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Ecoregionalization is the process by which a territory is classified in similar areas according to specific environmental and climatic factors. The climate and the environment strongly influence the presence and distribution of vectors responsible for significant human and animal diseases worldwide. In this paper, we developed a map of the eco-climatic regions of Italy adopting a data-driven spatial clustering approach using recent and detailed spatial data on climatic and environmental factors. We selected seven variables, relevant for a broad set of human and animal vector-borne diseases (VBDs): standard deviation of altitude, mean daytime land surface temperature, mean amplitude and peak timing of the annual cycle of land surface temperature, mean and amplitude of the annual cycle of greenness value, and daily mean amount of rainfall. Principal Component Analysis followed by multivariate geographic clustering using the k-medoids technique were used to group the pixels with similar characteristics into different ecoregions, and at different spatial resolutions (250 m, 1 km and 2 km). We showed that the spatial structure of ecoregions is generally maintained at different spatial resolutions and we compared the resulting ecoregion maps with two datasets related to Bluetongue vectors and West Nile Disease (WND) outbreaks in Italy. The known characteristics of Culicoides imicola habitat were well captured by 2/22 specific ecoregions (at 250 m resolution). Culicoides obsoletus/scoticus occupy all sampled ecoregions, according to its known widespread distribution across the peninsula. WND outbreak locations strongly cluster in 4/22 ecoregions, dominated by human influenced landscape, with intense cultivations and complex irrigation network. This approach could be a supportive tool in case of VBDs, defining pixel-based areas that are conducive environment for VBD spread, indicating where surveillance and prevention measures could be prioritized in Italy. Also, ecoregions suitable to specific VBDs vectors could inform entomological surveillance strategies. [ABSTRACT FROM AUTHOR]

Studies have shown that educational robotics (ER) may impact student learning, especially in relation to STEM (science, technology, engineering, and mathematics) areas. In the STEM framework, particularly for younger children, the "E" and the "T" are considered to be missing letters, because few studies have concentrated on teaching and evaluating technology and engineering through ER activities. This study aimed to develop and test the efficacy of an ER protocol to teach robotics in a sample of 389 students, hypothesizing that girls would be as successful as boys. A Robotics Questionnaire assessing the basics of robotics was developed for this study. A Wilcoxon nonparametric test was performed in order to evaluate improvements (p < 0.05). A Mann–Whitney nonparametric test was performed in order to test the presence of gender differences (p < 0.05). Data indicated significant improvements for all the age ranges considered. No gender differences were found. In order to evaluate the efficacy of a didactic intervention utilizing ER, it is important to assess the impact on children's technological and engineering (robotics, in particular) knowledge. Lay Description: What is already known about this topic: Studies have shown that educational robotics (ER) has a potential impact on student learning.In the STEM framework, the "E" and the "T" are considered the STEM missing letters.What this paper adds: This study aims at developing and testing the efficacy of an ER protocol to teach robotics.The hypothesis that girls will be equally successful than boys is explored too, and no gender differences were found.Implications for practice and/or policy: Our results suggest that ER can be utilized to learn robotics, bringing technology in the schools.ER could be considered as a tool able to contribute to girl's involvement in STEM. [ABSTRACT FROM AUTHOR]