La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa

Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l’aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall’educazione o dallo stile di vita. La scuola deve promuovere interventi didattici,volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d’animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell’ascolto, nell’identificazione personale e nella spinta emotiva, che consente di raggiungere l’autorealizzazione (Bandura, 2000), l’appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull’eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamentodei conflitti (Margiotta, 2007)

La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa

Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization(Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007).Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l’aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall’educazione o dallo stile di vita. La scuola deve promuovere interventi didattici,volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d’animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell’ascolto, nell’identificazione personale e nella spinta emotiva, che consente di raggiungere l’autorealizzazione (Bandura, 2000), l’appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull’eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamentodei conflitti (Margiotta, 2007)

Quantitative abilities in a reptile (Podarcis sicula)

The ability to identify the largest amount of prey available is fundamental for optimizing foraging behaviour in several species. To date, this cognitive skill has been observed in all vertebrate groups except reptiles. In this study we investigated the spontaneous ability of ruin lizards to select the larger amount of food items. In Experiment 1, lizards proved able to select the larger food item when presented with two alternatives differing in size (0.25, 0.50, 0.67 and 0.75 ratio). In Experiment 2 lizards presented with two groups of food items (1 versus 4, 2 versus 4, 2 versus 3 and 3 versus 4 items) were unable to select the larger group in any contrast. The lack of discrimination in the presence ofmultiple items represents an exception in numerical cognition studies, raising the question as to whether reptiles' quantitative abilities are different from those of other vertebrate groups

Greenhouse gas emissions from urban area of Naples

Urban areas are among the main causes of greenhouse gases emissions on the planet, despite covering relatively small areas of the land. Recently, a number of projects aim at monitoring the dynamics of city emissions using micro meteorological measurements by applying the technique of eddy correlation for measuring the fluxes of carbon dioxide, water, methane and energy. In this perspective, a super-site for the measurement of atmospheric pollutants from urban sources has been established in Naples (Campania, Southern Italy), where the complex layout of the coast and surrounding mountains favours the development of combined sea breeze upslope winds and the evolution of return flows with several layers of pollutants and subsidence. At the super-site, an eddy covariance tower has been installed on the rooftop of the Meteorological Observatory of Largo San Marcellino, situated in the historical city centre: a fast response ultrasonic anemometer (Gill WindMaster) has been mounted on a 10-m mast, alongside three insulated inlet lines through which the air is sampled for gaseous pollutants and particulate matter. The height of the terrace is on average 35 m above the irregular street level, resulting in an overall measuring height of 45 m. Mixing ratios of CO2, CH4 and H2O are measured by an infrared spectrometer (10 Hz, Los Gatos Research). The results shown that the mean urban levels of CO2 are between 420-520 ppm; the mean levels of CH4 span between 1.85-2.48 ppm. These fluxes are representative of varying footprint source areas, covering the historical centre of Naples, the harbour, and some main traffic arteries of the city. The analysis of these measurements on long-term will allow to establish relationships between the fluxes of greenhouse gases and the other pollutant species measured

Staging of osteonecrosis of the jaw requires computed tomography for accurate definition of the extent of bony disease

Management of osteonecrosis of the jaw associated with antiresorptive agents is challenging, and outcomes are unpredictable. The severity of disease is the main guide to management, and can help to predict prognosis. Most available staging systems for osteonecrosis, including the widely-used American Association of Oral and Maxillofacial Surgeons (AAOMS) system, classify severity on the basis of clinical and radiographic findings. However, clinical inspection and radiography are limited in their ability to identify the extent of necrotic bone disease compared with computed tomography (CT). We have organised a large multicentre retrospective study (known as MISSION) to investigate the agreement between the AAOMS staging system and the extent of osteonecrosis of the jaw (focal compared with diffuse involvement of bone) as detected on CT. We studied 799 patients with detailed clinical phenotyping who had CT images taken. Features of diffuse bone disease were identified on CT within all AAOMS stages (20%, 8%, 48%, and 24% of patients in stages 0, 1, 2, and 3, respectively). Of the patients classified as stage 0, 110/192 (57%) had diffuse disease on CT, and about 1 in 3 with CT evidence of diffuse bone disease was misclassified by the AAOMS system as having stages 0 and 1 osteonecrosis. In addition, more than a third of patients with AAOMS stage 2 (142/405, 35%) had focal bone disease on CT. We conclude that the AAOMS staging system does not correctly identify the extent of bony disease in patients with osteonecrosis of the jaw

Weather predictions at high spatial resolutions for a volcanic ash cloud tracking system

The CCMMMA (Centro Campano per il Monitoraggio e la Modellistica Marina ed Atmosferica) is the marine weather center of the University of Naples “Parthenope” and its purpose is expose multi-disciplinary services for the environmental monitoring, produce weather, marine and air quality forecast for Europe, Italy and Campania region (southern Italy) at as high as possible spatial resolution. The weather data of CCMMMA has been used to customize a prototype system focused on volcanoes of southern Italy that allows the on-demand forecast of ash cloud dispersion. The aim is to deploy a workflow of coupled models embedded into an advanced computing system, able to provide on-demand hourly simulations oriented to the dispersion of ash clouds from volcanic eruptions. The daily weather output of the Weather and Research Forecast (WRF) model was coupled with the CALPUFF modeling system to obtain a hourly forecast dispersion of volcanic ash clouds in Southern Italy. The whole process is deployed through a bash-scripting wrapper that allows the execution of the workflow in a few minutes; this process could be useful for early-warning system and to improve the studies about flight safety, environment protection and climate change. In this work some case studies, together with the validation of results, will be shown. used to customize a prototype system focused on volcanoes of southern Italy that allows the on-demand forecast of ash cloud dispersion. The aim is to deploy a workflow of coupled models embedded into an advanced computing system, able to provide on-demand hourly simulations oriented to the dispersion of ash clouds from volcanic eruptions. The daily weather output of the Weather and Research Forecast (WRF) model was coupled with the CALPUFF modeling system to obtain a hourly forecast dispersion of volcanic ash clouds in Southern Italy. The whole process is deployed through a bash-scripting wrapper that allows the execution of the workflow in a few minutes; this process could be useful for early-warning system and to improve the studies about flight safety, environment protection and climate change. In this work some case studies, together with the validation of results, will be shown

La gestione nei luoghi del sapere in un viaggio di consapevolezza emotiva: dalla relazione ai nuovi scenari di riflessione educativa

Le emozioni assumono un ruolo dominante nello sviluppo personale degli individui e ne influenzano l’aspetto cognitivo, motivazionale, comportamentale e sociale (Fedeli, 2013), in quanto generatrice di processi a catena, conseguenze di stimoli, interni o esterni, naturali o derivanti dal contesto, dall’educazione o dallo stile di vita. La scuola deve promuovere interventi didattici, volti al riconoscimento delle emozioni, sia per una consapevolezza dei propri stati d’animo, sia per un equilibrio emozionale, attraverso lo sviluppo di competenze relazionali. Con la sociometria, non si misurano ma si scoprono trame di relazioni (Northway, 1959). Per il riconoscimento delle emozioni e delle motivazioni (Maslow, 2007) è necessario investire nell’ascolto, nell’identificazione personale e nella spinta emotiva, che consente di raggiungere l’autorealizzazione (Bandura, 2000), l’appagare i bisogni fisiologici e prendersi cura di sé. Gli interventi didattici trasformativi devono promuovere comportamenti adattivi empatici, incentrati sull’eliminazione dei comportamenti egoistici e lo sviluppo di attitudini solidaristiche di confronto e superamento dei conflitti (Margiotta, 2007).Emotions play a dominant role in the personal development of individuals and affect the cognitive, motivational, behavioral and social aspect (True, 2013), as a trigger of chain processes, consequences of external or internal stimuli, natural or arising from the environment, from education or lifestyle. The school should promote educational interventions aimed at recognizing emotions, allowing the awareness of feelings and the emotional balance, by developing relational competences. Thanks to sociometry it is possible discover relationships plots (Northway, 1959). For the recognition of emotions and motivation (Maslow, 2007) it is necessary to invest in listening, in personal identification and emotional drive, which allow people to attain self-realization (Bandura, 2000), satisfaction of physiological needs and self-care. The transformative educational interventions should promote adaptive empathetic behaviors, focusing on the elimination of the selfish behavior and the development of solidaristic attitudes of confrontation and avoiding conflict (Margiotta, 2007)

A Globus Toolkit 4 Based Instrument Service For Environmental Data Acquisition And Distribution

In this paper we describe our experiences in the field of integration of geographically distributed instruments in a grid environment based on web services provided by the Globus Toolkit 4. Our first goal is to develop a common instrument interface system, based on standard interoperable components, in order to share data acquisition resources on the grid in a secure and homogeneous way and then distribute data in a grid aware content network fashion. We rely on previous developed components as our Job Flow Scheduler Service, the Resource Broker Service and the GrADS Data Service to achieve the result of a self advertised set of atmospheric and ocean data acquisition instruments as weather stations, marine surface current high frequency radars and wind profilers. We provide an example based on our grid aware virtual laboratory for environmental modeling showing how the instrument service integrates into the system, performing on line analysis and assessments on operational weather forecast model behavior. The software components we describe in this work, leveraging on the content distribution network approach, contribute to the grand challenge in the search of grid computing killer applications in the field of applied computational environmental sciences