1,066 research outputs found
Concimazione azotata tardiva per il grano duro di alta qualità: influenza sul contenuto proteico
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Soggettività ibride tra umano e non umano
No full textRifacendosi alla figura del Cyborg e ai processi di ibridazione che essa richiama (Haraway, 1995), l’articolo intende evidenziare l’opportunità per la pedagogia di un ripensamento critico e creativo delle soggettività umane e di riposizionamento della stessa nel dialogo con le altre scienze. L’ipotesi qui discussa è che l’identità del soggetto sia l’esito di una storia vitale di accoppiamento strutturale per la quale il cervello non è indipendente dalla struttura dell’esperienza corporea (Varela, Thompson, Rosch, 1992). In tal senso la corporeità umana e il mondo prodotto (enacted) dalle storie di accoppiamento corpo/mente, riflettono solo una delle molte traiettorie evolutive possibili (Varela, 1992) dell’intra-azione tra umano e non umano. Pensare le soggettività come non unitarie (Braidotti, 2019), articolate (Haraway, 2019) incarnate e integrate (Braidotti, 2014), incapaci di vivere, se non nella loro radicale materialità e complicità, con i regimi tecnologici (Braidotti, 2014) richiede anche al sapere pedagogico di collocarsi criticamente
I nuovi media come dispositivi semiotecnici : Uno sguardo pedagogico
No full textSia in ambito umanistico, sia scientifico si continua a parlare di rivoluzione digitale. Il tema merita di essere approfondito per due ordini di ragioni: 1) per l’innegabile influenza che i nuovi media esercitano sulle relazioni sociali, sui comportamenti quotidiani e, in generale, sulle esperienze di vita degli individui; 2) perché le tecnologie emergenti, in uno specifico contesto storico-culturale, non sono semplicemente uno strumento ad uso degli uomini ma un medium attraverso cui si costruiscono significati e realtà sociali. In ottica educativa diviene interessante chiedersi come le nuove tecnologie digitali influenzino e ristrutturino le esperienze di vita dei soggetti. A tal fine l’articolo propone una lettura pedagogica dei nuovi media come dispositivi semiotecnici (Foucault, 1976): ovvero insiemi codificati di idee, ideologie e rappresentazioni che influenzano e trasformano – insieme a specifici apparati materiali, attraverso i discorsi e facendo presa sui corpi – comportamenti sociali e processi di costruzione identitaria. Le tecnologie in tal senso sono mediatori esperienziali: esse co-creano routine e azioni quotidiane, modificano i rapporti tra individui, con gli oggetti, lo spazio, il tempo e i corpi, contribuendo a produrre nuove soggettività.Both in the humanistic and scientific fields, there are endless talk of the digital revolution. This issue deserves more in-depth consideration for two reasons: firstly for the undeniable influence that the new media have on social relations, daily life behavior and human experiences in general; secondly because emerging technologies, in a specific historical and cultural context, are not a simply tool ready to use by human beings, but a medium trough which meanings and social realities are built. From an educational point of view, it becomes interesting to consider how new digital technologies influence and reshaped people's life experiences. To this end, the article proposes a pedagogical reading of new media as dispositifs semio-techniques (Foucault, 1975). They are codified collection of ideas, ideologies and representations that influence and transform – together with specific material apparatus, through speeches and by taking hold of bodies – social behaviors and processes of identity construction. The technologies in this sense are experiential mediators: they co-create daily routines and actions, modify the relationships between individuals, objects, space, time and bodies, contributing to produce new subjectivities
Environmental Impact of Oil Crops and Biofuels
No full textStudies on Life Cycle Assessment (LCA) of bioenergy chains based on dedicated crops in temperate climates show that biodiesel scenarios are generally less impacting than other possible energy chains, both in 1st generation and in 2nd generation biofuel settings. Considering the cropping techniques described for large scale farming in the previous chapters, a comparison of the environmental impacts of oil crops “from cradle to farm gate” was performed using the LCA methodology. More to this, a family farming scenario leaving manpower impact apart was calculated for comparisons with large scale farming systems. The phases and methods of LCA are described; a “cradle to farm gate” approach was adopted in the impact assessment of the oil crops. Results were standardized, i.e. reported in kg of equivalent reference substance, and normalized, i.e. weighted on the average level of emissions of one world inhabitant. Results are displayed both on both a surface (hectare) and energy (GJ) basis. The category most affected by agricultural processes is eco-toxicity of marine waters, although the primary cause of this emission is P fertilizer manufacture, which is upstream cropping. On a surface basis, the most impacting scenario was sunflower, in all considered categories, and in general both annual crops (sunflower and soybean) showed similar results. On an energy basis, the most impacting scenario was still sunflower under all impact categories, but the remaining scenarios show significant differences in comparison with the analysis on hectare basis: soybean showed emissions levels 40 to 60% lower than sunflower, although only one third of the emission per ha was allocated to oil production, the rest being spent for protein. Perennial crops showed high benefits respect to annual ones also on energy basis. A last topic addressed in this chapter is indirect land use change (ILUC). To convert land use change into consequent GHG emissions, a conversion factor must be applied. The level of GHG emissions associated with land use change will vary depending on previous land use; therefore, there is a wide range of possible conversion factors. GHG emissions are not the only impact of ILUC. Biodiversity is also adversely affected by land conversion in the form of ecosystem degradation and habitat loss. Biodiversity and ecosystems–and the services they provide are closely connected to each other and to the climate system. Biodiversity is crucial for both mitigation of and adaptation to climate change. However, the substitution of many food crops (e.g., cereals) with energy crops often requiring less fertilizers and pesticides, determines a net benefit in terms of biodiversity. Another way of limiting ILUC consequences would be shifting to second generation biofuels, which are now on the eve of diffusion in advanced countries
Analysis of anthocyanins in red fruits by use of HPLC/spectral array detection
No full textThe anthocyanin pigment profiles of the main red fruits (red grape, red currant, black currant, red raspberry, sweet cherry, sour cherry, blueberry, strawberry and blackberry) were characterized by reverse-phase (RP) high performance liquid chromatography (HPLC)/spectral array detection (SAD). Derivatives of delphinidin (delphinidin, petunidin and malvidin) can be distinguished from derivatives of cyanidin (cyanidin and peonidin), which in turn can be distinguished from pelargonidin derivatives on the basis of their visible spectrum. Elution order, retention times (Rt) and relative retention times (RRt), depend on glycosidation status and working conditions. The HPLC profile of the anthocyanins is distinctive for each red fruit and therefore helpful in identification of juice adulteration. Optimization of elution conditions is required when mixtures are analysed
Pedagogical “response-abilities”: dire e praticare l’educazione come fenomeno sociomateriale
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