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ARISE-AI: rilevare e orientare le pratiche didattiche con l’Intelligenza Artificiale in una prospettiva human-centered
No full textIl presente studio introduce il costrutto ARISE-AI Responsive Integrated Socio-Education, sviluppato per guidare la riflessione sulla capacità di professionisti e professioniste dell’ambito educativo e socio-educativo di attivare forme di co-agency riflessiva nell’interazione con l’Intelligenza Artificiale, in particolare in riferimento alle pratiche didattiche. In un contesto sociale di crescente normalizzazione dell’AI generativa, il progetto TEACH-AI (Transformative Educational Approaches for Civic and Human-Centred AI) si colloca strategicamente tra l’approccio strumentale proprio dell’AIED (AI in Education) e quello critico-etico proposto dall’AIL (AI Literacy). Tale quadro si intreccia con le recenti Linee guida ministeriali sull’introduzione dell’AI nelle istituzioni scolastiche. Per indagare come l’AI venga integrata nelle pratiche didattiche dei docenti è stato costruito lo strumento PAIR-S (Participatory AI for Inclusive Relationships in School), validato su un campione di 3633 insegnanti. La procedura di validazione ha incluso Analisi Fattoriale Esplorativa e Confermativa e analisi della affidabilità, evidenziando risultati positivi e confermando la solidità delle misure. Lo strumento PAIR-S si configura quindi come uno strumento attendibile e rigoroso per rilevare e promuovere forme di co-agency attiva, supportando la progettazione di pratiche didattiche etiche, informate e consapevoli
Dosimetric impact of tumor morphology in Ruthenium-106 ocular interventional radiotherapy (modern brachytherapy)
No full textIMAGE-GUIDED INTERVENTIONAL RADIOTHERAPY (MODERN BRACHYTHERAPY) FOR THE TREATMENT OF HIGH-GRADE VAGINAL INTRAEPITHELIAL CANCER
No full textArtificial intelligence for operational excellence in operations management: a systematic literature review and classification framework in manufacturing
No full textLong-Term Effects of a Multidisciplinary School-Based Intervention on Children’s Healthy Habits: A 1-Year Follow-Up
No full textBackground: Multidisciplinary school-based interventions are considered a key strategy for promoting healthy lifestyles and preventing childhood obesity. However, evidence on the persistence of their effects beyond the intervention period remains limited. Objectives: This study investigated the long-term effect of different one-year combined physical education and nutritional interventions on children’s lifestyles. Methods: One hundred forty-five primary school children (8–10 years of age) were randomly assigned to a traditional physical education group, a coordinative physical education group, or a control group. Anthropometric variables, physical activity levels, sedentary time, and eating habits were assessed at baseline, after a 1-school-year intervention period, at 6-month follow-up, and at 1-year follow-up. An ANOVA test for repeated measures was performed to detect the among-group difference in all measured variables from baseline to 1-year follow-up over the three time points. Results: Physical activity levels increased significantly in both intervention groups and remained elevated at follow-up, whereas no meaningful changes were observed in the control group. Fat mass percentage increased over time in the traditional and control groups but remained stable in the coordinative group. Overall, consumption of healthy foods increased and intake of unhealthy foods decreased across time, with more pronounced improvements in children participating in physical education programs. Conclusions: A combined school-based nutritional and physical education intervention can produce sustained improvements in children’s lifestyle behaviours. Coordinative physical education may offer additional benefits in preventing unfavourable changes in body composition during late childhoo
Development of a Measurement Procedure for Emotional States Detection Based on Single-Channel Ear-EEG: A Proof-of-Concept Study
No full textReal-time emotion monitoring is increasingly relevant in healthcare, automotive, and workplace applications, where adaptive systems can enhance user experience and well-being. This study investigates the feasibility of classifying emotions along the valence–arousal dimensions of the Circumplex Model of Affect using EEG signals acquired from a single mastoid channel positioned near the ear. Twenty-four participants viewed emotion-eliciting videos and self-reported their affective states using the Self-Assessment Manikin. EEG data were recorded with an OpenBCI Cyton board and both spectral and temporal features (including power in multiple frequency bands and entropy-based complexity measures) were extracted from the single ear-channel. A dual analytical framework was adopted: classical statistical analyses (ANOVA, Mann–Whitney U) and artificial neural networks combined with explainable AI methods (Gradient × Input, Integrated Gradients) were used to identify features associated with valence and arousal. Results confirmed the physiological validity of single-channel ear-EEG, and showed that absolute β- and γ-band power, spectral ratios, and entropy-based metrics consistently contributed to emotion classification. Overall, the findings demonstrate that reliable and interpretable affective information can be extracted from minimal EEG configurations, supporting their potential for wearable, real-world emotion monitoring. Nonetheless, practical considerations—such as long-term comfort, stability, and wearability of ear-EEG devices—remain important challenges and motivate future research on sustained use in naturalistic environments
Proof of concept: a 3D-printed modular applicator for intensity-modulated interventional radiotherapy (modern brachytherapy)
No full textLearning Design, tecnologie digitali e innovazione didattica nella formazione online degli insegnanti
No full textIl contributo presenta un’analisi sui risultati di un questionario somministrato a 2886 partecipanti alla fine di percorsi formativi abilitanti per insegnanti, gestiti in modalità blended dal Centro Multidisciplinare di Formazione degli Insegnanti (CEMFI) dell’Università Telematica eCampus. Il questionario ha permesso di tracciare il profilo dei partecipanti, intercettando le competenze acquisite e valutando l’efficacia della formazione, in particolare riguardo all’integrazione delle tecnologie digitali e al Learning Design. L’indagine rivela che gli insegnanti hanno mostrato un apprezzamento significativo per l’approfondimento delle metodologie didattiche innovative e delle competenze pedagogico-didattiche. Inoltre, la modalità blended, utilizzando piattaforme come Zoom e Padlet, è stata percepita come efficace e accessibile, contribuendo a una visione delle tecnologie digitali come un fattore abilitante per l’innovazione, l’accessibilità e la creatività progettuale, in linea con i principi dell’Universal Design for Learning
Exploring open innovation ecosystems in healthcare: pathways to innovation and efficiency
No full textAn Archive Utopia. Attempts and illusions of the Studio Portals Catalogues
No full textStreaming market evolution saw a notable emergence of so-called “Studio Portals.” These portals are developed by producers as a downstream vertical expansion, enabling Studios to directly reach their viewers without the need for distribution intermediaries. This shift empowers Studios with complete control over their audiovisual content. Disney+, followed by HBO Max, and subsequently Paramount+ are the three primary market entities that have consolidated as Studio Portals, constructing their catalogues in a dual direction. On the one hand, they have released original direct-to-streaming titles, and on the other hand, they have populated their portals with legacy content from their intellectual property portfolios. This second direction has been the focus of Disney+ at the start. Initially, the portal was regarded as a potential digital repository for the whole corporation’s production. However, over time, the practical limitations of maintaining an archival model led to a more manageable “collection” configuration. Here we seek to delineate the limitations of the archival potential of Studio Portals, particularly in relation to the effects of the homogeneous dimension of digital streaming content. We will illustrate how the three predominant players contend with the utopian archival vocation, frequently propelled by market imperatives, between pushes, missteps, and total disinterest