Esta investigación doctoral tiene como objetivo principal plantear un conjunto de estrategias de formación en TICs para dos grupos de profesores pertenecientes al Departamento de Ingenierías Electrónica, Eléctrica, Telecomunicaciones y Sistemas de la Universidad de Pamplona en Colombia y al Departamento de Electrónica, Eléctrica, Automática e Ingeniería Informática de la Universidad Rovira i Virgili de Tarragona en España, a partir de la aplicación del sistema de aprendizaje Let Me Learn®.Los objetivos específicos planteados son: elaborar o adaptar y aplicar instrumentos metodológicos para conocer la utilización e importancia que los profesores y estudiantes involucrados en los dos casos de estudio dan a las TICs; aplicar el inventario de conexiones de aprendizaje suministrado por el sistema de aprendizaje Let Me Learn® a los profesores y estudiantes de nuestros estudios de caso; elaborar un análisis de los resultados obtenidos a partir de la aplicación de los instrumentos sobre utilización e importancia de TICs y patrones de aprendizaje Let Me Learn® en profesores y estudiantes de los dos estudios de caso; realizar una aproximación comparativa entre los dos estudios de caso, colombiano y español, de los resultados obtenidos en la aplicación de los instrumentos metodológicos; construir el conjunto de estrategias de formación en TICs para los profesores de los estudios de caso, basadas en el sistema de aprendizaje Let Me Learn®.Este sistema consta, de manera general, de una teoría, el Modelo Interactivo de Aprendizaje y un instrumento validado desde 1998 y utilizado en aproximadamente 40.000 personas, llamado LCI (Learning Connections Inventory). Esta metodología presenta ventajas para el conocimiento de los procesos de aprendizaje adoptados por los individuos y se plantea como una herramienta para descubrir las razones que llevan a los docentes a utilizar o no los recursos tecnológicos en su labor profesional. La autora de esta investigación es profesora de la Facultad de Ingenierías y Arquitectura de la Universidad de Pamplona. La recolección de información se hace a través de dos cuestionarios para conocer la utilización e importancia que los profesores y estudiantes involucrados en los dos estudios de caso dan a las TICs y de un inventario para conocer la combinación de patrones de aprendizaje Let Me Learn®. Se analizan los resultados obtenidos y se hace una aproximación comparativa de los dos estudios de caso. Finalmente, se plantea un plan de formación en TICs partiendo del sistema Let Me Learn® y se presentan las conclusiones y el futuro de la investigación. La metodología utilizada es de naturaleza mixta, cuantitativa en el sentido que se describen los usos que los profesores hacen de las TICs y los patrones de aprendizaje y cualitativa a través del análisis de los estudios de caso (Colombia y España) y la generaciónde soluciones a través de un conjunto de estrategias de formación. / The main goal of this research is to propose a set of ICT formation strategies for two groups of teachers who belong to the Electronics, Electrics,Telecommunications and Systems Engineering Department of University of Pamplona in Colombia and to the Electronics, Automatic and Informatics Engineering Department of Rovira and Virgili University in Tarragona, Spain.These strategies are based on the application of the Let Me Learn® learning system.The specific objectives are: To create or adapt and to apply methodological instruments to know the use and importance that our case studies teachers and students give to the ICTs; To apply the Learning Connections Inventory from Let Me Learn® to teachers and students of the case studies; To analyse the results obtained from the application of the instruments about the use and importance of the ICTs and about the Let Me Learn® learning patterns for teachers and students of the case studies; To carry out a comparative approach between the two case studies about the results obtained from the application of the methodological instruments; To produce a set of ICTs formation strategies for the teachers in our case studies based on Let Me Learn® learning system.Generally speaking, this system has a theory, the interactive learning model and a validated instrument called the LCI (Learning Connections Inventory).This instrument has been validated and used with more than 40.000 people since 1998. This system presents several advantages for the knowledge of the learning processes adopted by individuals and it is used as a tool to discover the reasons teachers have to use or not the technological resources in their professional activity. The author of this research is by herself a teacher in the Engineering Faculty at University of Pamplona in Colombia. The data collection is made through two questionnaires to know the use and importance that teachers and students of the case studies give to ICTs and an inventory to know their Let Me Learn® learning patterns combination. Finally, a ICTs formation plan, based on Let Me Learn®, is presented as well as some conclusions and the future of this research. The methodology used has a mixed nature: quantitative in the sense of the description of ICTs used by teachers and the learning patterns and qualitative through the case study analysis (Colombia and Spain) and the proposal of formation strategies.

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Il lavoro si divide in quattro capitoli in cui il candidato cerca di stabilire i rapporti intertestuali tra il Sindbad, un libro di matrice orientale, e la Disciplina Clericalis da una parte e il Decameron dall’altra. 1- Nel primo capitolo il candidato ha trattato l’origine e la diffusione del Il libro di Sindbad e della Disciplina Clericalis. Il libro di Sindbad è di indubbia origine orientale. Si diffonde in oriente e poi in Occidente. Giunge in Italia nel Dodicesimo secolo. L’altra opera è la Disciplina Clericalis, di Pietro Alfonsi, un-opera di origine orientale. 2- Nel secondo capitolo il candidato ha svolto una attenta ricerca sulla visione boccacciano verso il mondo orientale, arabo-islamico in particolare. 3- Nel terzo capitolo il candidato mette a confronto la struttura narrativa del Sindbad con quella del Decameron, rilevando gli elementi principali che accomunano le due strutture delle due opere sono. Nella parte finale del capitolo il candidato mette in discussione il termine con cui viene definita la struttura narrativa, cioè la cosiddetta cornice, dando una nuova terminologia alla struttura. 4- Nel quarto e ultimo capitolo il candidato cerca di rintracciare le fonti di alcune novelle decameroniane. Le fonti si dividono in due parti: scritte e orali. Nella prima parte mette a confronto alcune novelle del Decameron con racconti della Disciplina Clericalis e del Sette Savi. La seconda parte invece studia le fonti orali di altre novelle decameroniane le cui radici affondano nella tradizione orientale, arabo-islamica soprattutto. La prima novella è la (I, 5) della marchesana Monferrato. La (V, 9), la (VIII, 2), e l’ultima novella in questa parte è la (X, 3). / The work is divided into four chapters in which the candidate seeks to establish the intertextual relationships between Sindbad , a book of an eastern origin, and the Disciplina Clericalis on one side, and the Decameron on the other. 1- In the first chapter the candidate has dealt with the origin and dissemination of the book of Sindbad and Disciplina Clericalis. The book of Sindbad is of undoubted oriental origin. Its spreads in the Orient and then in the West . Arrives in Italy in the twelfth century . The other book is Peter Alfonsi's Disciplina Clericalis, an oriental origin book. This book had had a fundamental importance in the transmission of oriental narrative into the West. 2- In the second chapter, the candidate has done an accurate research about Boccaccio's vision on the Orient, the Arab-Islamic world in particular. 3- In the third chapter, the candidate compares the narrative structure of Sindbad with that of the Decameron. In the final part of the chapter, the candidate questions the terminology which is defined as the narrative structure, that is, the so-called frame. He gave a new terminology to the structure. 4- In the fourth chapter, the candidate tries to track down the sources of some decameronian short stories. The sources are divided into two parts: written and oral. In the first part, the candidate compares some stories of the Decameron with tales from Disciplina Clericalis and The Seven Sages of Rome. The second part studies the oral sources of other decameronian stories with its roots in the Eastern tradition, especially the Arab-Islamic. The first story are: (I, 5), (V, 9), (VIII, 2), and (X, 3).

lin-11 and let-711 are early-developmental gene expression regulators with no previously known roles in aging regulation. Yet, they show strong aging-correlated expression profiles (Lund, Tedesco et al. 2002). lin-11 is strongly upregulated in very old worm populations, and let-711 is progressively downregulated in aging worm populations. Microarray studies were performed to identify their genome-wide targets, which were then subjected to further lifespan and genetic analysis to investigate their role in C. elegans aging. The results indicate that the target pools of both lin-11 and let-711 are enriched for aging genes, since a significant number of tested genes increased lifespan. This enrichment of aging genes in their target pools provides strong evidence that lin-11 and let-711 are indeed regulating the expression of aging genes in adult C. elegans. The data suggests that increased lin-11 expression as well as reduced let-711 expression may be promoting longevity by downregulating the insulin/IGF-1 pathway. Decreasing let-711 may also be contributing to longevity by downregulating the germline signaling pathway. K11E4.2, R53.5, C49A9.2 and Y82E9BR.5 are four genes from the lin-11 target pool, whose knockdown produced increases inlifespan. These are unannotated genes, and the details of their roles in aging regulation are not known at this point. ins-3 expression was downregulated two-fold upon knockdown of lin-11, suggesting the possible involvement of lin-11 in regulation of the insulin/IGF-1 pathway. An RNAi construct for ins-3 was not available and it is not known whether loss of ins-3 leads to lifespan extension. let-711 knockdown resulted in an almost four-fold reduction in pdk-1 expression. pdk-1 is an integral part of the insulin/IGF-1 pathway and its knockdown by RNAi extended lifespan. Four other genes from the let-711 target pool that increased lifespan, cdc-25.1, gna-2, meg-1 and ooc-3, all have germline specific functions. The extensions in lifespan generated by these genes were completely dependent on DAF-16. Furthermore, for gna-2, meg-1 or ooc-3, they were independent of DAF-2. These results agree with previously established mechanisms for germline regulation of aging, suggesting the involvement of let-711 in regulating the germline-signaling pathway.

In this work, we have considered the theme of landscape in the poetry of Andrea Zanzotto, Philippe Jaccottet and Seamus Heaney within the perspective of a fragmentation of the aesthetics of nature. To that end, the most advanced theories of aesthetics applied to nature, such as environmental Aesthetics and Aesthetik der Natur (also known as ökologische Aesthetik) have been taken into account. The philosophical perspective of Paolo D’Angelo, insights from geography (in particular from the works of Franco Farinelli) and from ecology (considering the contributions of Gilles Clément to this discipline) have also been useful. We have argued that the poetic experiences of Zanzotto, Jaccottet and Heaney follow a similar path, each starting from the fusion between the poetic subject and landscape to reach a two-way relationship between them. In this interpretation, the concept of landscape has been considered, according to Michel Collot’s theory of pensée-paysage, as a phenomenon. The poetic texts have been analysed under the lenses of linguistic, stylistic and rhetorical approaches, consistent with the idea that every text must be studied within its context, as every poetic experience is constituted of three elements: the poetic subject, his language and his world, the latest being shaped by and shaping the subject’s position and the perspectives related to it: that is his discourse to the world and in this world.

La ricerca analizza il tema della relazione tra storia e narrazione nella letteratura degli ultimi quindici anni in tre contesti nazionali: Italia, Spagna e Portogalo. Per indagare un campo così vasto si sono identificate tre direttrici principali connesse tra loro, coincidenti con tre "crisi": la crisi del rapporto tra letteratura e mercato, la crisi del concetto di verità e la crisi dello stato nazione. Attraverso le riflessioni sul postmoderno (Lyotard, Jameson Hutcheon) e l’analisi di Bourdieu si indaga il rapporto tra mercato e autore letterario, facendo particolare riferimento ai percorsi letterari di Rafael Chirbes, Mia Couto e Wu Ming. Il tema della forma letteraria è invece letto atttraverso le analisi di Hutcheon e analizzando i testi di Helder Macedo (Pedro e Paula), Isaac Rosa (¡Otra maldita novela sobre la guerra civil!) e Tommaso De Lorenzis-Guido Favale (L’aspra stagione). La crisi del concetto di verità viene analizzata alla luce del dibattito sulla storiografia nella seconda metà del Novecento. In particolare si evidenzia la tensione tra Hayden White e Carlo Ginzuburg. Per evidenziare come le relazioni di potere influenzino la narrazione della storia si fa inoltre riferimento alle analisi di Michel Foucault, Michel de Certeau, Stephen Greenbaltt e Gayatri Spivak. Si analizzano quindi Anatomía de un instante, di Javier Cercas, Romanzo criminale, di Giancarlo de Cataldo e As três vidas, di João Tordo. Infine ci si riferisce alla crisi dello stato-nazione individuando una tensione tra le analisi di György Lukács e Franco Moretti, e allargando la riflessione agli studi sociologici di Immanuel Wallerstein e Saskia Sassen. Inoltre, attraverso i testi di Benedict Anderson, Homi B. Bhabha, José Saramao e Eduardo Lourenço si articola una riflessione sull’immaginario politico nazionale. I testi analizzati sono Victus, di Albert Sánchez Piñol, Pro Patria, di Ascanio Celestini e A voz da terra di Miguel Real. / The research arises from the issue of the relationship between history and narrative in the literature of the last fifteen years in three national contexts: Italy, Spain and Portugal. In order to investigate such a wide-spreading field, three intertwined main guidelines have been identified, coinciding with three "crisis". Through reflections on postmodernism (Lyotard, Jameson Hutcheon) and the analysis of Bourdieu, the relationship between market and literary author has been explored, with particular reference to the literary trail of Rafael Chirbes, Mia Couto and Wu Ming. The theme of the literary form was instead investigated by referring to the analyses of Hutcheon and taking into account the texts by Helder Macedo (Pedro e Paula), Isaac Rosa (¡Otra maldita novela sobre la guerra civil!) and Tommaso De Lorenzis-Guido Favale (L’aspra stagione). The crisis of the concept of truth is evaluated with regard to the debate on historiography. In particular, the tension between Hayden White and Charles Ginzuburg has been highlighted. As to provide a deeper understanding of how power relations influence the narrative of the story, the analyses performed by Michel Foucault, Michel de Certeau, Stephen Greenbaltt and Gayatri Spivak are taken into account. Javier Cercas’ Anatomía de un instante, Giancarlo de Cataldo’s Romanzo criminale and João Tordo’s As três vidas are therefore examinated. Lastly, the crisis of the nation-state is taken into consideration by identifying a tension between the analysis of György Lukács and the ones of Franco Moretti, and widening the reflection to the sociological analysis of Immanuel Wallerstein and Saskia Sassen. In addition, through the texts of Benedict Anderson and Homi Bhabha B., the reflection on the national political imaginary takes shape. The texts analyzed are Victus, by Albert Sánchez Piñol, Pro Patria, by Ascanio Celestini e A voz da terra by Miguel Real.

Scopo del lavoro è quello di tracciare un parallelismo tra la narrativa giapponese e angloamericana contemporanea, viste come parte di un sistema di significati che trascende la dimensione nazionale e si installa invece in una dinamica di tipo globale. Le opere letterarie prese in considerazione sono alcune fra quelle ambientate nelle due vere e proprie capitali culturali dei paesi, rispettivamente New York per gli Stati Uniti e Tōkyō per il Giappone. Spunto di partenza dell’analisi è stato il concetto di “global city”, formulato dalla studiosa e sociologa Saskia Sassen, che permette di mettere in relazione dal punto di vista economico, strutturale ma anche sociale le città di New York e Tōkyō. Tale formulazione consente infatti di ragionare in maniera motivata sull’esistenza di un rapporto di flussi di scambio di tipo culturale e, parallelamente, sull’acquisizione di una dimensione di tipo transnazionale di soggetti e tematiche della letteratura. In questo senso, il rapporto tra economia e globalizzazione evidenziato da Sassen può essere paragonato a quello che intercorre tra la letteratura e la globalizzazione. Punto di snodo metodologico del lavoro è rappresentato dall’analisi dello spazio urbano, esaminato sia in chiave urbanistico-architettonica che più specificamente letteraria. / The research aims at drawing a parallelism between contemporary American and Japanese fiction. Moving from the definition provided by Saskia Sassen of “global city”, the analysis concentrates on the representation of urban space in a selection of novels set in New York and Tōkyō, to underline similarities in subject and themes of contemporary literary expression that are valid in a transnational dimension.

La mia tesi si riallaccia al dibattito teorico-letterario contemporaneo sulla possibilità di un approccio cognitivo alla narrativa e alla letteratura in particolare. Essa si propone di esplorare il rapporto tra narrazione ed esperienza, ridefinendo il concetto di “esperienzialità” della narrativa introdotto da Monika Fludernik nel suo Towards a “Natural” Narratology (1996). A differenza di Fludernik, che ha identificato l’esperienzialità con la rappresentazione dell’esperienza dei personaggi, la mia trattazione assegna un ruolo di primo piano al lettore, cercando di rispondere alla domanda: perché leggere una storia è – o si costituisce come – un’esperienza? L’intuizione dietro tutto ciò è che le teorizzazioni dell’esperienza e della coscienza nella filosofia della mente degli ultimi venti anni possano gettare luce sull’interazione tra lettori e testi narrativi. Il mio punto di riferimento principale è la scienza cognitiva “di seconda generazione”, secondo cui l’esperienza è un relazionarsi attivo e corporeo al mondo. La prima parte del mio studio è dedicata all’intreccio tra la narrativa e quello che chiamo lo “sfondo esperienziale” di ogni lettore, un repertorio di esperienze già note ai lettori attraverso ripetute interazioni con il mondo fisico e socio-culturale. Mi soffermo inoltre sul modo in cui relazionarsi a un testo narrativo può causare cambiamenti e slittamenti in questo sfondo esperienziale, incidendo sulla visione del mondo del lettore. Mi rivolgo poi al coinvolgimento corporeo del lettore, mostrando che la narrativa può attingere allo sfondo esperienziale dei suoi fruitori anche sul piano dell’esperienza di base: le simulazioni corporee della percezione contribuiscono alla nostra comprensione delle storie, incidendo sia sulla ricostruzione dello spazio dell’ambientazione sia sulla relazione intersoggettiva tra lettori e personaggi. Infine, mi occupo del rapporto tra l’esperienza della lettura e la pratica critico-letteraria dell’interpretazione, sostenendo che – lungi dal costituire due modalità opposte di fruizione dei testi – esse sono intimamente connesse. / My thesis makes a contribution to the contemporary literary-theoretical debate concerning the possibility of a cognitive approach to narrative and to literature in particular. It seeks to explores the relationship between narrative and experience, redefining the concept of the “experientiality” of narrative introduced by Monika Fludernik in her Towards a “Natural” Narratology (1996). Unlike Fludernik, who equates experientiality with the representation of characters’ experiences, my account places a premium on the act of reading, attempting to answer the question: why does reading a story offer itself as an experience? My intuition is that theorizations of experience and consciousness in the philosophy of mind of the last twenty years can shed light on the interaction between readers and narrative texts. I draw mainly on “second-generation” cognitive science, according to which experience is an active and embodied engagement with the world. The first part of my study is devoted to the interrelation between narrative and what I call the “experiential background” of every reader – the repertoire of experiences readers are familiar with through past interactions with the physical and socio-cultural world. I also examine the ways in which reading a narrative text can have an effect on this experiential background, leaving a mark on readers’ worldview. I then turn to readers’ bodily involvement, showing that narrative can draw on interpreters’ experiential background at the level of basic experience: embodied simulations of perception are part and parcel of our imaginative engagement with stories, contributing both to readers’ reconstruction of narrative space and to their intersubjective relationship with characters. Finally, I investigate the connection between the reading experience and the literary-critical practice of interpretation, arguing that – far from being two radically different ways of engaging with stories – they are intimately bound up.

La tesi si propone di tracciare un confronto tra due autori molto distanti tra loro sia nel tempo che nello spazio: Nikolaj Gogol’ e Dario Fo; in particolare si analizzano le commedie Il Revisore di Gogol’ (1836) e Morte accidentale di un anarchico di Fo (1970). Il nesso tra le due opere è stato individuato dalla critica italiana (Franco Quadri, Ferdinando Taviani, Paolo Puppa). Tuttavia gli spunti interpretativi e comparativi non sono mai stati sviluppati appieno della critica. Nonostante le grandi distanze temporali e spaziali, l’analisi si propone dunque di evidenziare i numerosi motivi di consonanza tra le due opere e i due autori, che peraltro testimoniano anche della grande fortuna arrisa all’estero all’autore ucraino, attraverso la mediazione del teatro russo-sovietico del XX secolo. L’approccio metodologico adottato si fonda sui testi dei formalisti russi, di Lotman, sulla Stilkritik di Aurbach, sugli studi di Frye sulla Bibbia intesa come “grande canone” della letteratura occidentale, e soprattutto sull’analisi della cultura carnevalesca e popolare condotta da Bachtin. Lo studio è indirizzato su alcuni elementi precisi: la trama, lo scambio della personalità, l’impostura, la paura e il riso. Per ciascun di questi elementi è stata svolta l’analisi comparativa delle due opere, situandole in un contesto letterario e culturale che va all’antichità e al Medio Evo, dal quale entrambi gli autori mutuano molte suggestioni. / The thesis aims to draw a comparison between two authors widely separated in time and space: Nikolai Gogol and Dario Fo, in particular, we analyze the comedies The Government Inspector by Gogol (1836) and Accidental Death of an Anarchist by Fo (1970). The link between the two works has already been recognized by some Italian critics (Franco Quadri, Ferdinando Taviani, Paolo Puppa). However, comparative guidelines between the two works have never been fully developed. Despite the vast distances of space and time, our analysis is to highlight the many reasons of consonance between the two works and the two authors, which also testified, however, of the great fortune abroad of the Ukrainian author, through the mediation of the Russian-Soviet theater of the twentieth century. Our methodological approach is based on the Russian formalists, Lotman, on Stilkritik of Auerbach, on Frye analysis of the Bible as the "great canon" of Western literature, and especially on the analysis of the carnival and popular culture worked by Bakhtin. Our study focuses several crucial items: the Plot; the “Exchange of Personality”; the Deception; the Fear; the Laughter. Comparison has been carried out for each of these items, resulting the situation of the two comedies in a large literary and cultural context expanding from Antiquity and the Middle Ages to the second half of the twentieth century. From this context both authors, as we demonstrate, have borrowed a lot of suggestions.

L'Europe commence à découvrir le désert à la fin du XVIIIe siècle. Ce milieu présente des aspects multiples aux premiers explorateurs, qui le décrivent comme un lieu vivant et varié. La géopolitique constitue le premier approche d'analyse : le désert peut être rendu plus viable si mieux administré, donc libre de la domination ottomane. Au cours du siècle, le tourisme se développe, aussi en raison de la colonisation ; l'expérience du désert devient commune, et les voyageurs partent en quête d'une expérience spirituelle aussi bien que d'une aventure. Le désert devient un écran de projection pour la rêverie et les souvenirs des Européens (la Bible et les topos traditionnels demeurent actifs dans l'imaginaire occidental) ; seules certaines caractéristiques de ce milieu sont dès lors appréciées par les voyageurs. Ensuite, avec l'âge du Réalisme, devient objet d'appréciation de la part des peintres. Grâce à la médiation de l'art, la littérature commence à regarder au désert d'un point de vue esthétique, et elle lui reconnaît un charme de la nudité et du dépouillement. La mort et le minéral caractérisent ce milieu vers la fin du siècle ; le désert se vide, et devient le "désert de sable" que nous tous connaissons aujourd'hui. / Europe starts its discovery of the desert at the end of XVIIIth century. This environment presents multiple aspects to the first explorers, who describe it as a various and living territory. Geopolitics is the first approach to the desert : this environment could be emproved by a wise government, different from Turkish domination. During the century, tourism develops, also as an effect of colonisation ; the experience of the desert becomes more common, and travellers seek spiritual experience as well as adventure. The desert starts then to be a projection screen for Europeans' fantasies and memories(the Bible and traditional topos still work in Western imagery), and thus only some of its components are apreciated by travellers. Then, in contemporary with the age of Realism, the desert becomes an interesting subject in itself for painters. Art helps Literature evolve towards an aesthetic appraisal of bare and waste desert. Death and mineral are the main aspects of this environment towards the end of the century ; desert gets empty, and prepare to become the "sandy desert" we all know.