Election campaigns, agenda setting and electoral outcomes

Framing effects and bounded rationality imply that election campaigns may be an important determinant of election outcomes. This paper uses a two-party setting and simple game theoretic models to analyse the strategic interaction between the parties’ campaign decisions. Alternations of power emerge naturally, even if both electoral preferences and party positions remain constant

New RPC front-end electronics for hades

Time-of-flight (TOF) detectors are mainly used for both particle identification and triggering. Resistive Plate Chamber (RPC) detectors are becoming widely used because of their excellent TOF capabilities and reduced cost. The new ESTRELA* RPC wall, which is being installed in the HADES detector at Darmstadt GSI, will contain 1024 RPC modules, covering an active area of around 7 m2. It has excellent TOF and good charge resolutions. Its Front-End electronics is based on a 8-layer Mother-Board providing impedance matched paths for the output signals of each of the eight 4-channel Daughter-Boards to the TDC

Teacher Tasks for Mathematical Insight and Reorganization of What it Means to Learn Mathematics

The mathematics-for-teachers tasks we discuss in this chapter have two qualities: (1) they offer teachers opportunities to experience the pleasure of mathematical insight; and (2) they aim to disrupt and reorganize teachers\u27 views of what it means to do and learn mathematics. Given that many future and inservice elementary teachers fear and dislike mathematics, it is perhaps not too far-fetched to suggest that there is a need for “math therapy.” We believe that a form of mathematics therapy may involve new and different experiences with mathematics. Such experiences, considered broadly to include questions or prompts for mathematical exploration, draw attention to deep mathematical ideas and offer the potential of experiencing the pleasure of significant mathematical insight. In our work with teachers we have developed and used a variety of mathematics tasks as opportunities for experiential therapy. The tasks aim to challenge some of the mathematical myths that future teachers believe to be true and are typically assumed by them in mathematics classrooms. The tasks have potential to disrupt teachers\u27 view of mathematics, and to start the process for reorganizing their thinking about what mathematics is and what it means to do and learn mathematics. In this chapter we describe and discuss four of the mathematics tasks which involve non-routine mathematics problems that we use in our mathematics-for-teachers program. This program is offered annually to our 440 future elementary school (K-8) teachers, who generally lack confidence in mathematics and often fear and/or dislike the subject. It is also offered to inservice teachers through a series of mathematics-for-teachers courses. A student response summarizes the effects of our approach

Growth with Unused Capacity and Endogenous Depreciation

This paper contributes to the debate on income growth and distribution from a nonmainstream perspective. It looks, in particular, at the role that the degree of capacity utilization plays in the process of growth of an economy that is not perfectly competitive. The distinctive feature of the model presented in the paper is the hypothesis that the rate of capital depreciation is an increasing function of the degree of capacity utilization. This hypothesis implies analytical results that differ somewhat from those yielded by other Kaleckian models. Our model shows that, in a number of cases, the process of growth can be profit-led rather than wage-led. The model also determines the value to which the degree of capacity utilization converges in the long run

On the instructional triangle and sources of justification for actions in mathematics teaching

We elaborate on the notion of the instructional triangle, to address the question of how the nature of instructional activity can help justify actions in mathematics teaching. We propose a practical rationality of mathematics teaching composed of norms for the relationships between elements of the instructional system and obligations that a person in the position of the mathematics teacher needs to satisfy. We propose such constructs as articulations of a rationality that can help explain the instructional actions a teacher takes in promoting and recognizing learning, supporting work, and making decisions.The ideas reported in this paper have been developed in part with the support of National Science Foundation grants ESI-0353285 and DRL-0918425 to the authors.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91281/1/On_the_instructional_triangle_PH&DC_May2012.pdf-