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In this paper, we continue describing the project and the experimentation of "Ricerca Operativa Applicazioni Reali" (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation.

We introduce "Ricerca Operativa Applicazioni Reali" (ROAR; in English, "Real Applications of Operations Research"), a three-year project for higher secondary schools. Its main aim is to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. ROAR offers examples and problems closely connected with students' everyday life or with the industrial reality, balancing mathematical modeling and algorithmics. The project is composed of three teaching units, addressed to grades 10, 11, and 12. The implementation of the first teaching unit took place in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy). In particular, in this paper, we provide a full description of this first teaching unit in terms of objectives, prerequisites, topics and methods, organization of the lectures, and digital technologies used. Moreover, we analyze the feedback received from students and teachers involved in the experimentation, and we discuss advantages and disadvantages related to distance learning that we had to adopt because of the COVID-19 pandemic.

This paper investigates the role of local knowledge specializations from universities in the artificial intelligence (AI) startup creation process. The empirical analysis is grounded in the Knowledge Spillovers Theory of Entrepreneurship. It provides evidence of the interplay between the presence of university knowledge specializations and the creation of AI startups located in Italian NUTS3 regions. More precisely, we analyze the mix of different types of university knowledge specializations able to foster the creation of AI startups, demonstrating that competencies in technological domains, such as computer science, need to be complemented with domains of applications for the emergence of AI technology. The findings indicate that the creation of AI startups is closely tied to the local knowledge present in the region. The article also proposes an empirical approach to identify and classify innovative startups operating in AI domains. Our work offers important implications for regional innovation policies and the management of AI in entrepreneurship. [ABSTRACT FROM AUTHOR]

The Covid19 pandemic has significantly impacted on our lives, triggering a strong reaction resulting in vaccines, more effective diagnoses and therapies, policies to contain the pandemic outbreak, to name but a few. A significant contribution to their success comes from the computer science and information technology communities, both in support to other disciplines and as the primary driver of solutions for, e.g., diagnostics, social distancing, and contact tracing. In this work, we surveyed the Italian computer science and engineering community initiatives against the Covid19 pandemic. The 128 responses thus collected document the response of such a community during the first pandemic wave in Italy (February-May 2020), through several initiatives carried out by both single researchers and research groups able to promptly react to Covid19, even remotely. The data obtained by the survey are here reported, discussed and further investigated by Natural Language Processing techniques, to generate semantic clusters based on embedding representations of the surveyed activity descriptions. The resulting clusters have been then used to extend an existing Covid19 taxonomy with the classification of related research activities in computer science and information technology areas, summarizing this work contribution through a reproducible survey-to-taxonomy methodology. [ABSTRACT FROM AUTHOR]

Digital transformation in the public sector provides digital services to the citizens aiming at increasing their quality of life, as well as the transparency and accountability of a public administration. Since adaptation to the citizens changing needs is central for its success, Agile methodologies seem best suited for the software development of digital services in that area. However, as well documented by an attempt to use Scrum for an important Public Administration in Italy, substantial modifications to standard Agile were needed, giving rise to a new proposal called improved Agile (in short, iAgile). Another notable example is the Scrum@IMI method developed by the City of Barcelona for the deployment of its digital services. However, given the importance of digital transformation in the public sector and the scarcity of efforts (documented in the scholarly literature) to effectively bring Agile within it, a strategically important contribution that Computer Science can offer is a general paradigm describing how to tailor Agile methodologies and, in particular, Scrum, for such a specific context. Our proposal, called Scrum@PA, addresses this strategic need. Based on it, a public administration has a technically sound avenue to follow to adopt Scrum rather than a generic set of guidelines as in the current state of the art. We show the validity of our proposal by describing how the quite successful Scrum@IMI approach can be derived from Scrum@PA. Although iAgile can also be derived from our paradigm, we have chosen Scrum@IMI as a pilot example since it is publicly available on GitHub. [ABSTRACT FROM AUTHOR]