Imaging the spontaneous formation of vortex-antivortex pairs in planar superconductor/ferromagnet hybrid structures

Low-temperature magnetic force microscopy has been used to visualize spontaneous formation of vortex-antivortex pairs in hybrid ferromagnet/superconductor systems. Vortex-antivortex pairs are induced by the periodic stray field of the ferromagnet. We find general equilibrium conditions for which spontaneous vortex-antivortex pairs are formed during zero-field cooling of the hybrid ferromagnet/superconductor bilayers. Vortices can be generated by the ferromagnet domains in the absence of an external field and they are thermodynamically stable for values of the stray field and the period of the stripe magnetic domains that exceed a certain threshold

Chapter Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability

This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in forc

Selective transcription and cellular proliferation induced by PDGF require histone deacetylase activity

Histone deacetylases (HDACs) are key regulatory enzymes involved in the control of gene expression and their inhibition by specific drugs has been widely correlated to cell cycle arrest, terminal differentiation, and apoptosis. Here, we investigated whether HDAC activ- ity was required for PDGF-dependent signal transduction and cellular proliferation. Exposure of PDGF-stimulated NIH3T3 fibroblasts to the HDAC inhibitor trichostatin A (TSA) potently repressed the expression of a group of genes correlated to PDGF-dependent cel- lular growth and pro-survival activity. Moreover, we show that TSA interfered with STAT3-dependent transcriptional activity induced by PDGF. Still, neither phosphorylation nor nuclear translocation and DNA-binding in vitro and in vivo of STAT3 were affected by using TSA to interfere with PDGF stimulation. Finally, TSA treatment resulted in the suppression of PDGF-dependent cellular prolif- eration without affecting cellular survival of NIH3T3 cells. Our data indicate that inhibition of HDAC activity antagonizes the mitogenic effect of PDGF, suggesting that these drugs may specifically act on the expression of STAT-dependent, PDGF-responsive genes

IP-Lab 3: Adolescenza

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Dalla devianza alla speranza: il contrasto alle povertà educative come cifra di pedagogia civile

Il concetto di Povertà educativa è semanticamente un ossimoro. L’educazione dovrebbe essere sempre una ricchezza. Ciò di cui discutiamo attiene invece alla povertà di opportunità che alcuni gruppi di popolazionepurtroppo soffrono. Ciò, per dire che non si può discutere di “povertà educativa” in astratto, prescindendo dalle cause che l’hanno determinata, in ottica etiologica, piuttosto che meramente sintomatologica. E’ noto che le cause della povertà educativa sono ingiustizia e disuguaglianze, che sono spesso terreno in cui crescono esclusione sociale e devianza

Knowledge Transfer in Doctoral Education During the Pandemic Time: An Exploratory Study of the PhD Students’ Experiences

The research aims to explore how PhD students interacted with professors and peers and transferred knowledge during pandemic time. We firstly aim to provide an overview of communication media used by students, as well as to classify them for different kinds, social presence, and media richness. Furthermore, our research also aims to explore how doctoral students took their courses by interacting with professors and with peers, in terms of learning (KT) and social exchange relations (LMX, TMX, POS), through online learning platforms and communication media. We conducted exploratory research on 25 PhD students from 5 Italian PhD Programs in ‘economic and statistical sciences’ area. Data was collected through (a) the focus group interview with PhD students for collecting their opinions and experiences on the usage of media for communicating with professors and peers and (b) an online questionnaire aimed to measure their experiences or perceptions on technology usage and social relations. Results shown that PhD students used e-learning platform for communicating with peers and professors, so developing good social relations -even at a distance- which have encouraged knowledge transfer among them