1,730,342 research outputs found
Guerra e pace nella teoria giuridica di Hans Kelsen
No full textL’11 novembre 2022, su invito dei Prof. Giuseppe Zaccaria, Elena Pariotti e Costanza Margiotta, Carlo Nitsch ha presentato una relazione su «Guerra e pace nella teoria giuridica di Hans Kelsen», nell’ambito del Convegno internazionale «Guerra e diritto. Giornate di ermeneutica giuridica», che si è svolto a Padova, presso l’Aula Nievo di Palazzo del Bo, per iniziativa della Rivista Ars Interpretandi
Presentazione del libro di Francesco Paolo Casavola. Guerra e pace. 1943-1945. Introduzione
No full textPresentazione del libro di Francesco Paolo Casavola. Guerra e pace. 1943-194
Antifascismo, guerra e liberazione nelle arti in Europa 1925- 1945
No full textAnalisi dei rapporti fra arte europea e immagini della guerra e della Resistenz
Guerra e pace nel romanzo pastorale spagnolo
No full textGuerra e pace nei romanzi pastorali cinquecenteschi di Jorge de Montemayor, Gaspar Gil Polo e Miguel de Cervante
Introduzione libro La Grande Guerra e le ferrovie in Italia
No full textIl saggio introduce il libro sulla Grande Guerra e le ferrovie in Italia, con una riflessione storiografica e la spiegazione dei saggi che compongono il libro
Cent’anni dopo: la Grande Guerra e la cultura politica britannica
No full textClaudio Palazzolo ha scelto di pubblicare ad accesso aperto il suo intervento al convegno L’Italia e l’Europa di fronte alla Grande Guerra, dedicato a La Grande Guerra e la cultura politica britannica. Il suo testo, depositato nell’archivio Marini, è a..
Chianese G., “Quando uscimmo dai rifugi”. Il Mezzogiorno tra guerra e dopoguerra (1943-46), Carocci, Roma 2004
Full text linkRecensione al volume: Chianese G., “Quando uscimmo dai rifugi”. Il Mezzogiorno tra guerra e dopoguerra (1943-46), Carocci, Roma 200
A Code of Ethics for Social Cooperative Robots
No full textThe article addresses the interaction between Robots supported by Artificial Intelligence and interacting with each other for collaborative and social purposes and proposes the establishment of a code of ethics also for those contexts in which the intersubjective relationship is only between Machines and does not involve interaction with Humans. This proposal poses the problem of which ethics to apply and how to program robots to learn a behavior that makes possible a social interaction between Machines that is respectful of tasks, rights, and duties. The first dilemma regards whether it is legitimate to apply human ethics to a society of machines alone. This scenario would result in a society of Machines completely modeled on human society, which offers advantageous, but also problematic sides. For the second aspect, the investigation is a true propaedeutic to the programming and engineering design in the construction of Machines predisposed to Ethical Acting. In this case, the results of the survey will be able to support and guide the technology in the design of the Machine, highlighting which elements to give absolute priority to create a device that contains, in nuce, the predisposition to Ethical Acting
The contribution of critical thinking to STEM disciplines at the time of generative intelligence
No full textAfter more than two decades since its inception, the acronym STEM (Science, Technology, Engineering, and Mathematics), which designated the scientific disciplines to be strengthened in the U.S. to meet the challenges of the new millennium, is changing its orientation and representations. Furthermore, this is seen in Europe and Asia, a new approach to reading the contemporary world, which is based on a few key concepts: Interdisciplinarity and complexity. Philosophy, by its nature, plays a leading role in developing those skills that the Framework for the 21st Century Learning report has identified as indispensable and grouped under the 4Cs (Critical thinking, Communication, Collaboration, Creativity). Specifically, critical thinking, which originates with philosophy, helps to settle complex situations and problems and this discipline is also capable of bridging knowledge that seems distant from each other, bringing it into dialogue. In this paper, I aim to investigate, by literature review, the role of critical thinking in the STEM disciplines, which are closely connected to the development of technological knowledge, and thus of GAI (Generative Artificial Intelligence), to contribute to a discussion on how can offer a critical understanding of GAI and its uses. The result of this reflection, which does not yet seem to be outlined in the literature, but which hopefully will be more extensively addressed in the future, indicates that critical thinking, guided by philosophy, can play a crucial role in STEM, especially concerning the Post-Normal Science model, in which the construction of scientific knowledge leaves the academy. Moreover, GAI tools significantly modify the interactions between the different knowledge actors
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