La presente ricerca intende portare l'attenzione sulla necessità di integrare in maniera consape-vole le immagini nelle pratiche didattiche e di fondarne l'uso sul piano neuroscientifico. Da sempre l'insegnante se ne serve per supportare l'esposizione orale, per rendere visibili e si-tuati i concetti, per facilitare la messa a fuoco di elementi rilevanti. Gli studi sul cervello visivo (ci riferiamo in particolare alla teoria della visione del neurobiolo-go Semir Zeki) rendono ragione a ciò che l'insegnante ha sempre saputo: fornire ai discenti una rappresentazione grafica o iconica di un determinato concetto, tema, argomento sostiene il lavoro del cervello, normalmente impegnato in una ricerca dell'essenziale, entro il fluire incessante del mondo. La rappresentazione proposta dall'insegnante consentirebbe dunque di lavorare su uno scenario semplificato, favorendo la comprensione dell'oggetto dell'insegnamento da parte dell'alunno. Alcune tipologie di immagini, tuttavia, non riducono la complessità, a causa della propria "ambiguità semantica": molte interpretazioni sarebbero possibili, tutte egualmente valide. Tale caratteristica potrebbe essere sfruttata dall'insegnante al fine di accendere la curiosità, stimolare la discussione, la presa di posizione, la riflessione, la costruzione di ipotesi interpretative. Tramite quattro studi di caso, si è inteso fare luce sulle concrete modalità di impiego della fotografia (fruita e prodotta) nella scuola primaria. A partire dalle riflessioni pedagogiche stimolate dai casi, la ricerca si propone di aggiornare il quadro di consapevolezze della ricerca didattica relativamente all'uso delle immagini fotografi-che in classe, fornendo alcuni suggerimenti per integrarle nella didattica e operando in ultima battuta una mappatura di applicativi digitali che consentano di lavorare con e sulle immagini. / This research project aims to focus on the need of conscious pictures' integration into the teaching and learning activities (TLA) and to base the use at a neuroscientific level. The teacher usually adopts visuals to support oral presentations, to make the concepts clear and situated, to facilitate focusing of relevant elements. Studies on the visual brain (mainly referring to the recent theory of vision by neurobiologist Semir Zeki) validate what the teacher has always known: providing learners with visuals of a particular concept, theme, topic supports the brain's work, normally engaged in looking for the essential, within the non-stop flow of the world. The teacher's representations would enable the pupils' brain to work on a simplified scenario, facilitating the understanding of the object of teaching. However, certain kinds of images do not reduce the complexity, because of their "semantic ambiguity": many interpretations would be possible, all equally strong. The teacher could take advantage of this feature in order to turn on the curiosity, to encourage the discussion, the reflective thinking or interpretative hypothesis. Through four case studies, we aimed to explore the actual use of photography in primary school. Starting from the pedagogical reflections about the cases, the research intends to increase the educational research's awareness about the use of photographic images in the classroom, sug-gesting some tips for designing TLA and developing a review of appropriate digital apps.

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Made available in DSpace on 2016-08-29T14:11:20Z (GMT). No. of bitstreams: 1 tese_3646_DISSERTAÇÃO DE MESTRADO_ FINAL..pdf: 663167 bytes, checksum: fee2e8acdaf49bb82d4af7008eb72db5 (MD5) Previous issue date: 2009-12-14 / Como se criam efeitos de sentido para um receptor de canção? Como uma canção, tomando por tema a vida, consegue ser bem aceita, quando a parte da vida que lhe serve de tema é a que os sujeitos sociais rejeitam? De que maneiras se dão as construções de imagens nas linguagens verbais e musicais? Como os sujeitos da cultura podem ser despidos de suas barreiras morais em face de imagens oferecidas pela ficção? Como se dá a composição do prazer para o receptor de artes literárias? Nesta dissertação, tento servir de degrau para que, um dia, alguém alcance a fresta da janela de criadores como Chico Buarque, pela qual se poderá espiar, reunidos em festa, o autor modelo e todas as (ou pelo menos algumas das) respostas. / Come è generato l'effetto di senso per un ricevente di canzone? Come una canzone, prendente per l'oggetto la vita, si fa essere accettata bene, quando la parte della vita che serve esso dell'oggetto è quella che i cittadini sociali rifiutano? Di quelle sense accadono gli costruzioni delle immagini nelle linguaggio verbali e musicali? Come i cittadini della coltura possono essere non conditi delle relative barriere morali in faccia delle immagini offerte per l'opera d'arte? Come accade la composizione del piacere per la ricevente delle arti letterarie? In questa discussione, faccio l’uso io stesso al serv di scalino affinchè, un giorno, qualcuno estensione l'apertura della finestra dei creatori come Chico Buarque, per cui se potrà da guardare, congregated nel partito, il modello dell'autore e tutte le (o almeno alcuno di) risposte.

Functional connectivity represents a powerful approach to describe the intrinsic activity of the brain. It reveals the organization and correlations among anatomically separated regions supporting similar cognitive and sensory processes. Using functional Magnetic Resonance Imaging (fMRI), the recurrent spatial characteristics of these patterns have been extensively explored in the adult brain and their disruption has been found to be associated with psychiatric and developmental disorders. Unveiling the processes of emergence of resting state networks at a very early stage of life could shed light on the neuronal origins of these diseases. However, the study of the inception and development of functional connectivity in the newborn brain poses exceptional challenges, due to the complexity of dealing with non-compliant subjects. To this end, cortical activity at birth can be investigated using functional Near Infrared Spectroscopy (fNIRS) that represents a promising non-invasive neuroimaging method for developmental studies. In the present thesis, I applied fNIRS to assess functional connectivity in term neonates. The first part of the dissertation is dedicated to investigating the maturation of a specific resting state network, the Default Mode Network, within the first 48 hours of life. The study aimed to examine its emergence, for the first time, using optical imaging on newborns immediately after birth. While the majority of fMRI literature focused on large-scale spatial patterns, I took a different approach measuring an intrinsic and localized fingerprint feature of the network, consistently detected in adult subjects. In the second part of the dissertation, I aimed at improving the anatomical representation of brain connectivity, inferred only from signals collected at the scalp. Thus, I developed and validated a method for the reconstruction of spatially distributed functional signals on a dedicated template for term newborn subjects. The intent is to promote the shift from a sensor space description (one signal for each channel) to a source space representation in which the origin of the signal is reconstructed with better anatomical fidelity. The reliability of the reconstruction method was tested on synthetic and real data. In the former case, I simulated spatially correlated neural activity in the cortex, thus enabling assessment of the reconstructed images against a ground-truth map. Analyses of functional connectivity in both sensor and source space showed that the Default Mode Network is still immature at birth, with a lack of homotopic correlation in the lateral parietal cortices, and no evidence of anticorrelation with the Dorsal Attention Network, a well established feature in the adult brain. Overall the work presented in the thesis contributes to the understanding of functional connectivity in the infantâ€TMs brain and provides useful tools for source-based connectivity analysis and for probe design and optimization.

This thesis aims at evaluating, in two separate studies, strategies for physiological noise and head motion correction in resting state brain FC-fMRI. In particular, as a general marker of noise correction performance we use the test-retest reproducibility of the DMN. The guiding hypothesis is that methods that improve reproducibility should reflect more efficient corrections and thus be preferable in longitudinal studies. The physiological denoising study evaluated longitudinal changes in a 3T harmonized multisite fMRI study of healthy elderly participants from the PharmaCog Consortium (Jovicich et al., 2016). Retrospective physiological noise correction (rPNC) methods were here implemented to investigate their influence on several DMN reliability measures within and between 13 MRI sites. Each site involved five different healthy elderly participants who were scanned twice at least a week apart (5 participants per site). fMRI data analysis was performed once without rPNC and then with WM/CSF regression, with physiological estimation by temporal ICA (PESTICA) (Beall & Lowe, 2007) and FMRIB's ICA-based Xnoiseifier (FSL-FIX) (Griffanti et al., 2014; Salimi-Khorshidi et al., 2014). These methods differ for their data-based computational approach to identify physiological noise fluctuations and need to be applied at different stages of data preprocessing. As a working hypothesis, physiological denoising was in general expected to improve DMN reliability. The head motion study evaluated longitudinal changes in the DMN connectivity from a 4T single-site study of 24 healthy young volunteers who were scanned twice within a week. Within each scanning session, RS-fMRI scans were acquired once using interleaved and then sequential slice-order acquisition methods. Furthermore, brain volumes were corrected for motion using once rigid-body volumetric and then slice-wise methods. The effects of these choices were then evaluated computing multiple DMN reliability measures and investigating single regions within the DMN to assess the existence of inter-regional effects associated with head-motion. In this case, we expected to find slice-order acquisition effects in reliability estimates under standard volumetric motion correction and no slice-order acquisition effect under 2D slice-based motion correction. Both studies used ICA to characterize the DMN using group-ICA and dual regression procedures (Beckmann et al., 2009). This methodology proved successful at defining consistent DMN connectivity metrics in longitudinal and clinical RS-fMRI studies (Zuo & Xing, 2014). Automatic DMN selection procedures and other quality assurance analyses were made to supervise ICA performance. Both studies considered several test-retest (TRT) reliability estimates (Vilagut, 2014) for some DMN connectivity measurements: absolute percent error between the sessions, intraclass correlation coefficients (ICC) between sessions and multiple sites, the Jaccard index to evaluate the degree of voxel-wise spatial pattern actiavtion overlap between sessions.

Il presente lavoro cerca di avvicinarsi alla complessità dell'attuale status quaestionis della performance teatrale, con uno sguardo e una prospettiva estetica, rivolto in particolare alla drammaturgia postdrammatica degli ultimi trent'anni; uno sguardo che trova nello studio analitico di tre re-enactements – This is theatre like it was to be expected and foreseen (1982; 2012) e The Power of Theatrical Madness (1984; 2012) di Jan Fabre, seguiti da Les Aiguilles et l'Opium (1991; 2013) di Robert Lepage – un luogo privilegiato di osservazione. / This research tries to approach the complexity of the current status quaestionis of theatrical performance, with an aesthetic perspective focused on the postdramatic theatre of the last thirty years; a look that finds in the analysis of three re-enactements - This is theater like it was to be expected and Foreseen (1982; 2012) and The Power of Theatrical Madness (1984; 2012) by Jan Fabre, followed by Needles and Opium (1991; 2013) by Robert Lepage - a privileged place of observation.