A protocol for multidimensional assessment in university online courses

This paper presents a protocol developed for multidimensional assessment for e-learning experiences based on socioconstructivist principles. First, we describe the structure of an e-learning course where the protocol as been developed and tested; second, we describe the protocol and how it has been used in that course. We believe this protocol is a useful tool for a twofold reason: on the one hand, it takes into account the complexity of the pedagogical architecture of socioconstructivist courses – where many teaching models and learning strategies are mixed, different individual and collaborative activities are proposed and students are asked to build a variety of final products. On the other hand, it promotes students’ assumption of responsibility and active role, with a particular reference to self-assessment competences. Instances of how we have applied the protocol will be described in the paper. The assessment protocol we present here is complex, nevertheless flexible. Therefore, although we have tested it in a specific course, it could also be used in similar or simpler course

Proto-Indo-European 'turn' and 'snake'

Skr. naga'zmija' i pgerm. *snakk'zmija' porede se sa pie. *(s-)neh1'okretati (se); zmija' pod pretpostavkom da pie. *gC (= *ʔ gC), poput *dC, daje pie. *ʔC (= *h1C).Skt. naga'snake' and PGm. *snakk'snake' are compared to PIE *(s-)neh1'turn; snake' on the premise that PIE *gC (= *ʔ gC), like *dC, undergoes a development to PIE *ʔC (= *h1C)

Proto-indo-european 'eat' and 'mouth'

Pie. *hJohI-s(= *hIo?-s-) 'usta' ( gt het. ais id., klin. luv. AAS id., stind. dsid., av. ah - id., lat. ds id., itd.) izvodi se od pie. korijena *h1ed'jesti' ( gt stind. atti id., grč. ebrsuod id., lat. edd id., got. itan id., stsl. jasti id., itd.), kao postverbal s-osnova stepena *h1od-, pod pretpostavkom da, u okviru glotalne teorije, pie. *dC (= *?dC) daje pie. *?C (= *h1C), što biva i u kojekakvim drugim slučajevima, kao npr. u pie. *?u-i+?km-t-i(= *h1u-i+h1km-t-i-) 'dvadeset' ( gt av. visaiti id., grč. ep. ëakoo1 /ë(r)šèt/ id., itd.), od pie. *du-i+dkm-t-i(tj. od pie. *du'dva' i *dekm 'deset'), ili u pie. *io?-r(= *uoh1-r-) 'voda' ( gt klin. luv. ua-a-ar id., skr. varid., itd.), od ie. *uod-r'voda' ( gt het. wa-a-tar, itd.).Praie. *h1oh1-s(= *h1o?-s-) 'rot' ( gt hett. ais id., klinopis' luv. AAS id., dr.ind. asid., avest. ah - id., lat. ds id., i t.d.) vyvoditsâ ot ie. kornâ *h1ed'est''( gt dr.-ind. atti id., greč. ebrstod id., lat. edd id., got. itan id., St.-slav. jasti id., i t.d.) v kačestve postverbala s-osnov stepeni *h1od-, s predpoloženiem, čto, v ramkah glottal'noj teorii, praie. *dC (= *?dC) daet praie. *?C (= *h1C), a takoe byvaet i v raznyh inyh slučaâh, kak napr. v ie. *?u-i+?km-t-i(= *h1u-i+h1km-t-i-) 'dvadcat'' ( gt avest. visaiti id., greč. èp. ëeš èt /ë(r)Gkot/ id., i t.d.) ot praie. *dui+dkm-t-i(t.e. praie. *du'dva' i *dekm 'desât''), ili v ie. *uo?-r(= *uoh1-r-) 'voda' ( gt klinopis' luv. ua-a-ar id., sanskr. varid., i t.d.), ot ie. *uod-r'voda' ( gt hett. wa-a-tar, i t.d.).PIE *hjO?-s(= *h1oh1-s-) 'mouth' is derived from PIE *hJed'to eat', as an s-stem o-grade postverbal, assuming that *dC yields *?C (= *h2C), which is a well-known phenomenon of the Glottalic Theory

Homeric ^ toq

Hom. f|Top 'srce' i grč. f|Tpov 'trbuh' izvode se od ie. *hehtr'onaj koji jede; stomak, trbuh' pod pretpostavkom da *h1eh1-trpotiče od *heh-, tj. od alomorfa ie. *h]ed'jesti', i da je značenje 'srce' postalo naknadno, od prvobitnog značenja 'stomak, trbuh'.Homeric fTop 'heart' and Greek fTpov 'belly' are derived from Proto-Indo-European *h1eh1-tr'eater; stomach, belly' assuming that *heh-trstems from *h1eh1-, an allomorph of Proto-Indo-European *h1ed'to eat', and that the meaning 'heart' is secondary to the meaning 'stomach, belly' and due to a shift in the original semantics of the word

Linear form of Friedmann's equations and quasi-classical probability

openWe formulate Friedmann’s equations as a pair of second-order linear differential equations. This is done using techniques related to the Schwarzian derivative and its symmetry under the projective special linear group. Therefore General Relativity hides an underlying linearity at a cosmological level. For a vanishing spatial curvature there exists an infinite number of pairs of equivalent linear form for Friedmann’s equations. For arbitrary curvature there exists a unique linear form which involves the conformal time. This linear form is a Klein-Gordon space-independent eigenvalues problem and the eigenvalue is the cosmological constant. A generic solution for this eigenvalues problem is analogous to WKB approximation in non-relativistic Quantum Mechanics if one refers to the relation that stands between the scale factor and the momentum of a free-falling particle in FLRW Universe. We will heuristically derive the equation which leads to this approximation, solve it for simple expression for the scale factor, finding a wave function ψ(t) and discuss how ψ(t)ψ(t)* can be related to Universe’s evolution. Although these simple expressions are not physically relevant, we will use them to find exact solutions and to show how it is possible to eliminate singularities in Universe’s evolution as given by ψ(t)ψ(t)*. Riformuliamo le equazioni di Friedmann come una coppia di equazioni differenziali lineari al second’ordine. Questo è fatto sfruttando tecniche associate alla derivata Schwarziana alla sua simmetria sotto il gruppo lineare speciale proiettivo. Pertanto la Relatività Generale nasconde una linearità sottostante in un contesto cosmologico. Per una curvatura spaziale nulla, esiste un infinito numero di coppie di forme equivalenti delle equazioni di Friedmann. Per una curvatura arbitraria esiste un’unica forma lineare che coinvolge il tempo conforme. Questa forma lineare è un problema agli autovalori di Klein-Gordon spazio-indipendente e l’autovalore è la costante cosmologica. Una soluzione generale per questo problema agli autovalori è analogo all’approssimazione WKB in meccanica quantistica non relativistica se uno fa riferimento alla relazione tra il fattore di scala e il momento di una particella non soggetta a forze nell’Universo di FLRW. Deriveremo euristicamente l’equazione da cui emerge tale approssimazione, risolvendola per alcune semplici espressioni del fattore di scala, trovando una funzione d’onda ψ(t) e discutendo come ψ(t)ψ(t)* possa essere associata all’evoluzione dell’Universo. Nonostante queste semplici espressioni non siano fisicamente rilevanti, le useremo per trovare soluzioni esatte e per mostrare come sia possibile eliminare le singolarità nell’evoluzione dell’Universo data da ψ(t)ψ(t)*

Stakeholder Engagement in State Owned Enterprises: Is Twitter a democratic tool?

Despite SOEs have to face the current CSR reporting issues balancing a wide range of stakeholders’ claims on accountability (Grossi & Steccolini, 2014), little is still known on how this can be enhanced pursuing by social media. In filling this gap, the present study aims to explore how and to what extent SOEs engage with their stakeholders by social media. In doing this, the study identifies stakeholders’ categories the SOEs are meeting with, the mate- rial content of SOEs CSR disclosure, and the level of debate democratizatio

Blended Learning and Teaching in Higher Education: An International Perspective

Non pertinent

Peer e-tutoring: effects on students' participation and interaction style in online courses

In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students’ interactions and on their perceptions about the role, is discussed. Eighteen university students (67% female, mean Age = 23 years) took part in online collaborative learning activities as part of a 15-week blended learning course. Twelve participants took turns in covering the role of e-Tutor. Findings were based on a mixed methods analysis of 7105 contributions posted online by the 18 students. An analysis of e-Tutor self-assessment forms was also considered. Results indicated that utilising peer-based e-Tutors promoted substantial active participation in online discussions. Moreover, students performing the role of e-Tutor adopted a supportive, collaborative and educational style, which was maintained even after their turn as e-Tutor had ended