational cultures of both parents and teachers.ResultsThe idea regarding the inadequate distinction based on a dichotomy between Italian and migrant families seemed to be confirmed: Italian families and migrant families are characterized by many common features as well as by many inner differentiations. The results of this study suggest that the family-school relationship evolves into a communication framework that encompasses both obstacles and resources.ConclusionsThe results of our research suggest that the relationship between parents and teachers in Italian infant schools is influenced by different factors, not only cultural ones. All of these factors are related to both parents and teachers, and they should be taken into account when investigating this topic.
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