Fast and accurate numerical solutions in some problems of particle and radiation transport: synthetic acceleration for the method of short characteristics, Doppler-broadened scattering kernel, remote sensing of the cryosphere

The aim of this work is to present various aspects of numerical simulation of particle and radiation transport for industrial and environmental protection applications, to enable the analysis of complex physical processes in a fast, reliable, and efficient way. In the first part we deal with speed-up of numerical simulation of neutron transport for nuclear reactor core analysis. The convergence properties of the source iteration scheme of the Method of Characteristics applied to be heterogeneous structured geometries has been enhanced by means of Boundary Projection Acceleration, enabling the study of 2D and 3D geometries with transport theory without spatial homogenization. The computational performances have been verified with the C5G7 2D and 3D benchmarks, showing a sensible reduction of iterations and CPU time. The second part is devoted to the study of temperature-dependent elastic scattering of neutrons for heavy isotopes near to the thermal zone. A numerical computation of the Doppler convolution of the elastic scattering kernel based on the gas model is presented, for a general energy dependent cross section and scattering law in the center of mass system. The range of integration has been optimized employing a numerical cutoff, allowing a faster numerical evaluation of the convolution integral. Legendre moments of the transfer kernel are subsequently obtained by direct quadrature and a numerical analysis of the convergence is presented. In the third part we focus our attention to remote sensing applications of radiative transfer employed to investigate the Earth's cryosphere. The photon transport equation is applied to simulate reflectivity of glaciers varying the age of the layer of snow or ice, its thickness, the presence or not other underlying layers, the degree of dust included in the snow, creating a framework able to decipher spectral signals collected by orbiting detectors.

The drivers and implications of environmental innovations: European evidence at different levels of analysis

The present work is a collection of three essays devoted at understanding the determinants and implications of the adoption of environmental innovations EI by firms, by adopting different but strictly related schumpeterian perspectives. Each of the essays is an empirical analysis that investigates one original research question, formulated to properly fill the gaps that emerged in previous literature, as the broad introduction of this thesis outlines. The first Chapter is devoted at understanding the determinants of EI by focusing on the role that knowledge sources external to the boundaries of the firm, such as those coming from business suppliers or customers or even research organizations, play in spurring their adoption. The second Chapter answers the question on what induces climate change technologies, adopting regional and sectoral lens, and explores the relation among green knowledge generation, inducement in climate change and environmental performances. Chapter 3 analyzes the economic implications of the adoption of EI for firms, and proposes to disentangle EI by different typologies of innovations, such as externality reducing innovations and energy and resource efficient innovations. Each Chapter exploits different dataset and heterogeneous econometric models, that allow a better extension of the results and to overcome the limits that the choice of one dataset with respect to its alternatives engenders. The first and third Chapter are based on an empirical investigation on microdata, i.e. firm level data extracted from innovation surveys. The second Chapter is based on the analysis of patent data in green technologies that have been extracted by the PATSTAT and REGPAT database. A general conclusive Chapter will follow the three essays and will outline how each Chapter filled the research gaps that emerged, how its results can be interpreted, which policy implications can be derived and which are the possible future lines of research in the field.

Linguistica Cognitiva e analisi retorica: indicazioni per un percorso sulla metafora nella didattica della lingua.

La tesi sviluppa le proposte teoriche della Linguistica Cognitiva a proposito della metafora e propone una loro possibile applicazione in ambito didattico. La linguistica cognitiva costituisce la cornice interpretativa della ricerca, a partire dai suoi concetti principali: la prospettiva integrata, l’embodiment, la centralità della semantica, l’attenzione per la psicolinguistica e le neuroscienze. All’interno di questo panorama, prende vigore un’idea di metafora come punto d’incontro tra lingua e pensiero, come criterio organizzatore delle conoscenze, strumento conoscitivo fondamentale nei processi di apprendimento. A livello didattico, la metafora si rivela imprescindibile sia come strumento operativo che come oggetto di riflessione. L’approccio cognitivista può fornire utili indicazioni su come impostare un percorso didattico sulla metafora. Nel presente lavoro, si indaga in particolare l’uso didattico di stimoli non verbali nel rafforzamento delle competenze metaforiche di studenti di scuola media. Si è scelto come materiale di partenza la pubblicità, per due motivi: il diffuso impiego di strategie retoriche in ambito pubblicitario e la specificità comunicativa del genere, che permette una chiara disambiguazione di fenomeni che, in altri contesti, non potrebbero essere analizzati con la stessa univocità. Si presenta dunque un laboratorio finalizzato al miglioramento della competenza metaforica degli studenti che si avvale di due strategie complementari: da una parte, una spiegazione ispirata ai modelli cognitivisti, sia nella terminologia impiegata che nella modalità di analisi (di tipo usage-based); dall’altra un training con metafore visive in pubblicità, che comprende una fase di analisi e una fase di produzione. È stato usato un test, suddiviso in compiti specifici, per oggettivare il più possibile i progressi degli studenti alla fine del training, ma anche per rilevare le difficoltà e i punti di forza nell’analisi rispetto sia ai contesti d’uso (letterario e convenzionale) sia alle forme linguistiche assunte dalla metafora (nominale, verbale, aggettivale).