Pediatric B-cell precursor acute lymphoblastic leukemia (BCP-ALL) has achieved an 80% cure rate as a result of a risk-adapted therapy largely based on minimal residual disease (MRD) monitoring. However, relapse is still the most frequent adverse event, occurring mainly in the patients with intermediate MRD levels (intermediate risk, IR), emphasizing the need for new prognostic markers. We analyzed the prognostic impact of cytokine receptor-like factor 2 (CRLF2) over-expression and P2RY8-CRLF2 fusion in 464 BCP-ALL patients (not affected by Down syndrome and BCR-ABL negative) enrolled in the AIEOP-BFM ALL2000 study in Italy. In 22/464 (4.7%) samples, RQ-PCR showed CRLF2 over-expression (X20 times higher than the overall median). P2RY8-CRLF2 fusion was detected in 22/365 (6%) cases, with 10/22 cases also showing CRLF2 over-expression. P2RY8-CRLF2 fusion was the most relevant prognostic factor independent of CRLF2 over-expression with a threefold increase in risk of relapse. Significantly, the cumulative incidence of relapse of the P2RY8-CRLF2 þ patients in the IR group was high (61.1% ± 12.9 vs 17.6% ± 2.6, Po0.0001), similar to high-risk patients in AIEOP-BFM ALL2000 study. These results were confirmed in a cohort of patients treated in Germany. In conclusion, P2RY8-CRLF2 identifies a subset of BCP-ALL patients currently stratified as IR that could be considered for treatment intensification.

Within the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today's complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding contributions of work-related experiences to the development of generic skills. The first part of the article presents a literature review carried out following the matching among three main keywords: work-related learning, generic skills, and higher education. Resources focused on the integration/ teaching of generic skills in formal curriculum or in co-curriculum work-related activities and they were collected in order to explore the link between work-related learning in higher education and the development of generic skills. The focus is to identify valuable considerations to improve teaching strategies and methods. The second part presents an Italian work-related experience developed within the course of "Organizational Intervention Research Methods," which involved 22 master's degree students. The work-related assignment will be described in addition to the content analysis process of the 22 collected texts and the findings about the development of generic skills.

What kind of Work-Related activities/programmes do Italian teachers propose to their students? What are common elements considered in the designing of Work-Related activities by those proposing them? A multiple case study research programme was chosen as a method to explore the current Italian situation regarding Work-Related teaching and learning methods in Higher Education (Coll et al. 2008; Dirkx 2011) and to define some possible methodological recommendations to encourage the design of Work-Related Learning activities/programmes

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The article presents the OLESchool research, which conducted a feasibility study aimed at the definition of an integrated learning ecosystem model in which the school system becomes the focus of an open learning environment. The research considered the criticalities, priorities and limitations related to the pandemic event, highlighting the resources and opportunities generated, and aimed to identify those success factors and criteria for building prototypes and hypotheses of expected results to be implemented at a subsequent stage. The research adopted a collaborative approach starting with the stakeholder engagement process. The research team applied a methodological design inspired by the Grounded Theory paradigm, studying the phenomenon holistically from different points of view with qualitative-quantitative parallel research phases and triangulation between researchers, theories, data and tools. The contribution presents the results, distinguished between output and outcome of the research.   Ecosistemi educativi: un modello di ricerca applicato in quattro territori della Toscana. Il contributo presenta la ricerca OLESchool che ha visto la realizzazione di uno studio di fattibilità volto alla definizione di un modello di ecosistema formativo integrato dove il sistema scolastico diventa fulcro di un ambiente di apprendimento aperto. Sono state tenute in considerazione criticità, priorità e vincoli relativi all’evento pandemico, facendo emergere le risorse e le opportunità scaturite e puntando all’individuazione di quei fattori di successo e criteri di costruzione di prototipi e ipotesi di risultati attesi da implementare in una fase successiva. La ricerca ha seguito un approccio di tipo collaborativo a partire dal processo di stakeholder engagement. È stato adottato un disegno metodologico ispirato al paradigma della Grounded Theory, studiando il fenomeno in modo olistico da punti di vista differenti, con fasi di ricerca parallele quali-quantitative e trasversali di triangolazione tra ricercatori, teorie, dati e strumenti. Nel contributo sono presentati i risultati distinti tra output e outcome della ricerca.