This issue of FormaMente focuses on the multi-perspective analysis of projects that can contribute to the ongoing debate on how to promote global recovery, not only from the economic point of view but also the social and cultural. (…)
Results are presented from searches for the standard model Higgs boson in proton–proton collisions at √√s=7 and 8 TeV in the Compact Muon Solenoid (CMS) experiment at the Large Hadron Collider (LHC), using data samples corresponding to integrated luminosities of up to 5.1 fb−1 at 7 TeV and 5.3 fb−1 at 8 TeV.
Article published in “Physics Letters B”, Received 31 July 2012. Received in revised form 9 August 2012. Accepted 11 August 2012 – Available online 18 August 2012.
We combine searches by the CDF and D0 Collaborations for the associated production of a Higgs boson with a W or Z boson and subsequent decay of the Higgs boson to a bottom-antibottom quark pair.
Article published in “Physical Review Letters”, Received 26 July 2012; published 14 August 2012.
Corporate Social Responsibility (CSR) and Responsible Management are now becoming new challenges for business and government policy both in the United States and in Russia. Therefore, the Principles for Responsible Management Education (PRME) unveiled at the UN Global Compact Leaders Summit in July 2007 must be new priorities and key words for business education programs. In this regard, Higher Education Institutions and academic community are expected to adopt a leading role.
Received: 30 October 2012
Revised: 6 November 2012
A shareholder theory of firm and a stakeholder theory of firm may differ in their respective evaluation method of firm performance may differ in their respective evaluation method of firm performance. Both theories however recognize the importance of value creation as the economic role of firms as institutions. The New Institutional Economics (NIE) emphasizes incentives alignment, while also viewing stakeholder engagements as methods to expand the boundaries of firms.
Article first published in “Economics Research International”, 2012, Article Id. 142910, doi: 10.1155/2012/142910, as open access article, distributed under the terms of the Creative
Commons Attribution License.
This paper asks why modern finance theory and the efficient market hypothesis have failed to explain long-term carry trades; persistent asset bubbles or zero lower bounds; and financial crises. It extends Godley and Lavoie (Monetary Economics: An Integrated Approach to Credit, Money, Income, Production and Wealth, 2007) and the Theory of the Monetary Circuit to give a mathematical representation of Minsky’s Financial Instability Hypothesis. In the extended circuit, the central bank rate is not neutral and the path is non-ergodic. The extended circuit has survival constraints that include a living wage, a zero interest rate and an upper interest rate. Inflation is everywhere. The possibility of stable carry trades emerges. In high interest rate, hedge economies, powerful banks invest surplus loan interest. With speculation, banks lobby to enter investment markets and the system is precariously liquid/illiquid. In a Ponzi economy, where loans never get repaid, solvency is a balance between increasing reserves, reducing interest rates and rebuilding banks’ balance sheets during systemic crises. Simulating bank bailouts, household bailouts and a Keynesian boost suggests that bank bailouts are the least effective intervention, exerting downward pressure on wages and household spending: austerity.
It would be futile, John Dewey argued in 1902, to think that we have to choose between child-centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with the other. The tendency in current educational policy to lean in favor of traditional, disciplinary modes of control appears to lose sight of this need. The aim of this paper is to reconnect to the task of maintaining a balance between educational freedom and structure, using a variety of theoretical resources such as complexity science, and the philosophies of Deleuze and Guattari, Schiller, and Nietzsche. Based on these resources, the authors also discuss Steiner Waldorf education as an example of how educational practice may approach, and integrate the significance of chaos in the form of a “virtual pedagogy”.
Article first published in “Complicity: An International Journal of Complexity and Education”, V. 9 (2012), n. 2, pp. 1-14. Reprinted with permission.
This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.
Article first published in “Brock Education”, V 21 (2012), n. 2, as open access article, distributed under the terms of the Creative Commons Attribution License.
Over the past few decades there has been a large amount of research dedicated to the teaching of statistics. The impact of this research has started to change course content and structure, in both introductory and advanced courses for statisticians and those from other disciplines. In the light of these changes future directions in the teaching and learning of statistics must take into account new innovative pedagogical instructions, educational technologies and the abundance of Web resources that are now available. This article examines different aspects of currently identified challenges in the teaching and learning of statistics and gives an overview of useful strategies and innovations for developing research-based statistics courses in the context of recommendations for reforms, outlining the place of information technology within this framework. The article presents a review of the literature on the topic of statistics education and gives instructors a set of guidelines for generating new and effective teaching material. The summarised recommendations incorporate many innovations employed in a variety of successful statistics classes today. The review is complemented by a collection of statistics related online resources currently available on the Web.
Article first published in “Journal of Statistics Education”, V. 20 (2012), n. 2, Copyright © 2012 by Svetlana Tishkovskaya and Gillian A. Lancaster all rights reserved. Reprinted with permission.
Video Based Supplemental Instruction (VSI) provides students with an intensive learning experience that aims to help them succeed in a subject which they have previously failed. The program, which has proved successful in similar contexts, was piloted at the University of Western Sydney in an engineering mathematics subject with a high failure rate. Students face difficulty with this subject for a number of reasons, including lack of preparedness and lack of confidence or positive attitude towards mathematics. Consequently students tend to fall behind as the subject progresses and are therefore unable to complete assessments and the exam. This paper provides a case study of the VSI pilot and outlines the methodology of utilising pre-recorded lectures which are the primary VSI learning tool. It describes the outcomes for the attendees who had previously failed this demanding first year subject as well as the insights gained by the staff involved in this collaborative learning program.
Article first published in “Journal of Peer Learning”, V. 4 (2011), n. 1, © Lyn Armstrong, Clare Power, Carmel Coady, Lynette Dormer (2011). Reprinted with permission.
This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.
Article first published in “European Journal of Open, Distance and E-Learning”, 2012/II, ©Ebba Ossiannilsson, Alastair M. Creelman. Reprinted with permission.
The economy has long been considered an antithetical discipline to experiments, making it a stranger to the laboratory, the place of excellence for didactic experiments and research; it has therefore, until now, remained the undisputed and exclusive domain of theoretical tools and of the classical lecture.
Article first published in “@tic. revista d’innovació educativa”, n .8, 2012, pp. 26-32 as open access article, published under the terms of the Creative Commons Attribution License.
For learning mediated by new technologies, the response to the likelihood of technological overexposure, with consequent cognitive overload, is inherent in the good practice of design thinking and storytelling applied to instructional design, or in the complex techniques and methods of narratives that provoke knowledge transfer.
Distance learning is not a widely diffused learning methodology within the Medical Field, in particular for refreshment of competencies among Medical Professionals. e-EDUMED e-Learning educational center in medicine is a two year project funded by the European Commission started in January 2011 now at the conclusion which has developed and implemented a Virtual Learning Centre focused on Vocational Training for Medical Doctors and Nursing Professionals in Ultrasound Techniques and patient care providing basic and advanced knowledge. Being an experienced target group, Virtual Classes have been developed to integrate the Learning Pathway. Based on The Problem Based Learning (PBL) Methodology, the learners have been able to learn from videos of real case studies, share feedbacks and experiences among peers.
EU TUNE project is a transnational contest for secondary school students that will produce their digital stories through the Digital Storytelling language. EU TUNE aims at creating a community of secondary schools students from EU Member States, candidate and potential candidate partner countries in the Adriatic area. The aim of the project is to make young people “talk” about themselves through the digital storytelling language, in order to prevent the growing up of preconceptions and stereotypes. Moreover EU TUNE aims at fostering an inter-institutional dialogue among academics and representatives of Regional, Governmental and European institutions related to enlargement towards candidate and potential candidate partner countries.
Which manual distribution model would you choose among, the purchase of printed books, the renting of printed books, the renting of texts in electronic format and the renting of texts in electronic format with their respective reading devices?
The question is crucial for every university that today must decide whether to move to e-books, keep paper books or prefer intermediary and gradual solutions. Daytona State College’s pilot project which investigated it for two years (2009-2011) tried to answer it through the different experiences, reactions and opinions of students and university staff in relation to the four proposed models.
Article first published in “EDUCAUSE review online”, December 2011, as open access article, published under the terms of the Creative Commons Attribution License.
The Association GUIDE – Global Universities in Distance Learning continues to be at the forefront of higher education modernization by implementing new initiatives for supporting innovation in all of its aspects. Thanks to its huge network made up of more than 120 members coming from all over the world, GUIDE stays up to date on international issues, new ideas and potential problems especially related to the future of open and distance learning.