Knightly Masculinity, Court Games and Material Culture in Late Medieval Portugal: The case of Constable Afonso (c. 1480–1504)

This article explores the ways in which gender was used in order to transform an exiled and uneducated illegitimate child into a prince. Our study revolves around a member of the royal family, Afonso (c.1480–1504), who was brought up in hiding by peasants and who later, as a teenager, was reincorporated into the court. We argue that the keys to this process of rehabilitation were, on one hand, family politics centred around different configurations and on the other, his introduction into a court environment marked by the ideals of chivalry. Within this dynamic, material culture played a key role, because it gave the prince all the visual attributes of his new status, as well as allowing him the means to create a new self. We shall briefly introduce Afonso and his family context in order to give an insight into his life within changing political and dynastic contexts. Then, we will analyse the expression of manhood in the Portuguese court, using the spectacles at the court as a basis for observation, thus relating gender to material culture in a courtly environment.

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.

Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis

Some decades of research on emotional development have underlined the contribution of several domains to emotional understanding in childhood. Based on this research, Pons and colleagues (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004) have proposed the Test of Emotion Comprehension (TEC) which assesses nine domains of emotional understanding, namely the recognition of emotions, based on facial expressions; the comprehension of external emotional causes; impact of desire on emotions; emotions based on beliefs; memory influence on emotions; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotional experiences. This instrument was administered individually to 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Additionally, we used the Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012) to assess TEC’s criterion-related validity. Mean differences results in TEC by gender and by socio-economic status (SES) were analyzed. The results of the TEC’s psychometric analysis were performed in terms of items’ sensitivity and reliability (stability, test-retest). Finally, in order to explore the theoretical structure underlying TEC a Confirmatory Factor Analysis and a Similarity Structure Analysis were computed. Implications of these findings for emotional understanding assessment and intervention in childhood are discussed.

Reinforcement learning over encrypted data

Reinforcement learning is a particular paradigm of machine learning that, recently, has proved times and times again to be a very effective and powerful approach. On the other hand, cryptography usually takes the opposite direction. While machine learning aims at analyzing data, cryptography aims at maintaining its privacy by hiding such data. However, the two techniques can be jointly used to create privacy preserving models, able to make inferences on the data without leaking sensitive information. Despite the numerous amount of studies performed on machine learning and cryptography, reinforcement learning in particular has never been applied to such cases before. Being able to successfully make use of reinforcement learning in an encrypted scenario would allow us to create an agent that efficiently controls a system without providing it with full knowledge of the environment it is operating in, leading the way to many possible use cases. Therefore, we have decided to apply the reinforcement learning paradigm to encrypted data. In this project we have applied one of the most well-known reinforcement learning algorithms, called Deep Q-Learning, to simple simulated environments and studied how the encryption affects the training performance of the agent, in order to see if it is still able to learn how to behave even when the input data is no longer readable by humans. The results of this work highlight that the agent is still able to learn with no issues whatsoever in small state spaces with non-secure encryptions, like AES in ECB mode. For fixed environments, it is also able to reach a suboptimal solution even in the presence of secure modes, like AES in CBC mode, showing a significant improvement with respect to a random agent; however, its ability to generalize in stochastic environments or big state spaces suffers greatly.

Un framework per la gestione di moduli di insider threat detection basati su eBPF

Gli Insider Threat sono una problematica complessa e rappresentano una delle problematiche più costose per le organizzazioni: questi ultimi possono, potenzialmente, realizzare grandi guadagni dalle informazioni sottratte danneggiando i clienti e provocando danni irreparabili all’organizzazione. Screening effettuati prima dell’assunzione e la costruzione di un relazione di fiducia basata sulla collaborazione rimangono fondamentali ma, spesso, non sono sufficienti ed è bene integrare il processo di difesa da insider threat all’interno delle business operation. Date queste precondizioni, l’obiettivo di questa tesi è stato quello di cercare un approccio sistematico per affrontare il problema dell’Insider Threat e di fornire nuovi strumenti per la sua detection altamente specializzati nel campo della cyber-security. Dato il campo applicativo, risulta fondamentale rendere questo processo totalmente trasparente al potenziale insider threat. Le più moderne tecniche di hiding, prese dai moderni malware, sono state implementate utilizzando eBPF rendendo possibile unire una quasi totale invisibilità unita alla stabilità garantita da questa tecnologia.

Formulazione e caratterizzazione di idropitture con materie prime “Bio-Based”

The market for paint products with raw materials derived from renewable sources is growing rapidly in the building industry. When high performance in wet scrub resistance is required, “washable” paints are used. However, formulating products with Bio-Based raw materials generally results in a decrease in performances compared to similar products with raw materials from fossil sources. Therefore, a new formulation approach is needed to characterize polymeric binders from renewable sources and to consider the synergistic effects given by blends of polymeric binders of different origin and chemical structure. To date, the development of new formulations that imply less environmental impact is necessary if these products have to remain competitive in the marketplace. During the trainingship in IVAS S.p.A., washable paints with different PVC (Pigment Volume Concentration) were formulated and tested, evaluating whether the performance of paints with polymeric binders obtained from renewable sources was comparable to those with polymeric binders from fossil sources. The binders were chemically characterized by DSC, FT-IR and NMR analysis. Characterization tests of paints were focused on the evaluation of degree of whiteness, hiding power, dirt setting, and wet scrub resistance. Following the results obtained from the available binder combinations, it was possible to formulate two washable paints with comparable performances to those from fossil sources: paint A with 20 % of alkydic polymer and 80 % styrene/acrylic polymer and paint B with 40 % of alkydic polymer and 60 % styrene/acrylic polymer. Finally, the formulation was completed by adding the mainly Bio-Based derived additives generally used for this category of paints.