75 research outputs found
Recensione di Francesca Cocco, “L’italiano dei cruciverba"
No full textRecensione di Francesca Cocco, “L’italiano dei cruciverba”, pubblicata in Linguistica & Filologia, 33, 183-186
Recensione di Masini, Francesca & Grandi, Nicola (a c. di), "Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue"
No full textRecensione di MASINI, FRANCESCA, GRANDI, NICOLA (A CURA DI), TUTTO CIÒ CHE HAI SEMPRE VOLUTO SAPERE SUL LINGUAGGIO E SULLE LINGUE, CESENA, CAISSA ITALIA, 208 PP., 14 €
Perceived restorativeness and environment quality in relation to well-being, residential satisfaction, and sense of community: an analysis in Northeast Italy
No full textIntroduction: Residential satisfaction consists of pleasure derived from living in a place according to one’s needs, expectations, and outcomes. The present study examines the role of sociodemographic variables, perceived residential quality indicators, and restorativeness in predicting i) well-being, ii) residential satisfaction, and iii) sense of communities in northeast Italy. Methods: A total of 100 residents (47 women) in various cities in northeast Italy and 211 (112 women) residents in Piazzola sul Brenta (PD) took part in two studies. They answered demographic questions about self-reported restorativeness, residential environment quality, residential satisfaction, mental well-being, and sense of community. Results: After accounting for age, gender, and income, the results showed that perceived restorativeness enhances sense of community in the Northeast and Piazzola sul Brenta samples and predicts psychological well-being and residential satisfaction in Piazzola sul Brenta. Architectural and functional aspects contribute, respectively, to residential satisfaction and sense of community in both samples, and functional factors predict residential satisfaction for the Northeast sample. Place attachment plays a positive role in residential satisfaction and sense of community in the Northeast and Piazzola sul Brenta. Discussion: The study reveals a link between perceived restorativeness and residential satisfaction and well-being, providing insight for professionals and policy to improve urban quality
Lì (‘there’) and là (‘over there’) in Italian phrasal verbs
No full textIn questo articolo analizziamo i verbi che si combinano con lì e là e che, pur essendo raramente menzionati negli studi in merito, mostrano di formare con questi avverbi dei verbi sintagmatici a pieno titolo. Come per altri verbi sintagmatici, si osservano diversi gradi di coesione sintattica fra il verbo e lì o là, e diversi gradi di composizionalità semantica, fino ad arrivare a usi in cui lì o là sembrano perdere completamente il loro valore deittico spaziale (es.: Ha buttato lì che non era d’accordo). Anche se i verbi che si combinano con lì e là sono semanticamente vari (buttare, essere, morire, rimanere, ecc.), e anche se i verbi sintagmatici risultanti sono spesso polisemici, mostreremo come, in ultima analisi, sia possibile ricondurre gli usi di questi verbi a un numero ristretto di sensi. Stando al nostro campione, inoltre, si nota che i verbi sintagmatici con lì sono più frequenti di quelli con là, e che se un verbo si può combinare con lì si può combinare anche con là
Prospettive di ricerca per valutare la competenza lessicale in una lingua seconda
No full textLa valutazione del lessico è una pratica didatticamente rilevante nel contesto educativo, ma è
altresì una pratica assai diffusa nel sistema certificatorio e, negli ultimi decenni, anche negli studi
dedicati alla descrizione dei processi di sviluppo della competenza lessicale. In ambito
anglosassone si è sviluppato un vero e proprio filone di studi noto come Vocabulary Assessment,
che nel corso del tempo ha visto alternarsi diversi approcci e metodi per osservare il lessico e la
competenza lessicale, in relazione al quadro teorico di volta in volta dominante. Il contributo
intende ricostruire sinteticamente l’evoluzione di tali approcci per poi prendere in esame le
prospettive che si aprono quando si valuta il lessico, così come le prospettive di ricerca ad oggi
esplorate per poter valutare un costrutto multidimensionale e ancora per certi versi non
sufficientemente esplorato quale il lessico e la competenza lessicale in L2. Verranno discussi
anche alcuni esempi di test lessicali utilizzati per valutare le molteplici dimensioni della
competenza lessicale e come il lessico sia usato nelle abilità comunicative
Development of polysilazane-based coatings embedding AgNPs-decorated silica nanospheres for further antimicrobial applications
No full textAmid global concerns regarding the proliferation of superbugs and viruses, new antimicrobial coatings have been explored to devise innovative solutions. In this context, this work presents a novel approach not previously reported in the literature, involving the synthesis of a composite coating composed of a polymeric ceramic precursor and silica nanoparticles decorated with silver nanoparticles. These nanoparticles are produced through a sol-gel synthesis process; subsequently, they are incorporated into a polymeric matrix to introduce silver as the antibacterial agent. The resulting coating is manually applied onto soda lime substrates.
The characterization process unfolds in two phases. Firstly, the silver-decorated silica nanospheres undergo examination via field-emission scanning electron microscopy, energy-dispersive X-ray spectroscopy, and X-ray diffraction analysis to confirm the synthesis of silver nanoparticles onto silica nanospheres and to evaluate their morphology, structure, and concentration. The antibacterial effectiveness of the synthesized filler is then demonstrated through a zone of inhibition test using Staphylococcus epidermidis. Subsequently, the coating, comprising a polysilazane as a ceramic precursor (commercially known as Durazane 1800) and the filler, was characterized in the same way, evaluating its morphology, composition, and structure. Additionally, the antibacterial efficacy is verified by means of the zone of inhibition test.
After incorporation into the polymeric matrix, the resulting composite coatings were homogeneous and dense. Structural characterization by X-ray diffraction confirmed the presence of metallic silver in the coatings, while scanning electron microscopy showed that the nanospheres were evenly dispersed within the polysilazane matrix but mostly encapsulated. Antibacterial tests on the coatings did not show an inhibition zone, likely due to the limited exposure of the silver nanoparticles caused by the dense and non-porous nature of the matrix. These findings highlight the importance of optimizing matrix porosity and surface accessibility in future studies to enhance the antibacterial performance of such hybrid coatings
APPRENDIMENTO DI AMBIENTE E NAVIGAZIONE: QUANDO IL GENERE, LE ABILITÀ E LE CREDENZE SPAZIALI SONO IMPORTANTI
No full textApprendere gli ambienti e navigare sono aspetti molto importanti per il nostro funzionamento nella vita di tutti i giorni. Tuttavia, le persone differiscono molto nell’abilità di apprendere gli ambienti e diversi fattori individuali come il genere e le abilità visuospaziali possono entrare in gioco. Tra i fattori individuali spaziali le credenze relative alle proprie abilità spaziali sono state scarsamente studiate empiricamente. La presente tesi, pertanto, si pone l’obiettivo di i) comprendere il ruolo delle credenze associate alle abilità spaziali ovvero autoefficacia spaziale, il growth mindset e lo stereotipo di genere nel supportare l’apprendimento di ambienti ed i comportamenti di navigazione, ii) studiare il ruolo del genere nell’apprendimento di ambienti, comportamenti di navigazione e credenze associate alle abilità spaziali. In particolare, lo Studio 1 ha indagato la relazione tra genere, autoefficacia spaziale, abilità visuospaziali e apprendimento di un ambiente virtuale e successivo ricordo. mostrando che le donne riferiscono minore autoefficacia in compiti spaziali e questa credenza (insieme alle abilità visuospaziali) spiega in parte le differenze di genere nella prestazione di ricordo di un ambiente virtuale. Lo Studio 2 ha indagato l’effetto di un feedback relativo a compiti visuospaziali sull’apprendimento di un ambiente virtuale e successivo ricordo. La ricerca ha mostrato che ricevere un feedback dopo compiti visuospaziali è relato a migliore autoefficacia percepita prima di svolgere compiti di apprendimento e ricordo dell’ambiente e a sua volta quest’ultima è associata a migliore prestazione in compiti di ricordo dell’ambiente. Lo Studio 3 approfondisce la relazione tra autoefficacia spaziale, growth mindset e stereotipo di genere nei comportamenti di navigazione (ovvero la tendenza ad esplorare l’ambiente e l’uso del GPS). I risultati mostrano che le credenze di growth mindset e stereotipo di genere sono associati ai comportamenti di navigazione indirettamente attraverso l’autoefficacia spaziale. Inoltre, uomini e donne differiscono nei comportamenti di navigazione messi in atto durante la navigazione. Infine, lo Studio 4 ha indagato la relazione tra credenze relative alle abilità spaziali e la prestazione in compiti di ricordo di un ambiente utilizzando una recente classificazione della conoscenza spaziale. Risultati hanno mostrato che autoefficacia percepita prima dei compiti interagisce con lo stereotipo di genere e precedenti successi in situazioni spaziali nel predire compiti di apprendimento spaziale. Complessivamente, i risultati degli studi fanno luce sull’importanza delle credenze sulle abilità spaziali nell’apprendimento di ambienti e nei comportamenti di navigazione in uomini e donne. Inoltre, questi risultati suggeriscono che le credenze sulle abilità spaziali potrebbero spiegare le differenze di genere in compiti di apprendimento e ricordo dell’ambiente.Environment learning and navigation ability are particularly important aspects of how people function in everyday life. However, people differ greatly in their abilities to learn environments, and different individual factors such as gender and visuospatial abilities may come into play. Of the individual spatial factors, beliefs about one’s spatial abilities have scarcely been studied empirically. This thesis, therefore, aimed to (a) understand the role of beliefs about spatial abilities—that is, spatial self-efficacy, the growth mindset, and gender stereotypes—in supporting environment learning and navigation behaviors and (b) study the roles of gender in environment learning, navigation behaviors, and beliefs about spatial abilities. Specifically, Study 1 investigated the relationships between gender, spatial self-efficacy, visuospatial skills, and spatial recall performance after participants learned a virtual environment, showing that women reported lower self-efficacy in spatial tasks, and this belief (along with visuospatial abilities) partially explained the gender differences in spatial recall performance. Study 2 investigated the effect of feedback related to visuospatial tasks on recall performance after participants learned a virtual environment. The research showed that receiving feedback after completing visuospatial tasks was related to better perceived self-efficacy before performing spatial recall tasks and, in turn, the latter was associated with better performance in spatial recall tasks. Study 3 investigated the relationships between spatial self-efficacy, the growth mindset, and gender stereotypes in navigation behaviors (i.e., exploration tendency and the use of GPS). The results showed that growth mindset and gender stereotype beliefs were associated with navigation behaviors indirectly through spatial self-efficacy. In addition, men and women differed in navigation behaviors enacted during navigation. Finally, Study 4 used a recent classification of spatial knowledge to investigate the relationship between different beliefs about spatial abilities and recall performance after participants learned a virtual environment. The results showed that perceived task-specific self-efficacy interacted with gender stereotypes and previous success in spatial situations in predicting recall performance. Overall, the results of the studies shed light on the importance of beliefs about spatial abilities in environment learning and navigational behaviors in men and women. In addition, these results suggest that beliefs about spatial abilities might explain gender differences in environment learning and its recall
Orientation behavior in men and women: The relationship between gender stereotype, growth mindset, and spatial self-efficacy
No full textPeople’s beliefs about their navigation ability could be important for their navigation performance. This
correlational study aimed to investigate how growth mindset, gender stereotype, and spatial self-efficacy are
related to orientation behaviors (use of GPS and exploration tendency). Moreover, we investigated gender differences in beliefs and orientation behaviors. A sample of 609 participants (329 women) completed self-reported
measures assessing their mindset, gender stereotype, spatial self-efficacy, sense of direction, and orientation
behaviors. The structural equation models show that a growth mindset and gender stereotype are related to
exploration tendency and GPS use through the mediation of spatial self-efficacy in both men and women.
Concerning gender stereotype a different pattern of correlation emerged in men and women. Moreover, significant differences in favor of men emerged in self-efficacy, sense of direction, and orientation behaviors. Overall,
these findings support the conviction that men and women’s beliefs about their spatial abilities are related to the
ways they behave in the environmen
Review of Pizzoli (2018): La politica linguistica in Italia. Dall’unificazione nazionale al dibattito sull’internazionalizzazione
No full textLa politica linguistica in Italia aims to describe language policies in Italy from the
birth of the Italian nation-state to issues arising from the ongoing processes of
globalization and internationalization. Its author, Lucilla Pizzoli, is a historian of
the Italian language and a collaborator of the Società Dante Alighieri for the promotion
of Italian language abroad. Her previous studies concerning language policy
and planning (LPP) (see e.g. Pizzoli 2007 and 2012) have now been expanded
into a book
Exploring the Relationship Between Restorativeness, Environmental Risk Perception, and Well-Being: The Case Study of Piazzola sul Brenta
No full textUrban environments in Northeastern Italy, both natural and historical, are exposed to urbanization, climate change, and environmental risks that can impact perceptions of environmental quality and sustainability. However, the relationship between the perceived environmental risks, the related emotions, and the quality of urban living and well-being remains underexplored. The present study, therefore, aims to investigate the link between the perceived risk of adverse events and the emotion felt about the possibility of damage to historically and economically valuable sites, as well as the residents’ restorativeness, well-being, residential satisfaction, and sense of community. Participants completed online questionnaires addressing the following variables: perceived risk of environmental events; emotions of possible damage; restorativeness; well-being; residential satisfaction; and sense of community. The results showed negative relationships between perceived risk and residential satisfaction, well-being and restorativeness, but positive relationships between negative emotions of losing places of economic value and residential satisfaction, sense of community, and restorativeness. The findings highlight the role of emotions and restorativeness with well-being and satisfaction in residents of Piazzola sul Brenta (Italy)
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