According to the newly released 2020 Journal Citation Report, the Italian Journal of Agrometeorology has achieved a 2019 Impact Factor of 1,182 up from last year.
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The most recent developments on Artificial Intelligence (AI) contributed to defining new systems for the collection and treatment of empirical data that interrogate educational research in an interdisciplinary way.
Nowadays, educational institutions are managing a massive production of data that feed new AI models based on contents and processes analysis in different fields. A first area concerns the growth of intelligent and highly personalized environments based on the use of learning analytics technologies that orientate towards increasingly inclusive educational contexts able to guarantee universal access to knowledge.
In this digital society where continuous technological change is taking place, social networking sites have emerged forcefully to fulfil an ancestral need of human beings, namely communicating and relating to others. However, these connections, amplified by technology, have meant that social media platforms not only favour contact between individuals, but also serve as a means for the dissemination of information, an environment for participation, profit-making and even for teaching and learning. In addition, one must consider the risks involved in continuous exposure with no geographical limits.
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On 14 June 1920 Max Weber died in Munich, suffering from the Spanish flu pandemic that killed over fifty million people all over the world between 1918 and 1920. Thus ended, at the peak of his intellectual career, the scientific
work of one of the founding fathers of sociology, a scholar whose knowledge spanned a multitude of scientific fields: from law to economics, from history to philosophy, from theology to epistemology.
Representation is a powerful tool for landscape understanding and spreading. The new issue of Ri-Vista, in continuity with the previous two, intends to explore topics related to the European Landscape Convention during the year we celebrate its twentieth anniversary.
The theme of representation underlines two different levels of investigation that Landscape Representation Skills intends to explore. The first relates to the object itself, that is, the multiple forms, techniques, methods used for representation, therefore the iconographic language as an expressive tool. The second concerns interpretation, i.e. the mental models underlying the representation, which is also preparatory to the identification and evaluation of landscapes required by the Convention.
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‘Headlines twice the size of the events’
John Galsworthy
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