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HRV in Stress Monitoring by AI: A Scoping Review
No full textDespite the growing interest in physiological stress monitoring, an objective measure of stress is currently lacking, especially in clinical and rehabilitation contexts. With the emerging integration of artificial intelligence (AI) in data analytics, heart rate variability (HRV) has gained attention as an effective biomarker; however, the literature remains fragmented across disciplines, stress types, and methodological approaches. This scoping review aims to investigate how AI techniques are applied to HRV analysis for stress detection and prediction in adult populations. Although this review does not focus on a specific subtype of stress, its primary objective is to explore the current methodological state of the art as reported in the literature, without restrictions on stress typology. Following PRISMA-ScR guidelines, a systematic search was conducted across PubMed, Scopus, and Google Scholar for studies published between 2005 and 2025, using MeSH terms including “HRV”, “Rehabilitation”, “SCI” (for Spinal Cord Injury), “Stress”, “Sympathetic”, “Parasympathetic”, “Non-linear”, “Gamification”, “AI” and “Machine Learning”. Inclusion criteria targeted adult human populations and studies employing HRV features as input for AI and machine learning techniques for psychophysical stress assessment. Of the 566 records identified, 15 studies met the eligibility criteria. The reviewed studies exhibit substantial heterogeneity in terms of settings, populations, sensors, and algorithms with most employing supervised methods (e.g., random forest, support vector machine), alongside several applications of deep learning and explainable AI. Only one study focused specifically on physiological stress, none focused on SCI populations, and rehabilitation-related research was scarce, thereby underscoring important gaps in the current literature. Overall, HR variability analysis, especially when combined with artificial intelligence techniques, represents a promising approach for stress assessment; however, the field is methodologically fragmented and clinically underdeveloped in critical areas, underscoring the need for a multidisciplinary methodological framework
L'ePortfolio come dispositivo didattico-formativo. Un'indagine empirica sui percorsi di formazione iniziale degli insegnanti
No full textNel contesto delle trasformazioni che attraversano il sistema universitario e la formazione iniziale dei docenti, l’Università è chiamata a riaffermare la propria funzione pubblica come luogo di costruzione di conoscenza, riflessione e responsabilità sociale. Il DPCM del 4 agosto 2023, che ridefinisce i percorsi abilitanti per la scuola secondaria in coerenza con gli obiettivi del PNRR, ha posto al centro la necessità di una formazione integrata, capace di connettere teoria, pratica e riflessività professionale. In questo quadro l’ePortfolio, inteso come dispositivo didattico-formativo, rappresenta uno strumento strategico per sostenere i futuri insegnanti nel processo di costruzione di un’identità professionale consapevole e riflessiva. Il contributo presenta i principali esiti di un’indagine empirica condotta nell’ambito dei percorsi abilitanti da 30, 36 e 60 CFU attivati dall’Università telematica eCampus, che in linea con il DPCM ha messo a punto un modello ad hoc di ePortfolio delle competenze professionali. Lo studio, condotto su un campione di 5.336 unità, ha perseguito tre principali obiettivi: mappare obiettivi professionali e percezione dei corsisti in relazione alle dimensioni di competenza previste dal profilo docente delineato nella normativa; analizzare i contenuti degli ePortfolio per rilevare le capacità dei corsisti sul piano osservativo, progettuale e riflessivo; valutare l’efficacia del modello di ePortfolio messo a punto nel favorire riflessione critica e consolidamento della consapevolezza professionale. Le principali evidenze emerse dallo studio confermano la validità dell’ePortfolio come dispositivo volto a promuovere un apprendimento riflessivo, capace di rendere visibili i processi di sviluppo professionale e di stimolare nei corsisti analisi critica e autovalutazione delle competenze acquisite. Pur con livelli qualitativi differenti sul piano descrittivo e argomentativo, la ricchezza di quanto documentato dai corsisti mostra che la compilazione richiesta è stata vissuta non come adempimento formale, ma come opportunità di elaborazione significativa e di connessione tra esperienza diretta, riflessione sulle pratiche didattiche e costruzione della propria identità professionale. Quanto descritto, dunque, contribuisce a delineare un modello formativo universitario in cui teoria, pratica e riflessione si integrano per sostenere lo sviluppo di una professionalità docente consapevole e responsabile. In prospettiva sarà interessante, anche sul piano della ricerca, proseguire nel perfezionamento del modello di ePortfolio sviluppato da eCampus e nel rafforzamento dei processi integrati che ne supportano l’utilizzo, quali le attività di supervisione in itinere e i momenti di confronto tra pari. Tali sviluppi potranno infatti favorire un processo di innovazione continua del modello formativo e il consolidamento di una formazione docenti orientata a promuovere una cultura della riflessività
Sexual Assertiveness in Men and Women: The Role of Body Appreciation and Enjoyment of Sexualization
No full textSexual assertiveness, intended as the voluntary ability to initiate sex, to refuse unwanted sexual activity, and to discuss sexual history with a sexual partner, is essential to individuals’ sexual satisfaction and psychological well-being. The present study aimed to extend existing knowledge on this construct by investigating the role of body appreciation and enjoyment of sexualization on sexual assertiveness in both men and women. Specifically, we hypothesized that body appreciation would be positively associated with sexual assertiveness, both directly and through the mediation of enjoyment of sexualization. Participants were 765 adults between 18 and 40 years old (mean age = 25.18; SD = 5.04). A multigroup structural equation model tested invariance across genders. Results showed that body appreciation was linked to enjoyment of sexualization and to initiating sex in both genders, but to refusing unwanted sex only in women and to communicating sexual history only in men. Among women, enjoyment of sexualization related to all dimensions of assertiveness, whereas among men it had no significant role. Findings are discussed in light of sociocultural processes influencing sexual assertiveness
Prognostic implications of social anxiety comorbidity in major depressive disorder. Evidence from three large samples with adult and older patients
No full textBackground/objectives: Social anxiety disorder (SAD) frequently co-occurs with major depressive disorder (MDD). We examined the prevalence and clinical correlates of SAD across three heterogeneous MDD cohorts. Methods: Secondary analyses were conducted in adult (CO-MED: n = 482; GSRD: n = 1398) and late-life (IRL-GREY: n = 438) patients. SAD was assessed dimensionally (PDSQ) and categorically (MINI; SCID-1). Cohort-specific instruments were used to assess depressive severity (QIDS; MADRS), suicidality (CHRT; MADRS; SIS) and hypomanic symptoms (ASRM; YMRS). In late-life depression, neurocognitive tests were administered. Multivariate models were adjusted for depression and anxiety levels. Results: SAD prevalence varied markedly by samples and diagnostic definitions (CO-MED: 46.7% with PDSQ≥6; 17.0% with PDSQ>12; GSRD: 3.0%; IRL-GREY: 8.7%). Across cohorts, SAD was associated with earlier MDD onset (CO-MED: p < 0.001 d = -0.36; GSRD: p = 0.014 d = -0.39; IRL-GREY: p = 0.002 d = -0.54) and greater anxiety comorbidity (CO-MED: GAD: p < 0.001 d = 1.24; panic: p < 0.001 d = 1.29; GSRD: GAD: p < 0.001; panic: p < 0.001; IRL-GREY: agoraphobia: p < 0.001). After controlling for depression and anxiety levels, SAD was linked to higher suicide risk in both adult cohorts (CO-MED: OR 1.04 (1.01-1.08); GSRD: OR 1.29 (1.04-1.64)) and to lower 6-week remission in CO-MED cohort (OR 0.51 (0.29-0.91)). Conclusions: In MDD, SAD has consistent associations with earlier illness onset and anxiety burden, modest associations with suicidality and antidepressant outcomes, and reduced impact in late life
IA generativa e didattica universitaria nell’ambito delle scienze educative: una scoping review.
No full textThis paper presents a scoping review that examines the application of Generative Artificial Intelligence (GenAI) in university teaching, particularly in the educa-tion sciences. The authors identify fields, areas, themes and perspectives in re-cent scientific literature, focusing on the benefits and challenges posed by GenAI, including personalised learning, ethical issues and the need for new approaches. The methodology adopted follows a rigorous five-stage Scoping Review process, from the formulation of research questions to the analysis of results, in order to map the exi-sting literature and identify knowledge gaps. Underrepresented areas of research, such as stakeholder perspectives and innovative pedagogical strategies, are highlighted, suggesting a future shift from a reactive to a more proactive approach in university educational design that consciously integrates Generative Artificial Intelligence tool
IA, infanzia e algoritmi. Crescere e apprendere nel postdigitale
No full textL'Intelligenza Artificiale caratterizza il tessuto connettivo della nostra epoca postdigitale, anche nei contesti in cui nascono e crescono i bambini della generazione alpha (2010-2024) e beta (dal 2025). Il libro ne prende atto, evitando la polarità tra pessimismo allarmistico e ottimismo acritico, per offrire una mappa utile a orientarsi e assumere decisioni consapevoli, attraverso tre movimenti complementari. In primis, una panoramica delle IA e del loro funzionamento profondo, sempre nella logica dei bambini postdigitali. Come muoversi nella pluralità delle IA, tutelando l'infanzia e comprendendo quando utilizzare le nuove risorse? In questa cornice, si focalizza il ruolo di chi lavora con l’infanzia, dal nido alla scuola primaria. Come cambia il profilo di educatrici e docenti? Quali competenze trasversali acquisire per accompagnare l'infanzia nell'era dell'IA, in una logica educativa e didattica? Infine, una visione sociale sul ruolo degli adulti, anche a casa, con spunti per utilizzare l'IA in famiglia in modo etico e strategico, non solo performativo, per costruire cittadinanza attiva.
Unendo quadri teorici, spunti metodologici e ipotesi operative, con 24 schede di attivazione da utilizzare a scuola e a casa, il volume si rivolge a genitori, educatrici, docenti, ricercatori, funzionari e professionisti che si occupano dell'infanzia.The book acknowledges that Artificial Intelligence characterises the connective tissue of our post-digital era, including the contexts in which children of Generation Alpha (2010–2024) and Generation Beta (from 2025) are born and raised. Rather than oscillating between alarmist pessimism and uncritical optimism, it offers a map for navigating this landscape and making informed decisions, structured around three complementary movements. The first provides an overview of AI systems and how they work, always through the lens of post-digital childhood: how to navigate the plurality of AI tools while safeguarding children and understanding when to draw on new resources. The second focuses on the role of those who work with young children, from nursery to primary school: how are the profiles of educators and teachers changing, and what transversal competencies are needed to accompany children through the AI era, within an educational and pedagogical framework? The third offers a broader social perspective on the role of adults at home, with practical suggestions for engaging with AI in family contexts in an ethical and intentional way, not merely performative, with a view to building active citizenship. Combining theoretical frameworks, methodological insights and operational proposals, including 24 activation cards for use at school and at home, the volume addresses parents, educators, teachers, researchers, policymakers and professionals working in the field of childhood
Mental health risk prediction in autoimmune patients in primary care: A class-sensitive machine learning approach
No full textDosimetric evaluation of the TIMER applicator using TG-43 and TG-186 formalisms in interventional radiotherapy (modern brachytherapy)
No full textRole of alginate in managing the air gap in contact brachytherapy for auricular non-melanoma skin cancer
No full textIs the Rise of AI in the Metaverse a Way to Make the Fashion Industry More Sustainable?
No full textDigital transformation significantly impacts business growth and development, with the fashion industry once again at the forefront of major technological advancements. From the textile factories that powered the first industrial revolution to current explorations of artificial intelligence (AI), fashion now stands on the brink of a ‘second machine age’ (Brynjolfsson & McAfee, 2014). Over the next 12 to 24 months, AI adoption in the fashion industry is expected to accelerate (Comité Colbert and Bain & Company, 2024), particularly within the metaverse, as demonstrated by companies like DressX and The Fabricant. These organizations leverage AI in both B2C offerings and internal processes, enhancing operational efficiency and sustainability through advanced data management. This chapter addresses a research gap on the use of AI in the fashion metaverse for value generation and capture. Employing a multi-case study approach (Yin, 1993), this exploratory research investigates both the opportunities and challenges of AI implementation, emphasizing its potential to improve value chain efficiency and sustainability