No abstract

The paper discusses the relationship between Commons, Social Capital, and sustainability in terms of resources used, tools available, and goals to be achieved. The conceptual framework differs from the traditional one, which considers Commons and Social Capital as different resources. The paper considers Commons and Social Capital as homogeneous assets defined by the rights related to the access, use, and reproduction of collective resources, material or immaterial, which are essential to reduce the difference between private and social costs in the economic processes. This approach derives from a definition of sustainability as a private and social responsibility in reproducing all the resources used in the life processes, minimizing the waste caused by their exhaustion and loss of fertility. The paper refers to the model of Commons by the school of Elinor Ostrom to explain the nature and role of Social Capital and to observe it in different units of analysis, with particular attention to the forms of cooperative enterprise. The last part of the work outlines field research on the Parmigiano Reggiano supply chain as a natural laboratory to test the theoretical hypotheses.

No abstract

This USA-Italy comparison indicated that half of the US consumers but only 25% of the Italian consumers were familiar with GM foods. Italian consumers are less likely to read nutrition labels. Most US consumers are willing to buy GM foods, while only 43% of Italian consumers are willing to buy GM foods. Many of the Italian consumers are unaware of GM food characteristics.

This paper analyses non‐compulsory secondary school enrolment of immigrant students in Italy. Such enrolment implies a voluntary decision and can influence future career paths in the labour market. The results show that the enrolment rates of immigrants are lower than those of Italians. Immigrant students prefer vocational schools and shorter‐term education. The pattern of these preferences remains constant across the throughout Italy, even if Italy presents strong differences in the economic development of its regions, with rich Northern and poor Southern regions. The enrolment rates of second‐generation immigrant students differ from those of first‐generation students, but the size of this component is still too small to indicate a clear trend.