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Enriched Płonka sums
No full textPłonka sums are a powerful technique for the representation of algebras in regular varieties. However, certain representations of algebras in irregular varieties—like Polin’s variety or the variety of pseudocomplemented semilattices—bear striking similarities to Płonka sums, although they differ from them in some important respects. We aim at finding a convenient umbrella under which these constructions, as well as other ones of a similar kind, can be subsumed. Inspired by Grätzer and Sichler's work on Agassiz sums, we appropriately enrich the structure of semilattice direct systems and we modify the attendant definition of a sum, while still encompassing Płonka sums as a special case. We prove that the above-mentioned representations of Polin algebras and pseudocomplemented semilattices can be recast in terms of this new framework. Finally, we investigate the problem as to which identities are preserved by the construction
Development of Product and Process Innovation through the Integration of Lean Methodologies, Advanced Digitalization, and Sustainability
No full textThis research investigates the integration of three key paradigms—Lean Manufacturing (LM), advanced digitalization with a focus on Artificial Intelligence (AI), and social sustainability—within small and medium-sized enterprises (SMEs). It aims to advance interdisciplinary understanding and provide empirically grounded insights for managers and policymakers on how such integration fosters responsible, inclusive, and resilient innovation. Although LM, digitalization, and sustainability have been studied separately, their synergistic potential remains underexplored, particularly in SMEs, which possess unique agility and human-centered capacities.
Adopting a multi-level interpretive approach, the study addresses three gaps: (i) a systemic gap in understanding interactions among LM, Industry 4.0, and social sustainability; (ii) an operational gap regarding how AI-enabled tools support Lean transformations while preserving inclusivity and well-being; and (iii) a strategic gap on AI’s influence on SMEs’ international decision-making and competitiveness.
The thesis comprises five chapters, including three empirical studies at systemic, operational, and strategic levels. Chapter I establishes the theoretical and methodological framework. Chapter II, through a systematic literature review of 43 publications, develops a conceptual framework illustrating how LM–digital integration reinforces human-centered values and social sustainability. Chapter III, based on a case study of an Italian SME, shows that AI-driven training can democratize knowledge but also creates tensions related to skills, monitoring, and digital anxiety, emphasizing participatory and transparent implementation. Chapter IV, using multiple cases of Italian SMEs, finds that AI enhances foresight and strategic agility when aligned with ethical and human-centered principles. Chapter V synthesizes findings, demonstrating that meaningful SME innovation arises from aligning Lean principles, digitalization, and social sustainability.
The thesis advances theory by (1) redefining LM–Industry 4.0 convergence as a socio-technical, ethically grounded system; (2) embedding social sustainability into industrial resilience; (3) framing SME innovation as multi-level and emergent; (4) positioning SMEs as adaptive, human-centered innovation agents; and (5) conceptualizing AI as a socio-organizational phenomenon. Methodologically, it contributes a multi-level qualitative design integrating literature review and case studies. Managerially, it offers a roadmap for responsible innovation, proposing strategies for participatory AI integration, inclusion metrics, and human-centered decision tools. Overall, the research develops an integrated model of human-centered innovation, showing how SMEs can achieve technologically advanced, socially inclusive, and ethically responsible industrial transformation.This research investigates the integration of three key paradigms—Lean Manufacturing (LM), advanced digitalization with a focus on Artificial Intelligence (AI), and social sustainability—within small and medium-sized enterprises (SMEs). It aims to advance interdisciplinary understanding and provide empirically grounded insights for managers and policymakers on how such integration fosters responsible, inclusive, and resilient innovation. Although LM, digitalization, and sustainability have been studied separately, their synergistic potential remains underexplored, particularly in SMEs, which possess unique agility and human-centered capacities.
Adopting a multi-level interpretive approach, the study addresses three gaps: (i) a systemic gap in understanding interactions among LM, Industry 4.0, and social sustainability; (ii) an operational gap regarding how AI-enabled tools support Lean transformations while preserving inclusivity and well-being; and (iii) a strategic gap on AI’s influence on SMEs’ international decision-making and competitiveness.
The thesis comprises five chapters, including three empirical studies at systemic, operational, and strategic levels. Chapter I establishes the theoretical and methodological framework. Chapter II, through a systematic literature review of 43 publications, develops a conceptual framework illustrating how LM–digital integration reinforces human-centered values and social sustainability. Chapter III, based on a case study of an Italian SME, shows that AI-driven training can democratize knowledge but also creates tensions related to skills, monitoring, and digital anxiety, emphasizing participatory and transparent implementation. Chapter IV, using multiple cases of Italian SMEs, finds that AI enhances foresight and strategic agility when aligned with ethical and human-centered principles. Chapter V synthesizes findings, demonstrating that meaningful SME innovation arises from aligning Lean principles, digitalization, and social sustainability.
The thesis advances theory by (1) redefining LM–Industry 4.0 convergence as a socio-technical, ethically grounded system; (2) embedding social sustainability into industrial resilience; (3) framing SME innovation as multi-level and emergent; (4) positioning SMEs as adaptive, human-centered innovation agents; and (5) conceptualizing AI as a socio-organizational phenomenon. Methodologically, it contributes a multi-level qualitative design integrating literature review and case studies. Managerially, it offers a roadmap for responsible innovation, proposing strategies for participatory AI integration, inclusion metrics, and human-centered decision tools. Overall, the research develops an integrated model of human-centered innovation, showing how SMEs can achieve technologically advanced, socially inclusive, and ethically responsible industrial transformation
Cammini turistici: un’opportunità per il Montefeltro
No full textIl capitolo esplora il nesso tra benessere personale e turismo, mostrando come i cammini siano oggi una delle principali esperienze trasformative. Dopo un inquadramento teorico sul benessere in chiave olistica, si evidenzia l’evoluzione della domanda e il conseguente ampliamento dell’offerta: dai percorsi lunghi di matrice pellegrina ai formati brevi e modulari. Un passaggio specifico è dedicato ai cammini francescani e alla Via Francigena, casi di riferimento per standard, servizi e cultura del camminare, senza esaurire però la varietà delle motivazioni non devozionali (natura, cultura, rigenerazione). La parte centrale propone una lettura del portafoglio dei cammini e dei criteri che ne garantiscono qualità e sostenibilità. In chiusura, il capitolo presenta una proposta operativa per il Montefeltro: un anello di 80–110 km, identitario, fondato su paesaggi appenninici, borghi e micro-ospitalità, con servizi essenziali e governance pubblico–privata leggera. L’obiettivo è un prodotto coerente con i tempi brevi del mercato, capace di generare impatti diffusi e di mantenere l’equilibrio tra autenticità dei luoghi e fruibilità contemporanea
Advancing the use of the load-velocity profile for resistance training prescription: methodological comparisons and device validation
No full textThe main aim of this doctoral work was to delve deeper into the implementation and use of the load-velocity profile (LVP) for resistance training prescription by addressing three interrelated dimensions: the methodological impact of different LVP testing protocols, the influence of LVP construction on regression parameters, and the technological validity of emerging measurement tools. These investigations aimed to advance the understanding of how methodological and technological factors affect the LVP-derived outcomes. To achieve this goal, the research was developed into three interconnected studies.
The STUDY 1 investigated whether different LVP testing procedures such as the velocity-based LVP (LVPVB), the percentage-based LVP (LVPPB), and the 2-point LVP (LVP2-POINT) affect the determination of the one-repetition maximum (1-RM) load and the velocity associated with that load (V1-RM) expressed as mean velocity (MV), mean propulsive velocity (MPV), and peak velocity (PV). STUDY 1 revealed a large effect of protocol on 1-RM load, with the LVP2-POINT yielding the highest value. On the other hand, although only small average differences in V1-RM were observed across protocols, the high intra-individual variability and wide limits of agreement indicate that the different LPV testing procedures cannot be used interchangeably to measure V1-RM.
STUDY 2 further examined the influence of the aforementioned LVP protocols (i.e., LVPVB, LVPPB, and LVP2-POINT) on the slope and intercept of the load-velocity relationship using created between load and MV, MPV, and PV. The results demonstrated that the exercise testing protocol significantly affected LVP slopes and intercepts. Specifically, the LVP2-POINT protocol yielded steeper slopes and higher intercepts than the longer multiple-point methods across all velocity metrics, resulting in a higher theoretical 1-RM load values compared to LVPVB. Therefore, STUDY 1 and STUDY 2 indicated that the LVP was affected by the testing procedure, highlighting the importance of maintaining consistency in protocol use, as it may influence the accuracy of exercise testing and prescription. The LVP2-POINT protocol resulted as a time-efficient option for estimating 1-RM load, consistently producing slightly higher values than the multiple-point methods.
Finally, STUDY 3 evaluated the concurrent validity of the MetricVBT smartphone camera-based application relative to the Vitruve linear position transducer for assessing barbell MV and PV during 1-RM test performed with the Smith-machine bench press. The MetricVBT smartphone application showed that although excellent and moderate concurrent validity with the Vitruve for assessing PV and MV, the limits of agreement revealed moderate variability, indicating that the two systems should not be used interchangeably.
Overall, this doctoral work revealed that both methodological and technological factors substantially influence the estimation and interpretation of load-velocity relationships. Therefore, to effectively apply the LVP in exercise testing and prescription, it is required an accurate assessment methodology based on a standardized and valid protocol, a consistent velocity metric, and a reliable measurement device.The main aim of this doctoral work was to delve deeper into the implementation and use of the load-velocity profile (LVP) for resistance training prescription by addressing three interrelated dimensions: the methodological impact of different LVP testing protocols, the influence of LVP construction on regression parameters, and the technological validity of emerging measurement tools. These investigations aimed to advance the understanding of how methodological and technological factors affect the LVP-derived outcomes. To achieve this goal, the research was developed into three interconnected studies.
The STUDY 1 investigated whether different LVP testing procedures such as the velocity-based LVP (LVPVB), the percentage-based LVP (LVPPB), and the 2-point LVP (LVP2-POINT) affect the determination of the one-repetition maximum (1-RM) load and the velocity associated with that load (V1-RM) expressed as mean velocity (MV), mean propulsive velocity (MPV), and peak velocity (PV). STUDY 1 revealed a large effect of protocol on 1-RM load, with the LVP2-POINT yielding the highest value. On the other hand, although only small average differences in V1-RM were observed across protocols, the high intra-individual variability and wide limits of agreement indicate that the different LPV testing procedures cannot be used interchangeably to measure V1-RM.
STUDY 2 further examined the influence of the aforementioned LVP protocols (i.e., LVPVB, LVPPB, and LVP2-POINT) on the slope and intercept of the load-velocity relationship using created between load and MV, MPV, and PV. The results demonstrated that the exercise testing protocol significantly affected LVP slopes and intercepts. Specifically, the LVP2-POINT protocol yielded steeper slopes and higher intercepts than the longer multiple-point methods across all velocity metrics, resulting in a higher theoretical 1-RM load values compared to LVPVB. Therefore, STUDY 1 and STUDY 2 indicated that the LVP was affected by the testing procedure, highlighting the importance of maintaining consistency in protocol use, as it may influence the accuracy of exercise testing and prescription. The LVP2-POINT protocol resulted as a time-efficient option for estimating 1-RM load, consistently producing slightly higher values than the multiple-point methods.
Finally, STUDY 3 evaluated the concurrent validity of the MetricVBT smartphone camera-based application relative to the Vitruve linear position transducer for assessing barbell MV and PV during 1-RM test performed with the Smith-machine bench press. The MetricVBT smartphone application showed that although excellent and moderate concurrent validity with the Vitruve for assessing PV and MV, the limits of agreement revealed moderate variability, indicating that the two systems should not be used interchangeably.
Overall, this doctoral work revealed that both methodological and technological factors substantially influence the estimation and interpretation of load-velocity relationships. Therefore, to effectively apply the LVP in exercise testing and prescription, it is required an accurate assessment methodology based on a standardized and valid protocol, a consistent velocity metric, and a reliable measurement device
Il postfotografico nella cultura visuale mediatizzata. Memoria, performatività ed evento fotografico nei Generative Visual Media
No full textThis thesis investigates the post-photographic condition within the framework of mediatized visual culture, adopting a constructivist approach that integrates visual culture studies with social theory (Luhmann 1988; Gemini 2021). Moving beyond the traditional aesthetic and anthropological boundaries of visual culture, the research proposes an understanding of the image as a social and cognitive practice operating within complex media systems.
The study examines how the photographic evolves into a post-photographic technique within the contemporary platform society and the algorithmic ecologies of Generative Visual Media (Arielli, Manovich 2024) – AI-based systems capable of producing photorealistic images devoid of any indexical link to reality. The central question is thus epistemological and operational: in what sense can we still speak of the photographic in an era when the logic of visibility is no longer testimonial but performative, algorithmic, and distributed?
The thesis is structured in three parts. The first reconstructs the genealogy of the photographic through medium theory, drawing on authors such as Benjamin (1936), Flusser (1983), Debray (2000), in order to define the photographic not as an ontological object but as an operational relation between medium and form. The second part integrates this reflection within a sociological framework of mediatization and platformization (Couldry, Hepp 2013; Boccia Artieri 2015), outlining the transition from photography as an indexical document to photography as a connective and computational practice.
In this context, sociological methodologies must integrate computational tools in order to analyze images within the mediatized and datafied visual culture. Through a mixed-method approach, the third, empirical part examines two case studies: Boris Eldagsen’s Pseudoamnesia: The Electrician (2023) and the Adobe Stock controversy (2023) concerning the sale of AI-generated war images classified as “photographs.” The Eldagsen case investigates the post-photographic as a performative act within mediatized visual culture, while the Adobe Stock case explores the testimonial and ethical implications of AI-generated photorealistic images in the field of visual journalism.This thesis investigates the post-photographic condition within the framework of mediatized visual culture, adopting a constructivist approach that integrates visual culture studies with social theory (Luhmann 1988; Gemini 2021). Moving beyond the traditional aesthetic and anthropological boundaries of visual culture, the research proposes an understanding of the image as a social and cognitive practice operating within complex media systems.
The study examines how the photographic evolves into a post-photographic technique within the contemporary platform society and the algorithmic ecologies of Generative Visual Media (Arielli, Manovich 2024) – AI-based systems capable of producing photorealistic images devoid of any indexical link to reality. The central question is thus epistemological and operational: in what sense can we still speak of the photographic in an era when the logic of visibility is no longer testimonial but performative, algorithmic, and distributed?
The thesis is structured in three parts. The first reconstructs the genealogy of the photographic through medium theory, drawing on authors such as Benjamin (1936), Flusser (1983), Debray (2000), in order to define the photographic not as an ontological object but as an operational relation between medium and form. The second part integrates this reflection within a sociological framework of mediatization and platformization (Couldry, Hepp 2013; Boccia Artieri 2015), outlining the transition from photography as an indexical document to photography as a connective and computational practice.
In this context, sociological methodologies must integrate computational tools in order to analyze images within the mediatized and datafied visual culture. Through a mixed-method approach, the third, empirical part examines two case studies: Boris Eldagsen’s Pseudoamnesia: The Electrician (2023) and the Adobe Stock controversy (2023) concerning the sale of AI-generated war images classified as “photographs.” The Eldagsen case investigates the post-photographic as a performative act within mediatized visual culture, while the Adobe Stock case explores the testimonial and ethical implications of AI-generated photorealistic images in the field of visual journalism
"A scuola di... funzioni esecutive: working memory, funzioni esecutive e apprendimento. Sviluppo e sperimentazione di un protocollo osservativo scolastico"
No full textLa presente ricerca nasce dall’esigenza crescente, all’interno delle scuole italiane, di affrontare le difficoltà legate ai deficit di memoria di lavoro e di funzioni esecutive. Questi domini cognitivi risultano spesso compromessi negli studenti con Disturbi Specifici dell’Apprendimento (DSA), Disturbo da Deficit di Attenzione/Iperattività (ADHD) e Disturbi dello Spettro Autistico (ASD), ma anche in alunni che non rientrano nei criteri diagnostici. Le funzioni esecutive comprendono le abilità cognitive implicate nella pianificazione, nell’organizzazione e nella regolazione del comportamento, come il controllo inibitorio e la capacità di prendere decisioni strategiche. Il loro sviluppo ha inizio nell’infanzia e prosegue fino alla tarda adolescenza, parallelamente alla maturazione dei lobi frontali. Deficit in queste funzioni possono comportare scarso controllo degli impulsi, difficoltà nella generazione di strategie e nella regolazione comportamentale, evidenziando così l’importanza della rilevazione e dell’intervento precoci.
Le funzioni esecutive e la memoria di lavoro rivestono un ruolo essenziale nelle attività scolastiche quotidiane, quali la risoluzione di problemi, il passaggio da un compito all’altro e il mantenimento e la manipolazione delle informazioni. Sebbene gli interventi siano spesso di competenza dei professionisti clinici, il presente studio sottolinea il ruolo cruciale degli insegnanti e delle istituzioni scolastiche nel sostenere tali processi cognitivi attraverso strategie didattiche e metodologiche mirate. L’osservazione delle modalità con cui le funzioni esecutive si manifestano nei contesti di apprendimento consente agli insegnanti di promuovere l’autonomia e di potenziare la capacità degli studenti di “imparare a imparare”, obiettivo fondamentale del Curricolo Nazionale Italiano (MIUR, 2012).
La letteratura evidenzia come i bambini con deficit di funzioni esecutive o di memoria di lavoro sperimentino un elevato carico cognitivo, affaticamento e frustrazione, fattori che possono condurre a demotivazione e scarso rendimento scolastico, anche in assenza di una diagnosi clinica. Gli insegnanti, in particolare nella scuola dell’infanzia e primaria, occupano una posizione privilegiata per individuare tali difficoltà attraverso l’osservazione strutturata. Due finestre di sviluppo risultano particolarmente significative per la plasticità delle funzioni esecutive — tra i 4 e i 6 anni e durante la preadolescenza (Zelazo et al., 2017) — rendendo pertanto l’intervento precoce essenziale.
Combinando la revisione della letteratura con l’analisi sperimentale di due protocolli osservativi, la ricerca intende collegare i risultati scientifici alla pratica educativa, proponendo attività e strategie didattiche contestualizzate volte a potenziare la memoria di lavoro e le funzioni esecutive, favorendo esperienze di apprendimento più inclusive e motivanti per tutti gli studenti.This research originates from a growing need in Italian schools to address deficits related to working memory and executive functions. These cognitive domains are often impaired in students with Specific Learning Disorders (SLD), Attention Deficit Hyperactivity Disorder (ADHD), and Autism Spectrum Disorders (ASD). Executive functions include the cognitive abilities involved in planning, organizing, and regulating behavior, such as inhibitory control and strategic decision-making. Their development begins in childhood and continues into late adolescence, paralleling the maturation of the frontal lobes. Deficits in these functions can lead to poor impulse control, weak strategy generation, and difficulty in behavioral monitoring, underscoring the importance of early detection and intervention.
Executive functions and working memory are essential for everyday school activities, such as problem-solving, task shifting, and maintaining and manipulating information. While clinical professionals often handle interventions, this study highlights the crucial role of teachers and schools in supporting these cognitive processes through targeted didactic and methodological strategies. By observing how executive functions manifest in classroom learning, educators can foster autonomy and strengthen students’ ability to “learn how to learn,” a core goal of the Italian National Curriculum (MIUR, 2012).
Literature shows that children with executive or working memory deficits experience high cognitive load, fatigue, and frustration, which may lead to demotivation and poor academic outcomes—even in the absence of clinical diagnosis. Teachers, particularly in early childhood and primary education, are in a privileged position to identify these difficulties through structured observation. Two key developmental windows for executive function plasticity—between ages 4–6 and during preadolescence (Zelazo et al., 2017)—make early intervention essential.
Combining literature review and experimental analysis of two observational protocols, this study seeks to connect research with classroom practice, proposing context-based activities and teaching strategies that strengthen working memory and executive functions, fostering more inclusive and motivating learning experiences for all students
‘Optimi Pictoris Artificio in Tabula’: Elizabeth Cary’s Borrowing from Boccaccio’s De Mulieribus Claris in the Tragedy of Mariam
No full textComplex posttraumatic stress disorder and borderline personality disorder: a truly complex relationship or a diagnostic artefact?
No full textPurpose of review: This review examines the relationship between borderline personality disorder (BPD) and complex posttraumatic stress disorder (CPTSD) in light of recent claims that the former might be replaced by the latter. Recent findings: The stigma associated with BPD is not a convincing reason to suggest that CPTSD is more adequate than BPD, despite the fact that there is currently less stigma attached to it. BPD and CPTSD share some core symptoms, such as affective dysregulation and interpersonal difficulties. However, several features, including impulsivity, identity disturbance, and fear of abandonment, are relatively specific for BPD and may distinguish it from CPTSD. While trauma is a major risk factor for both conditions, it is neither necessary nor sufficient for the development of BPD because it can occur in the absence of trauma. In contrast, trauma is indispensable in the development of CPTSD. Research using latent class analysis and structural equation modeling has produced mixed results, with most studies identifying overlapping symptom clusters of BPD and CPTSD and suggesting that the boundaries between the two conditions are not clear. Summary: While there are many similarities between BPD and CPTSD, they can be distinguished clinically, although the boundaries between them are not clear-cut. Current evidence strongly suggests that BPD cannot be reduced to a trauma-related condition and that it would therefore be erroneous to replace it with CPTSD