Trasmission and Reflection (ATR)Far-Infrared Spectroscopy Applied in the Analysis of Cultural Heritage Materials

FIR spectroscopy is an alternative way of collecting spectra of many inorganic pigments and corrosion products found on art objects, which is not normally observed in the MIR region. Most FIR spectra are traditionally collected in transmission mode but as a real novelty it is now also possible to record FIR spectra in ATR (Attenuated Total Reflectance) mode. In FIR transmission we employ polyethylene (PE) for preparation of pellets by embedding the sample in PE. Unfortunately, the preparation requires heating of the PE in order to produces at transparent pellet. This will affect compounds with low melting points, especially those with structurally incorporated water. Another option in FIR transmission is the use of thin films. We test the use of polyethylene thin film (PETF), both commercial and laboratory-made PETF. ATR collection of samples is possible in both the MIR and FIR region on solid, powdery or liquid samples. Changing from the MIR to the FIR region is easy as it simply requires the change of detector and beamsplitter (which can be performed within a few minutes). No preparation of the sample is necessary, which is a huge advantage over the PE transmission method. The most obvious difference, when comparing transmission with ATR, is the distortion of band shape (which appears asymmetrical in the lower wavenumber region) and intensity differences. However, the biggest difference can be the shift of strong absorbing bands moving to lower wavenumbers in ATR mode. The sometimes huge band shift necessitates the collection of standard library spectra in both FIR transmission and ATR modes, provided these two methods of collecting are to be employed for analyses of unknown samples. Standard samples of 150 pigment and corrosion compounds are thus collected in both FIR transmission and ATR mode in order to build up a digital library of spectra for comparison with unknown samples. XRD, XRF and Raman spectroscopy assists us in confirming the purity or impurity of our standard samples. 24 didactic test tables, with known pigment and binder painted on the surface of a limestone tablet, are used for testing the established library and different ways of collecting in ATR and transmission mode. In ATR, micro samples are scratched from the surface and examined in both the MIR and FIR region. Additionally, direct surface contact of the didactic tablets with the ATR crystal are tested together with water enhanced surface contact. In FIR transmission we compare the powder from our test tablet on the laboratory PETF and embedded in PE. We also compare the PE pellets collected using a 4x beam condenser, focusing the IR beam area from 8 mm to 2 mm. A few samples collected from a mural painting in a Nepalese temple, corrosion products collected from archaeological Chinese bronze objects and samples from a mural paintings in an Italian abbey, are examined by ATR or transmission spectroscopy.

Refined Gelfand models for some finite complex reflection groups

In 'Involutory reflection groups and their models' (F. Caselli, 2010), a uniform Gelfand model is constructed for all complex reflection groups G(r,p,n) satisfying GCD(p,n)=1,2 and for all their quotients modulo a scalar subgroup. The present work provides a refinement for this model. The final decomposition obtained is compatible with the Robinson-Schensted generalized correspondence.

Equità di genere e pratiche trasformative in educazione fisica

A partire da un paradigma ecologico ad indirizzo critico, seguendo il filone degli studi femministi, le finalità della ricerca sono state: smascherare le forme di oppressione di genere nei contesti educativi (finalità trasformativa) e produrre un sapere utile alla pratica (finalità emancipativa). Data la complessità del contesto educativo scolastico e dell’argomento stesso che interseca vari domini di sapere, è stato adottato un approccio metodologico di metodo misto (mixed method) per poter dapprima costruire una configurazione del fenomeno oggetto d’interesse attraverso strumenti quantitativi e poi approfondirlo attraverso l’impiego di tecniche qualitative. Gli strumenti utilizzati sono stati: il questionario, l’intervista strutturata, le osservazioni, le biografie professionali, i focus-group. In sintesi, le evidenze emerse in letteratura ed empiriche mettono in luce la presenza di stereotipi di genere nelle lezioni di EF, sotto forma di pratiche inconsapevoli che gli insegnanti riproducono a seguito di un habitus socializzato in forma binaria secondo i due sessi e gerarchizzato. La dipendenza dell’EF dal mondo sportivo, dove gli stereotipi di genere sono presenti per ragioni storico-culturali e dal quale gli insegnanti attingono spesso parte del loro sapere professionale, li rende partecipi inconsapevoli del sistema di rinforzo degli stereotipi stessi, attraverso le pratiche che vanno sotto il nome di curricolo nascosto. Il termine nascosto sottolinea l’inconsapevolezza di tali pratiche, appunto nascoste alla coscienza e si deduce che la possibilità di svelarle necessita di una formazione specifica per gli insegnanti, una formazione che attinga ai processi riflessivi.

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.