University of Modena and Reggio Emilia
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Upgrading hazelnut skins: Green extraction of polyphenols from lab to semi-industrial scale
Get PDFHazelnut skins (HS) are usually managed as waste; however, this by-product is a source of bioactive compounds, with potential applications in feed and food sectors. Phenolic compounds can be extracted using green protocols combining enabling technologies and green solvents. This work investigates subcritical water extraction (SWE) of bioactive compounds from HS. A laboratory-scale study was performed on four different batches, with significant batch-to-batch heterogeneity. The evaluation of polyphenolic profiles and antioxidant activities afforded promising results compared to the benchmark of reflux maceration. To evaluate process effectiveness, the extraction protocol was replicated on a semi-industrial plant that processed 8 kg of matrix. Downstream processes have been optimized for scale-up, demonstrating the effectiveness of SWE in retaining product concentration and bioactivity avoiding excipients in spray-drying phase. Hazelnut extracts exhibited antibacterial properties against animal- and food-borne pathogens, supporting their potential use as sustainable feed ingredients for improved hazelnut production and animal farming practices
Pest categorisation of Lepidosaphes pistaciae
Get PDFFollowing the commodity risk assessment of Prunus persica and P. dulcis plants for planting from Türkiye, in which Lepidosaphes pistaciae (Hemiptera: Diaspididae), the pistachio oyster scale or yellow pistachio scale, was identified as a pest of possible concern, the EFSA Panel on Plant Health performed a pest categorisation for the territory of the European Union (EU). L. pistaciae is reported as a polyphagous pest which, however, mainly affects plants of the genus Pistacia. Originating from Asia, it is widely distributed in pistachio producing countries of Central, South and West Asia. Within the EU, the pest has been reported from Cyprus and Greece. However, its precise distribution within Cyprus and Greece is unknown. It completes two generations per year and overwinters as a fully developed adult female. The eggs are hidden under the female's body and hatch around April. First-instar nymphs, crawlers, move on host plants for a short period of time before becoming permanently settled and initiating feeding, mainly on leaves but also on branches and fruits. Young females appear in early June and mature ones in late June. Plants for planting and fruits provide potential pathways for entry into the EU. Climate suitability suggests that it could further establish in large parts of the EU. In Iran, L. pistaciae is considered a devastating pest for cultivated pistachio. L. pistaciae was detected in Greece over 30 years ago with small population densities and without any records of damage. It was also found in Cyprus in 1967 and nowadays is not considered a major pest. Its ability to cause an impact in the EU is uncertain considering the lack of evidence on impact in Cyprus and Greece. Phytosanitary measures are available to reduce the likelihood of entry. While the fulfilment of the criterion on having an economic or environmental impact in the EU is associated with a key uncertainty, all the other criteria assessed by EFSA for consideration as a potential quarantine pest are met
Optimization of an analytical method based on the use of zwitterionic- phosphorylcholine -HILIC column for the determination of multiple polar emerging contaminants in reclaimed water
No full textThe aim of this study was to optimize a Liquid Chromatography Mass Spectrometry (LC-MS) method using a zwitterionic phosphorylcholine HILIC column for the determination of several Persistent and Mobile Organic Contaminants (PMOC) in wastewater samples. An experimental design approach was implemented to both better understand the retention mechanisms of several polar compounds and to find the optimal operating conditions for their detection and quantification. Eleven PMOCs, with logDpH=7 ranging from -5.27 to 0.24, were considered, including pesticides, artificial sweeteners, pharmaceuticals, and central nervous system stimulants. Key chromatographic variables—such as the initial percentage of the organic mobile phase, temperature, flow rate, gradient time, acid percentage, and the type and concentration of two different salts— were studied to assess their influence on peak areas, retention times and separation efficiency. The results indicated buffer type, flow rate, and initial percentage of organic mobile phase as the most influential factors affecting retention, though the effects were closely related to the chemical and physicochemical properties of the analytes. The optimized instrumental method demonstrated acceptable figures of merit, with recoveries ranging from 49 % to 100 % for all analytes (except taurine, which may require a different experimental preprocessing step). The method also showed satisfactory precision (repeatability of the entire experimental procedure), in terms of Relative Standard Deviation (RSD %), which was <10 % for all analytes. The developed method was successfully applied to the analysis of reclaimed water samples collected in six wastewater treatment plants in two regions of northern Italy. All target ECs were detected and quantified, except for clenbuterol, terbutaline, acesulfame K and 2,4-dichlorophenoxyacetic acid, which were below the detection limit
Pest categorisation of Morganella longispina
Get PDFFollowing the commodity risk assessment of Acer palmatum plants grafted on Acer davidii from China, in which Morganella longispina (Hemiptera: Diaspididae) was identified as a pest of possible concern, the European Commission requested the EFSA Panel on Plant Health to conduct a pest categorisation of M. longispina for the territory of the European Union (EU). The origin of the scale insect M. longispina is uncertain, with either South America or eastern Asia suggested as the native range. The geographic distribution of the species includes many countries of the continents of Africa, North and South America, Asia and Oceania. M. longispina is polyphagous, feeding on plants assigned to 86 genera in 42 families. Important crops of the EU that may be affected by this insect are avocado, citrus, fig, peach, plum, olive and walnut. It is a viviparous insect with several generations per year in Algeria. Host availability and climate suitability indicate that the southern EU countries would support the establishment of M. longispina. The introduction of this pest would likely have an economic impact on several crops in the EU as it can cause significant damage to host plants. Uncertainty exists, however, about the magnitude of yield and quality losses due to the insect, and this is a key uncertainty. M. longispina is not listed in Annex II of Commission Implementing Regulation (EU) 2019/2072. Phytosanitary measures are available to reduce the likelihood of entry, establishment and spread of the pest into the EU. All criteria assessed by EFSA for consideration as a potential quarantine pest are met
Heterogeneous Earth’s mantle drilled at an embryonic ocean
Get PDFMantle processes control plate tectonics and exert an influence on biogeochemical cycles. However, the proportion of mantle sampled in-situ is minimal, as it is buried beneath igneous crust and sediments. Here we report the lithological characteristics of two mantle sections from an embryonic ocean drilled by the International Ocean Discovery Program (IODP) in the Tyrrhenian Sea. Contrary to the mantle drilled at Mid Ocean Ridges (MORs) and hyperextended passive margins, our findings reveal exceptionally heterogeneous and fertile mantle lithologies, ranging from fertile lherzolites to depleted harzburgites and dunites, interlayered with pyroxenites. Plagioclase- and clinopyroxene-rich layers, hydrous potassic magmatic veins, and mafic intrusions indicate substantial mantle refertilization and delayed inception of magmatic crust. We propose that magma-poor rifts do not require a chemically depleted mantle, too refractory to melt. Deep lithospheric processes such as mantle refertilization and prolonged lithospheric thinning delayed melt focusing and the formation of a steady-state spreading center
“EnterTrainment” for Children: How Railway Companies Promote Transparency, Inclusion, and Diversity through Children’s Educational Resources
Get PDFThe transport sector, facing challenges from the COVID-19 pandemic and environmental crises, has had to rethink communication strategies to restore public trust. While traditional corporate communication targets institutional and adult audiences, some companies, like the British Great Western Railway and Network Rail, have started creating educational resources aimed at children. These initiatives, which include STEM-based activities, mark a departure from conventional corporate strategies. More than just keeping children occupied, these resources shape corporate identity and disseminate Corporate Social Responsibility goals related to sustainability, diversity, and inclusion. Children, often overlooked as stakeholders, are a unique demographic group whose early experiences with transportation can influence future decisions as consumers and even as potential employees. By addressing their needs through “edutainment” (Buckingham & Scanlon, 2004), the blending of education and entertainment, railway companies show a commitment to inclusivity and educational engagement. This is in line with broader efforts to make knowledge on rail corporate communication more transparent and accessible to diverse audiences. In particular, these educational resources use verbal and visual strategies, such as colloquial language, interactive graphics and carefully designed characters (Stenglin & Djonov, 2010). This paper analyses how these strategies help railway companies establish lasting relationships with young customers, encouraging brand loyalty, enhancing transparent and inclusive communication
Promuovendo consapevolezza etica: una teoria grounded sul curricolo di educazione etico-sociale alla scuola dell'infanzia
No full textQuesta Tesi di Dottorato intende restituire la densità e la profondità del processo che ha condotto all'elaborazione della teoria grounded da cui prende il titolo. L'impianto metodologico scelto, coerentemente con l'epistemologia di riferimento (pedagogia critica; socio-costruttivismo; teorie della complessità), è la Constructivist Grounded Theory (Charmaz, 2014). I dati sono stati raccolti tramite scritture autoetnografiche, interviste intensive a testimoni privilegiati e analisi della letteratura scientifica (Bianchi, 2019). Il campionamento teorico, tratto distintivo della CGT, ha previsto specifiche scelte ragionate, da parte del ricercatore, in una dimensione di continua evoluzione, al pari dell'iter di ricerca, anziché essere individuato a priori, in base a logiche di equa distribuzione e rappresentatività della popolazione di riferimento. Sono state così individuate tre categorie, intrecciate tra loro. Le diverse fasi di codifica e analisi dei dati (aperta; focalizzata; teorica) hanno permesso di descriverne le proprietà e le relazioni e, a valle della codifica teorica, è nata la teoria sostantiva, situata nel contesto della scuola dell'infanzia, inerente il rapporto tra educazione e etica. Questa è focalizzata sulla promozione di consapevolezza etica attraverso un Curricolo di educazione etico-sociale (Baldacci, 2020), del quale vengono approfondite le principali componenti: la strutturazione delle condizioni per esperienze educative significative dal punto di vista etico e per la loro rielaborazione, individualmente e in gruppo; la particolare attenzione dedicata alla relazione educativa in quanto elemento del setting in cui si svolge; l'intenzionalità e la consapevolezza di chi ha responsabilità educative nel lavoro di contrasto al fenomeno dell'analfabetismo etico – al quale si dedica un'attenzione specifica, proponendone una prima definizione - verso la costruzione di Comunità Educanti Riflessive. I nodi densi di significato, fortemente connotati in senso processuale (anche attraverso l'uso del gerundio), sono: rendendo intenzionale e esplicita la cornice etica dell’agire educativo; posizionandosi eticamente nella relazione educativa; alfabetizzandosi all’etica emergente. L'orizzonte emancipativo (Freire, 1970; Biesta, 2012; Catarci, 2023) e il carattere impegnato (hooks, 1994) caratterizzano questa elaborazione che si muove nell'alveo della prospettiva curricolare (Baldacci, 2006) e delle riflessioni circa il rapporto tra educazione e etica (Bertin, 1968; Massa 1987; Dahlberg & Moss, 2005; Baldacci, 2020). In tal senso, si orienta verso la promozione di abiti mentali per una vita di benessere, per consentire a tutti di posizionarsi consapevolmente, in base alle proprie possibilità, in una realtà complessa e per sapersi difendere da situazioni che, in diverse forme e gradazioni, possono essere di oppressione. Nell'intreccio tra molteplici punti di vista (dei partecipanti, del ricercatore, emersi dalla letteratura) si è abbracciato, quale paradigma di riferimento, l'approccio progettuale (Dahlberg & Moss, 2005; Gariboldi, 2015), che si configura come una cornice educativa e didattica particolarmente efficace, anche grazie al suo profondo legame con la formazione continua alla riflessività (Dewey, 1933; Michelini, 2016; Paterlini, 2019) e alla supervisione pedagogica (D'Antone, 2023). La promozione di consapevolezza di sé, dei propri interessi, emozioni e aspirazioni, oltre che della realtà socioeconomica nella quale si vive, è quindi emersa quale elemento dirimente dell'educazione alla cittadinanza democratica, in quanto fautrice dei tre elementi cardine di un'esperienza educativa significativa: espressione di sé stessi; performance in cui agire le proprie competenze; possibilità di riflessione su di esse (Massa, 2000).The objective of this PhD thesis is to restore the density and depth of the process that led to the elaboration of the grounded theory from which it takes its title. The methodological framework selected is consistent with the epistemology of reference (critical pedagogy; socio-constructivism; complexity theories), namely Constructivist Grounded Theory (Charmaz, 2014). Data were collected through autoethnographic writings, intensive interviews with key witnesses, and analysis of scientific literature (Bianchi, 2019). The theoretical sampling, a distinctive feature of CGT, involved the reasoned selection of participants by the researcher in a continuously evolving process, reflecting the dynamic nature of the research itself. This approach contrasts with the a priori identification of a sample based on principles of fair distribution and representativeness. Three interconnected categories were thus identified. The various stages of coding and data analysis enabled the description of their properties and relationships, leading to the development of a substantive theory. This theory, situated in the preschool context, explores the relationship between education and ethics. This theory focuses on fostering ethical awareness through the implementation of a socio-ethical education curriculum (Baldacci, 2020). The principal elements of this curriculum include: a. the creation of conditions for meaningful educational experiences from an ethical standpoint, and for their reworking, individually and in groups; b. the educational relationship, regarded as an integral component of the educational setting; c. the intentionality and awareness of educators in combating ethical illiteracy — a term for which a preliminary definition is offered – with a view to the construction of Reflective Educating Communities. The three dense nodes of meaning, strongly connoted in a processual sense (also through the use of the gerund), can be defined as follows: a. making the ethical framework of educational action intentional and explicit; b. taking an ethical stance in educational relationships; c. becoming literate in emerging ethics. The emancipatory horizon (Freire, 1970; Biesta, 2012; Catarci, 2023) and the concept of engaged pedagogy (hooks, 1994) are central to this work and its position within the curriculum paradigm. This perspective, as put forth by Baldacci (2006), and the reflections on education and ethics by scholars such as Bertin (1968), Massa (1987), Dahlberg and Moss (2005), and Baldacci (2020), are also highly relevant. In this sense, the research is oriented towards the promotion of mental habits for a life of well-being and to enable everybody to consciously position themselves, according to their abilities, in a complex reality and to learn how to defend themselves from situations that, in different forms and degrees, can be oppressive. In synthesising diverse points of view (those of the participants, the researcher, and those derived from the literature), the project approach (Dahlberg & Moss, 2005; Gariboldi, 2015) was adopted as a foundational paradigm. It is configured as a particularly effective educational and didactic framework, and is also connected with ongoing training in reflexivity (Dewey, 1933; Michelini, 2016) and pedagogical supervision (D'Antone, 2023). The promotion of self-awareness, including one's interests, emotions and aspirations, as well as an understanding of the socio-economic reality in which one lives, has thus emerged as a crucial element of education for democratic citizenship (Westheimer, 2015). It advocates the three pivotal elements of a meaningful educational experience: self-expression; performance in which to act out one's skills; and, finally, the possibility of reflection on them (Massa, 2000)
First evidence of an anxiety-like behavior and its pharmacological modulation in a molluscan model organism, Lymnaea stagnalis
Get PDF: Anxiety, a behavioral consequence of stress, has been characterized in humans and some vertebrates but remains largely unexplored in invertebrates. Here, we demonstrate that after being exposed to fish water, which simulates the presence of predators, pond snails (Lymnaea stagnalis) exhibit a series of sustained fear responses. These include increased aerial respiration, changes in righting behavior, and reduced escape responses. Notably, these behaviors persist even after the stressor (fish water) is removed, indicating that they likely represent an anxiety-like state rather than a simple conditioned reflex. Additionally, exposure to fish water enhances long-term memory formation for the operant conditioning of aerial respiration, suggesting that the predator scent potentially induces a state of heightened alertness, which enhances memory consolidation processes. Furthermore, when snails experience fish water alongside an appetitive stimulus (carrot), they form configural learning-a higher form of learning - where the appetitive stimulus now triggers a fear response instead of eliciting feeding. Importantly, the anxiolytic drug alprazolam prevents these anxiety-like responses. Through dose-response experiments, we found that alprazolam at a concentration of 0.1 μM for 15 min effectively counteracts predator-induced anxiety without causing sedation. This treatment also prevents the effects of predator cues on learning and memory. However, consistent with data from vertebrates - alprazolam induces anterograde amnesia, impairing the formation of new memories for up to 3 h after treatment, though it does not cause long-term memory deficits. Overall, this is the first study showing that a molluscan model organism exhibits anxiety-like behaviors similar to those seen in vertebrates, and these behaviors can be mitigated by an anti-anxiety drug. This suggests that fundamental anxiety mechanisms are evolutionarily conserved across species. By using this simple invertebrate model, our research offers new insights into the biological basis of anxiety and sets the stage for future pharmacological studies
