Modulation instability and conservation of energy:toward a new model

L'articolo analizza la propagazione in regime nonlineare di un segnale ottico CW in presenza di una "piccola" perturbazione. In letteratura sono presenti lavori che specificano i parametri fisici che regolano l'interazione tra il segnale CW e la perturbazione ma non si hanno indicazioni relative ai limiti di applicabilità dei modelli proposti. Obiettivo principale di questo lavoro è rappresentato dalla definizione dei parametri che "attivano" l'instabilità di modulazione e regolano il regime di propagazione nonlineare. A tal fine, il regime di propagazione nonlineare è analizzato vincolandolo al principio di conservazione dell'energia

The Inclusive University: Practices and reflections for student community well-being

Following the 2030 Agenda (UN, 2015), the growth of an inclusive culture in higher education contexts contemplates the strategic value of promoting the university community well-being, starting from each person’s contribution (Priestley et al., 2022). According to Article 30 of the UN Convention on the Rights of Persons with Disabilities (2006), providing opportunities to support study and university life means moving from a logic of needs to a logic of rights. In that sense, the University of Macerata promotes the psycho-physical and social well-being of its students, developing empowerment processes (Barbuto, 2018; Taddei, 2020) that guarantee a more equal participation in university life. In this paper, we will present the format Inclusion 3.0 which, starting from the “Voice” (Grion, 2017; D’Angelo et al., 2020) of university students with disabilities and SLDs (Giaconi, Del Bianco, 2018; Giaconi et al., 2018), embodies an innovative perspective for University as a place of well-being

Comparing the structures of 3rd graders' mathematics-related affect in Chile and Finland

Peer reviewe

Inclusive University didactics and technological devices: a case study

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching- learning processes and inclusion practices among all students

Special pedagogy in Innovative Ecosystems: a pilot project for museums accessibility

Cultural institutes and museums are crucial in fostering individual and collective identity through heritage. To achieve this, they need to actively engage with the social context in which they operate by catering to diverse social groups. Inclusion is a key aspect that museums should prioritize, aiming to address the complexities of society and ensure equal cultural opportunities for all (Vaz et al., 2020). Based on these considerations, the University of Macerata, with a vocation on humanistic knowledge, promotes highly multidisciplinary activities within the Ecosystem project (financed by PNRR), with the aims to develop and transfer innovation to make regional production systems more competitive, thus improving sustainability and quality of life (Schalock et al., 2002) in urban and rural areas, and living and working environments. In this direction, the University of Macerata is developing different actions intending to create sustainable solutions and educational programmes for fragility and inclusiveness. Specifically, in line with national and international frameworks (Mace 1985; ONU, 2006), the commitment of Special Pedagogy research group will be directed at creating accessible solutions and organizational models to support access to local cultural heritage. Specifically, the Special Pedagogy group focuses its aim of research on accessibility and sustainability of inclusive tourism for usability of museums, art galleries, ecc

Co-design of immersive virtual learning environments. A pilot study involving people with intellectual disability and SLDs

This paper describes a pilot study conducted at the University of Macerata, within the project Inclusion 3.0. It aims to explore the possibility of using high-fidelity prototyping in a virtual laboratory to support the co-creation of an immersive virtual learning environment with people with disability and Specific Learning Disorders (SLDs), from the earliest design stages. The paper presents the results of the co-design process and discusses its implications in defining design requirements to ensure the accessibility of immersive solutions for cultural heritage