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Search Results: 1 - 10 of 125 matches for " Vincenza Laforgia "
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Presence of Illicit Drugs in the Sarno River (Campania Region, Italy)  [PDF]
Massimo Maddaloni, Sara Castiglioni, Ettore Zuccato, Flaminia Gay, Anna Capaldo, Vincenza Laforgia, Salvatore Valiante, Maria De Falco, Marco Guida
Pharmacology & Pharmacy (PP) , 2014, DOI: 10.4236/pp.2014.57085
Abstract:

The presence of illicit drugs and their metabolites in surface waters has to be considered a new type of hazard, still unknown, for both the human health and the aquatic ecosystem, due to the potent pharmacological activities of all the illicit drugs. Our research was aimed at evaluating the presence of illicit drugs in the Sarno River (Campania region, Italy), crossing a densely populated area, the basin of the Sarno River, one of the largest and most important economic areas in Campania region, famous for the presence of zones with high landscape-environmental value. The drugs selected for this study were the most used in Campania region. The presence of illicit drugs in surface water was analyzed by a selective multi-residue assay based on liquid chromatographytandem mass spectrometry. The analysis showed the presence of all the illicit drugs investigated: cocaine and its main metabolites (benzoylecgonine, nor-benzoylecgonine), morphine, THC-COOH and codeine; cocaine was the most abundant illicit drug. The presence of illicit drugs and their metabolites in the Sarno River suggests new potential risk for the basin’s inhabitants, using water in the food chain, via field irrigation and animal feed, and for the health of the aquatic fauna.

Zeros of Bessel functions: monotonicity, concavity, inequalities ZEROS OF BESSEL FUNCTIONS: MONOTONICITY, CONCAVITY, INEQUALITIES
Andrea Laforgia,Pierpaolo Natalini
Le Matematiche , 2007,
Abstract: We present a survey of the most important inequalities and monotonicity, concavity (convexity) results of the zeros of Bessel functions. The results refer to the de nition Jνκ of the zeros of Cν (x) = Jν (x) cosα Yν (x) sinα, formulated in [6], where κ is a continuous variable. Sometimes, also the Sturm comparison theorem is an important tool of our results. We present a survey of the most important inequalities and monotoni- city, concavity (convexity) results of the zeros of Bessel functions. The results refer to the de nition Jνκ of the zeros of Cν (x) = Jν (x) cosα Yν (x) sinα, formulated in [6], where κ is a continuous variable. Sometimes, also the Sturm comparison theorem is an important tool of our results.
Further properties of the zeros of Bessel functions
Carla Giordano,Andrea Laforgia
Le Matematiche , 1987,
Abstract: New monotonicity and convexity properties for the zeros cνk (k=1,2,...) of the Bessel functions are proved. New inequalities for cνk are also given. These inequalities are useful for small values of ν.
Some Inequalities for Modified Bessel Functions
Laforgia Andrea,Natalini Pierpaolo
Journal of Inequalities and Applications , 2010,
Abstract: We denote by and the Bessel functions of the first and third kinds, respectively. Motivated by the relevance of the function , , in many contexts of applied mathematics and, in particular, in some elasticity problems Simpson and Spector (1984), we establish new inequalities for . The results are based on the recurrence relations for and and the Turán-type inequalities for such functions. Similar investigations are developed to establish new inequalities for .
Supplements to known monotonicity results and inequalities for the gamma and incomplete gamma functions
Laforgia A,Natalini P
Journal of Inequalities and Applications , 2006,
Abstract: We denote by and the gamma and the incomplete gamma functions, respectively. In this paper we prove some monotonicity results for the gamma function and extend, to , a lower bound established by Elbert and Laforgia (2000) for the function , with , only for .
On some Turán-type inequalities
Laforgia A,Natalini P
Journal of Inequalities and Applications , 2006,
Abstract: We prove Turán-type inequalities for some special functions by using a generalization of the Schwarz inequality.
On some Turán-type inequalities
A. Laforgia,P. Natalini
Journal of Inequalities and Applications , 2006,
Abstract: We prove Turán-type inequalities for some special functions by using a generalization of the Schwarz inequality.
Psichiatria, restituzione e sublimazione del ‘male’ nelle parole dei pazienti psichiatrici
Vincenza Pellegrino
m@gm@ , 2012,
Abstract: Questo contributo si basa sulle storie di vita (più specificamente potremmo dire sulle storie di malattia e di cura) di 20 pazienti psichiatrici di Trieste, raccolte grazie a incontri ripetuti con ciascun testimone (persone con 'diagnosi severa' che avessero alle spalle almeno 10 anni di cura). L'intero lavoro di analisi è collocabile quindi all'interno del vasto mondo delle mental illness narratives, narrazioni finalizzate a cogliere il modo in cui i pazienti attribuiscono senso alla loro traiettoria biografica seguendo tipologie narrative ricorrenti, che danno vita - si potrebbe dire - ad un genere letterario particolare, connotato dal susseguirsi di 'svolte' tra loro connesse in modelli narrativi ora in chiave tragica ora eroica, cavalleresca o piuttosto satirica, come proposto in letteratura. Parallelamente all'analisi delle sequenze biografiche (strutturate appunto in: antefatto, soglia di entrata, andirivieni nelle crisi ecc.), il nostro studio si è concentrato su altri elementi ed in particolare sul significato attribuito alla cura psichiatrica (cosa cura? come agisce ciò che cura?) e sulla descrizione della comunicazione medico-paziente agli occhi di quest'ultimo. L'obbiettivo è infine quello di compiere un viaggio nell'immaginario di questi testimoni, orientato sui discorsi circa la medicalizzazione, l'idea di 'igenizzazione della mente', il conflitto e la sovrapposizione tra conoscenze esperte e non esperte, mediche e non, con l'interiorizzazione di costrutti egemoni come appunto quello della 'igiene mentale'.
Conversational elements of online chatting: speaking practice for distance language learners?
Vincenza Tudini
ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication , 2003, DOI: 10.4000/alsic.2238
Abstract: A critical issue in the delivery of language courses at a distance is to provide adequate scaffolding and monitoring1 of learners to assist them in the development of their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and chatting via a computer, with a view to assessing the potential of synchronous text-based communication tools to support the development of the speaking skills and interlanguage of distance language learners. This is done by reviewing findings of previous studies on synchronous text-based communication tools and identifying selected characteristics of oral interaction which are present in the chat sessions of two groups of campus-based intermediate level learners of Italian. In particular, the study focuses on repairs and incorporation of target forms, variety of speech acts, particularly questions and clarification requests, and the presence of discourse markers.
éléments conversationnels du clavardage : un entra nement à l′expression orale pour les apprenants de langues à distance ? Conversational elements of online chatting: speaking practice for distance language learners?
Vincenza Tudini
ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication , 2003, DOI: 10.4000/alsic.2231
Abstract: L'un des enjeux fondamentaux d'un cours de langue à distance est de pouvoir fournir un étayage, un accompagnement et une évaluation qui soient adaptés aux apprenants, et susceptibles de les aider à développer leur interlangue. Tout en constituant l'une des motivations principales du choix des étudiants pour un cours de langue, l'interaction orale est censée contribuer au développement de l'interlangue dans la mesure où elle favorise le processus de négociation du sens. Dans le cas des étudiants en présentiel, les progrès en expression orale en langue cible sont favorisés principalement grace aux aides fournies en classe lors du cours. On se demandera comment les étudiants à distance/en ligne, qui ne peuvent pas être présents sur le site, peuvent pratiquer l'interaction orale. Dans une perspective conversationnelle et acquisitionnelle en langue seconde, l'auteure envisage les aspects qui sont communs aux interactions en face à face et au clavardage, dans le but d'évaluer le potentiel des outils de communication synchrone à base textuelle comme vecteurs du développement de la compétence d'expression orale et de l'interlangue, chez des apprenants de langue à distance. Pour ce faire, l'auteure propose une synthèse des résultats d'études antérieures portant sur les outils de communication synchrone à base textuelle et procède à l'identification de certaines caractéristiques de l'interaction orale, présentes dans les sessions de clavardage de deux groupes d'apprenants d'italien de niveau intermédiaire. L'étude porte en particulier sur les stratégies de réparation et d'intégration de formes cibles, sur la variété des actes de langage, notamment les questions et les demandes de clarifications, ainsi que sur la présence de marqueurs discursifs. A critical issue in the delivery of language courses at a distance is to provide adequate scaffolding and monitoring1 of learners to assist them in the development of their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and
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