Archivio Istituzionale della Ricerca- Università del Salento
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Calvino, il Barone e il Metaverso
No full textA partire da un recente caso studio riguardante la resa virtuale di un celebre romanzo italiano, l’articolo si propone di dimostrare come e quanto le tecnologie digitali, con particolare riferimento al Metaverso e alle nuove frontiere del game based learning, possano modificare procedure consolidate nelle discipline umanistiche, quali ad esempio la lettura di un libro o più in generale la fruizione di contenuti letterati; con ricadute significative in ambito educativo-didattico ma non solo. Naturale è venuto il confronto con lo scrittore italiano che più di altri si è prodigato in favore del connubio tra umanesimo e scienza, ossia Italo Calvino, che alle soglie del nuovo millennio riuscì a preconizzare un approccio "blanded" tra episteme e techne, suggerendo un metodo di comprensione degli scenari mutati della società contemporanea che resta valido ancora oggi. L’esperimento di cui si dà conto riguarda nello specifico il "Barone rampante", un classico della letteratura per ragazzi pubblicato da Calvino nel 1957, che insieme a "Il visconte dimezzato" (1952) e "Il cavaliere inesistente" (1959) compone la nota trilogia allegorico-fantastica "I nostri antenati "(1960)
Sustainable maintenance and digital twin technology: a test case for evaluating integration potentialities
No full textThe concept of sustainable maintenance is quite recent in the industrial context, entailing a change of mindset compared to traditional models that requires integrating the three main dimensions of sustainability (i.e., economic, environmental and social) in the whole life-cycle of an asset, as well as in the design phase of the maintenance strategies and tools. Digital technologies could boost the development of sustainable maintenance models. The concept of Maintenance 4.0 refers to the integration of digital technologies to enhance reliable predictive models and support the identification of effective maintenance actions in real time. This work aims to present a prototype tool for supporting sustainable maintenance based on digital twin technologies. A test case that adopts machine learning technologies for prediction analysis integrated with assessment of safety and environmental impacts is discussed. The test case has been developed, based on a dataset of events (failures and non-conformities) collected through on-board sensors on a specific set of equipment. Using an open-source tool, three different ML algorithms have been selected and their effectiveness has been analyzed and compared through a set of KPIs, in order to identify the most reliable for predictive maintenance purposes
Combination of searches for singly and doubly charged Higgs bosons produced via vector-boson fusion in proton–proton collisions at sqrt(s) = 13 TeV with the ATLAS detector
No full textA combination of searches for singly and doubly charged Higgs bosons, H+- and H+-H+-, produced via vector-boson fusion is performed using 140 fb-1 of proton–proton collisions at a centre-of-mass energy of 13 TeV, collected with the ATLAS detector during Run 2 of the Large Hadron Collider. Searches targeting decays to massive vector bosons in leptonic final states (electrons or muons) are considered. New constraints are reported on the production cross-section times branching fraction for charged Higgs boson masses between 200 GeV and 3000 GeV. The results are interpreted in the context of the Georgi-Machacek model for which the most stringent constraints to date are set for the masses considered in the combination
Measurements of the production cross-sections of a Higgs boson in association with a vector boson and decaying into WW* with the ATLAS detector at sqrt(s) = 13 TeV
No full textMeasurements of the total and differential Higgs boson production cross-sections, via WH and ZH associated production using H → WW* → lνlν and H → WW* → lνjj decays, are presented. The analysis uses proton-proton events delivered by the Large Hadron Collider at a centre-of-mass energy of 13 TeV and recorded by the ATLAS detector between 2015 and 2018. The data correspond to an integrated luminosity of 140 fb-1. The sum of the WH and ZH cross-sections times the H → WW* branching fraction is measured to be 0.44+0.10-0.09(stat.)+0.06-0.05(syst.) pb, in agreement with the Standard Model prediction. Higgs boson production is further characterised through measurements of the differential cross-section as a function of the transverse momentum of the vector boson and in the framework of Simplified Template Cross-Sections
Direct scaling analysis of roughness bed formations in laboratory experiments
No full textThis study examines the scaling behavior and structural nature of bed roughness structures observed in controlled laboratory
experiments conducted by Penna et al. (J Hydraul Res 59(3):420–436, 2021), utilizing the analytical framework of
Taylor’s variate Power Law (TPL) as extended by Rizzello et al. (Phys Rev E 109(3):034306, 2024). The results reveal a
marked contrast in the scaling regimes as a function of the reorganization of the bed surface induced by hydraulic forcing.
Specifically, unworked bed surfaces, i.e., those not subjected to water flow, exhibit predominantly multi-scaling behavior, indicative of underlying multi-fractal organization. On the contrary, water-worked beds are characterized by a simpler, simple-scaling regime, consistent with mono-fractal surface structuring. This suggests that flow-induced reorganization acts as a homogenizing mechanism, suppressing heterogeneity and reducing the complexity of bed surface patterns, withimportant implications for sediment transport dynamics, hydraulic resistance, and morphodynamic modeling
L’inclusione nei processi di governance e comunicazione delle università
Get PDFThe paper aims at investigating the theme of Diversity, Equity, and Inclusion (DE&I) in the context of the emerging missions of Italian universities, integrating academic didactics and research and supporting their impact on the surrounding context. The study adopts a qualitative and exploratory approach, integrating the analysis of the strategic organizational documents and communication activities of a selected group of Italian mega-universities with in-depth interviews with experts and key-witnesses, in order to describe the institutionalisation level of policies for inclusion in the academic governance, the characteristics and operational dimensions of these initiatives, their role in universities’s communication strategies and activities. The contribution aims at reflecting on the role of University as a sui generis example of cultural and ethical institution, with a focus on the potential that it can express in terms of generating social and shared value in contemporary scenario. Keywords: social impact, diversity, equity & inclusion, university communication, public engagement
Il modello sportivo europeo in cerca d’autore
No full textL'articolo si interroga sulla configurabilità di un c.d. "modello sportivo europeo" distintivo e, in caso affermativo, su quali contenuti pratici e giuridici esso comporti. Ricostruisce la genealogia del modello dalle iniziative dell'UE della fine degli anni '90, passando per l'introduzione dell'articolo 165 TFUE, fino alla recente "reviviscenza" del modello in seguito alla vicenda European Superleague, in cui, per le Istituzioni UE, si è dimostrato funzionale alla difesa dello status quo, fondato sulla struttura piramidale dello sport europeo, sul ruolo centrale delle federazioni e sulla preferenza per le competizioni aperte. La nozione di "modello europeo di sport" viene poi riesaminata analizzando i contesti nazionali di Italia, Francia, Germania e Regno Unito, evidenziando le differenze tra i sistemi nazionali di sports governance, eventuali tendenze convergenti alla luce delle recenti riforme e, infine, considerando una possibile riformulazione del concetto, meno retorica e ambigua ma più utile
A che gioco giochiamo? Il gioco tra storia, lingua, letteratura, educazione
Get PDFIl volume accoglie gli atti del Convegno internazionale "A che gioco giochiamo? Il gioco tra storia, lingua, letteratura, educazione", svoltosi a Lecce il 10 e 11 aprile 2024
Associations between social functioning and indicators of University student engagement
Get PDFLess socially adaptive behaviors have often been underestimated in university students, with limited research addressing their impact on academic functioning. This study aimed to identify distinct profiles of social functioning difficulties in university students and to examine their associations with academic engagement, learning difficulties, and psychological distress. A cross-sectional, web-based survey was conducted with 540 undergraduate university students (mean age = 23.06, SD = 6.53; 89.7% female). Participants completed standardized self-report assessments of social functioning (SRS-2), academic engagement (SAES), learning difficulties (Vinegrad Plus), and psychological distress (GAD-7, PHQ-9). Latent profile analysis (LPA), based on ASD-related traits, revealed two latent profiles: one reflecting non-social functioning difficulties (311 participants, 57.6%—Profile 1) and another reflecting social functioning difficulties (229 participants, 42.4%—Profile 2), while binomial regression analyses examined their associations with academic outcomes. Participants in Profile 2 scored significantly higher than those in Profile 1 across all SRS-2 variables—awareness, cognition, communication, motivation, and restricted interests and repetitive behavior (p = 0.001)—indicating greater overall functioning in these domains. Students in the Non-social functioning difficulties profile showed higher levels of academic engagement in all areas. In contrast, students in the Social functioning difficulties profile experienced more self-reported learning challenges (p = 0.001), anxiety (p = 0.001), and depression (p = 0.001), underscoring the significant differences in social, academic, and emotional outcomes between the two profiles. These findings underscore the impact of vulnerability to social functioning difficulties on academic engagement, highlighting the need for tailored support systems within higher education settings