Molecular analysis of Papillomavirus-induced cutaneous tumors in equids

Papillomavirus associated tumors are well recognized entities in humans as well as in animals. Here is reviewed the current understanding of human papillomavirus (HPV) associated cancers to better understand the oncogenic mechanisms of Equine papillomavirus (EcPV) and Bovine Papillomavirus (BPV) in horses. In the first part of this study the interactions between Equine papillomavirus 2 (EcPV-2) and cell cycle proteins are discussed. EcPV-2 has been recognized as the cause of genital squamous cell carcinomas (SCCs) in horses, but the exact mechanism of carcinogenesis is not fully understood. The aim of the first part of this study is to assess the expression of cell cycle proteins p53, p16, pRB and Cyclin D1 in a series of equine SCCs and papillomas. Results confirm the role of EcPV-2 in the pathogenesis of genital SCCs. Moreover, in a small subset of ocular SCCs, EcPV-2 was detected for the first time. By immunohistochemistry, p53 was mostly expressed in ocular SCCs with a suprabasal localization. Regarding p16, overexpression was associated with increased mitotic index but not with viral infection. Investigation on pRB and Cyclin D1 proteins did not show significant correlation with other variables. The second part of this study is focused on the carcinogenetic mechanisms of BPV in equine sarcoids. The aim of the second part of this study was to characterize the typical histomorphological features of equine sarcoids, assess the expression of cell cycle proteins and Ki-67 proliferation index. Our results confirm that the typical histological features of sarcoids cannot be used to correctly classify the clinical types. Moreover, in a subset of sarcoids low pRB-Cyclin D1 scores were associated with simultaneous high p16 expression. The Ki-67 proliferation index confirm the low proliferative activity of sarcoids, except for tumors displaying a fascicular pattern. Finally, a subset of sarcoids recurred after excision.

Analysis of urban infrastructure for sustainable mobility through instrumented bicycles for students

In Europe almost 80% of the continent's population lives in cities. It is estimated that by 2030 most regions in Europe which contain major cities will have even more inhabitants on 35–60% more than now. This process generates a consequent elevate human pressure on the natural environment, especially around large urban agglomerations. Cities could be seen as an ecosystem, represented by the dominance of humans that re-distribute organisms and fluxes and represent the result of co-evolving human and natural systems, emerging from the interactions between humans, natural and infrastructures. Roads have a relevant role in building links between urban components, creating the basis on which it is founded the urban ecosystem itself. This thesis is focused on the research for a comprehensive model, framed in European urban health & wellbeing programme, aimed to evaluate the determinants of health in urban populations. Through bicycles, GPS and sensor kits, specially developed and produced by University of Bologna for this purpose, it has been possible to conduct on Bologna different direct observations that oriented the novelty of the research: the categorization of university students cyclists, connection among environmental data awareness and level of cycling, and an early identification of urban attributes able to impact on road air quality and level of cycling. The categorization of university students’ cyclist has been defined through GPS analysis and focused survey, that both permit to identify behavioural and technical variables and attitudes towards urban cycling. The statistic relationship between level of cycling, seen as number of bicycles passages per lane and pollutants level, has been investigated through an inverse regression model, defined and tested through SPSS software on the basis of the data harvest. The research project that represents a sort of dynamic mobility laboratory on two wheels, that permits to harvest and study detected parameters.

The transformative potential of community engagement in higher education: an analysis of service-learning effects on students, communities, and institutions.

Service-learning in higher education is gaining attention as a reliable tool to support students’ learning and fulfil the mission of higher education institutions (HEIs). This dissertation addresses existing gaps in the literature by examining the effects and perspectives of service-learning in HEIs through three studies. The first study compares the effects of a voluntary semester-long service-learning course with traditional courses. A survey completed by 110 students before and after the lectures found no significant group differences in the psychosocial variables under inspection. Nevertheless, service-learning students showed higher scores concerning the quality of participation. Factors such as students’ perception of competence, duration of service-learning, and self-reported measures may have influenced the results. The second study explores the under-researched perspective of community partners in higher education and European settings. Twelve semi-structured interviews were conducted with community partners from various community organisations across Europe. The results highlight positive effects on community members and organisations, intrinsic motivations, organisational empowerment, different forms of reciprocity, the co-educational role of community partners, and the significant role of a sense of community and belonging. The third study focuses on faculty perspectives on service-learning in the European context. Twenty-two semi-structured interviews were conducted in 14 European countries. The findings confirm the transformative impact of service-learning on the community, students, teachers, and HEIs, emphasising the importance of motivation and institutionalisation processes in sustaining engaged scholarship. The study also identifies the relevance of the community experience, sense of community, and community responsibility with the service-learning experience; relatedness is proposed as the fifth pillar of service-learning. Overall, this dissertation provides new insights into the effects and perspectives of service-learning in higher education. It integrates the 4Rs model with the addition of relatedness, guiding the theoretical and practical implications of the findings. The dissertation also suggests limitations and areas for further research.