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I dipinti murali e le sculture di Santa Maria a piè di Chienti: un patrimonio di arte e devozione fra Trecento e Quattrocento
No full textL'ultimo Bonaventura tra storia e contemporaneità
No full textIl saggio riflette sui mutamenti nella lettura escatologica del presente da parte di Bonaventura nelle Collationes rispetto alle prime polemiche contro Guglielmo di Sant'Amor
Potential effects of US tariffs on the Marche economy: a dynamic multisectoral analysis
No full textThe re-emergence of protectionism that was advanced by the new Presidency of the United States is
expected to have an extensive impact on the global economic landscape. The economic relations
between the Marche region and the US are characterised by trade flows that are linked to specific
industries, that can lead to a marked difference between, the amount, of exported and imported goods.
This paper constructs a Social Accounting Matrix for Marche and develops a Dynamic Computable
General Equilibrium model to assess the direct, indirect and induced effects of the US import tariffs on
the Marche regional system in both aggregated and disaggregated terms. Regional real GDP will, by
estimation, reduce by 0.11% in 2025 and by 0.20% between 2026 and 2029. Household and corporation
disposable income will undergo a significant contraction. The metallurgical and pharmaceutical
industries alone will be responsible for almost 50% of the overall decrease, in real value added within
the region over 2025
The inclusive signification of work experience in the era of the fourth industrial revolution
Get PDFNew technologies applied to work (digital, A.I., smart machines, robots) are rapidly revolutionising the way work is produced and organised. This transformation seems to open up new spaces for human initiative, especially within a collaborative dimension (with the machines themselves and intersubjectively). Work pedagogy is called upon to face the challenge of the change taking place, promoting the conditions of educability of human potential and the centrality of the value of the person. This article, in particular, focuses on the opportunity to support the competence to act together, ethically based on mutual recognition, in order to achieve an inclusive and responsible signification
of the work experience, capable of satisfying instances of meaning and fulfilment without precluding benefits for companies
Investigating the attenuated psychosis syndrome in youth with autism spectrum disorder: results from an observational study
No full textIntroduction: Despite evidence suggesting increased rates of psychosis in individuals with autism spectrum disorder (ASD), the detection of prodromal psychotic symptoms, including attenuated psychosis syndrome (APS), remains underexplored in this population. Methods: The primary aim of the present study was to characterize the clinical phenotype of young individuals with ASD who also present with APS (ASD/APS; n = 48) in comparison with individuals with APS only (n = 93) and those with ASD only (n = 30) (age range 9–23 years). Assessments included standardized measures of autistic symptoms (Autism Diagnostic Observation Schedule–Second Edition; ADOS-2), pre-psychotic symptoms (Structured Interview for Psychosis-Risk Syndromes; SIPS), and cognitive and adaptive functioning. Results: Overall, the ASD/APS group demonstrated significantly poorer general adaptive skills compared with the APS group (p = 0.006) and the ASD group (p = 0.005). Compared with the APS group, the ASD/APS group exhibited lower scores across all SIPS domains, with the exception of SIPS-P1 (unusual thought content/delusional ideas; p = 0.062; t = −1.882; F = 5.44) and SIPS-P3 (grandiosity; p = 0.156; t = −1.435; F = 22.6). In contrast, the ASD/APS group displayed significantly higher scores in the repetitive and restricted behavior domain compared with the ASD group (p < 0.001). Notably, there were no significant differences in the age of APS onset across groups (p = 0.601; t = 0.525; F = 0.253). Discussion: These findings provide a more nuanced characterization of APS features in individuals with ASD and emphasize the importance of screening for APS in this population, particularly those considered at increased risk. Early detection and intervention could facilitate timely therapeutic support, potentially improving long-term outcomes for these individuals
Note minime sull'argomentazione nell'interpretazione giuridica
No full textIl saggio analizza il rapporto tra filosofia del diritto e diritto positivo, che rappresenta uno dei nodi più complessi della riflessione giuridica contemporanea, soffermandosi in particolare sulla centralità dell’argomentazione giuridica e della responsabilità dell’operatore per affrontare le sfide che l’interpretazione giuridica pone nel presente.The essay analyses the relationship between the philosophy of law and positive law, which is one of the most complex nodes of contemporary legal reflection, focusing in particular on the centrality of legal argumentation and the responsibility of the practitioner to deal with the challenges that legal interpretation poses in the current day
Does the hub and spoke model matter for universityindustry engagement in innovation ecosystems?
Get PDFWhile the literature has extensively investigated applications of the hub and spoke (H&S)
model, its characteristics, dynamics, effectiveness and costs remain little explored in the
field of university-industry partnerships for knowledge transfer in innovation ecosystems
(IEs). This study contributes to the literature on the organisation of relationships in innovation ecosystems by investigating whether and how the H&S model matters in governing partnerships for knowledge transfer. To do so, a multiple case study was conducted to examine the 11 national IEs funded by the Italian government under the framework of the National Recovery and Resilience Plan in the period 2022–2026. The ecosystems operate across 20 regions, with 11 hubs and 84 spokes involving more than 40 universities and over 200 research organisations and firms. The findings, based on secondary data, two questionnaires and in-depth interviews of individuals involved in H&S governance, reveal that a top-down approach was adopted since the government required for the first time, on a mandatory basis, the creation of ecosystems using the H&S model. The IEs have improved collaboration between universities and firms. Challenges and good practices are discussed. The article identifies three forms of application of the H&S model, depending on the geographical span of the relations between actors: urban, regional and cross-regional ecosystems. Based on the level of coordination among ecosystem actors, three types of solutions to organise knowledge transfer are conceptualised: centralised, decentralised and hybrid models. Implications are suggested to ameliorate university governance and to inform the design of policies for university-industry engagement
AI e Educazione Speciale: un’analisi qualitativa situata delle percezioni professionali
No full textIl rapido sviluppo e l'uso diffuso dell'intelligenza artificiale (IA) sollevano questioni sempre più rilevanti nel campo della Pedagogia Speciale. Sebbene l'IA offra opportunità per l'apprendimento personalizzato (Zohuri & Mossavar‐Rahman, 2024) e l'implementazione di pratiche inclusive (Saborío‐Taylor & Rojas‐Ramírez, 2024), la sua applicazione introduce preoccupazioni circa la sua efficacia, l'etica del suo utilizzo e la preparazione dei professionisti dell'istruzione (Batchelor & Petersen, 2019; Galindo‐Domínguez et al., 2024). Questo studio presenta un'indagine qualitativa sulle percezioni dei tecnici dell'apprendimento e degli insegnanti riguardo all'uso dell'IA in contesti scolastici ed extrascolastici. Attraverso un questionario pre‐post somministrato
all'interno del TDA Labs: Laboratory on Artificial Intelligence in Education, lo studio esplora l'efficacia del laboratorio nel promuovere l'alfabetizzazione all'IA. Analizza l'evoluzione delle percezioni dei partecipanti riguardo all'integrazione dell'IA nelle strategie didattiche e al suo potenziale come strumento di supporto all'apprendimento per studenti con disabilità, disturbi dell'apprendimento e altri bisogni educativi speciali.The rapid development and widespread use of artificial intelligence (AI) raise increasingly relevant questions within the field of Special Pedagogy. Although AI offers opportunities for personalized learning (Zohuri & Mossavar‐Rahman, 2024) and the implementation of inclusive practices (Saborío‐Taylor & Rojas‐Ramírez, 2024), its application raises concerns about its effectiveness, the ethics of its use, and the preparation of education professionals (Batchelor & Petersen, 2019; Galindo‐Domínguez et al., 2024). This study presents a qualitative investigation into the perceptions of Learning Technicians and teachers regarding the use of AI in school and extracurricular contexts. Through a pre‐post questionnaire administered within the TDA Labs: Laboratory on Artificial Intelligence in Education, the study explores the effectiveness of the lab in fostering AI Literacy. It analyzes the evolution of participants’ perceptions concerning the integration of AI into teaching strategies and its potential as a learning support tool for students with disabilities, learning disorders, and other special educational needs