Yesterday’s Games: Contingency Learning and the Growth of Public Spending, 1890-1938

Neither democracy nor globalization can explain the doubling of the peacetime public share in many Western countries between World Wars I and II. Here we examine two other explanations that are consistent with the timing of the observed changes, namely, (1) a shift in the demand for public goods and (2) the effect of war on the willingness to share. We first model each of these approaches as a contingency-learning phenomenon within Schelling’s Multi-Person Dilemma. We then derive verifiable propositions from each hypothesis. National time series of public spending as a share of GNP reveal no unit root but a break in trend, a result shown to favor explanation (2) over (1).

Critical pronouncing dictionary and expositor of the english language; in which the meaning of every word is explained, and the sound of every syllable distinctly shown...

UANL

A practical grammar of the english language

UANL

A new practical and easy method of learning after the system

UANL

An ethnolinguistic study of the Yanesha’ (Amuesha) language and speech community in Peru’s Andean Amazon, and the traditional role of Ponapnora, a female rite of passage

Thesis written in co-mentorship with Richard Chase Smith Ph.D, of El Instituto del Bien Comun (IBC) in Peru. The attached file is a pdf created in Word. The pdf file serves to preserve the accuracy of the many linguistic symbols found in the text.

ICT Tools for Teaching & Learning

Page 1. ICT Tools for Teaching & Learning G Santhosh Kumar Cochin University Page 2. Agenda • What is ICT? • Why integrate ICT in Education? • What are the Challenges? • What are the good resources? Page 3. Questions # “Despite the increasing use of ICT, the need for teachers is as great as ever” # “Placing ICT in schools will automatically improve the quality of education that children receive” #”The Internet is unsafe for children to use because there is so much dangerous material available on it” Page 4. What is ICT? • ICT is short for ..

A CRITICAL STUDY OF THE I/W-'ll/EA/6'1.-' OF GANDHIJI AND HIS TEACHING ON MODERN HINDI POETRY

Hindi

The problem of the graphic artist

'The problem of the graphic artist' is a small example of applying elementary mathematics (divisibility of natural numbers) to a real problem which we ourselves have actually experienced. It deals with the possibilities for partitioning a sheet of paper into strips. In this contribution we report on a teaching unit in grade 6 as well as on informal tests with students in school and university. Finally we analyse this example methodologically, summarise our observations with pupils and students, and draw some didactical conclusions.

Explorations of the Practical Issues of Learning Prediction-Control Tasks Using Temporal Difference Learning Methods

There has been recent interest in using temporal difference learning methods to attack problems of prediction and control. While these algorithms have been brought to bear on many problems, they remain poorly understood. It is the purpose of this thesis to further explore these algorithms, presenting a framework for viewing them and raising a number of practical issues and exploring those issues in the context of several case studies. This includes applying the TD(lambda) algorithm to: 1) learning to play tic-tac-toe from the outcome of self-play and of play against a perfectly-playing opponent and 2) learning simple one-dimensional segmentation tasks.

Enhancing learning beyond the classroom: blogging and other social networking tools

Blogging has become one of the key ingredients of the so-called socials networks. This phenomenon has indeed invaded the world of education. Connections between people, comments on each other posts, and assessment of innovation are usually interesting characteristics of blogs related to students and scholars. Blogs have become a kind of new form of authority, bringing about (divergent) discussions which lead to creation of knowledge. The use of blogs as an innovative, educational tool is not at all new. However, their use in universities is not very widespread yet. Blogging for personal affairs is rather commonplace, but blogging for professional affairs – teaching, research and service, is scarce, despite the availability of ready-to-use, free tools. Unfortunately, Information Society has not reached yet enough some universities: not only are (student) blogs scarcely used as an educational tool, but it is quite rare to find a blog written by University professors. The Institute of Computational Chemistry of the University of Girona and the Department of Chemistry of the Universitat Autònoma de Barcelona has joined forces to create “InnoCiència”, a new Group on Digital Science Communitation. This group, formed by ca. ten researchers, has promoted the use of blogs, twitters. wikis and other tools of Web 2.0 in activities in Catalonia concerning the dissemination of Science, like Science Week, Open Day or Researchers’ Night. Likewise, its members promote use of social networking tools in chemistry- and communication-related courses. This communication explains the outcome of social-network experiences with teaching undergraduate students and organizing research communication events. We provide live, hands-on examples and interactive ground to show how blogs and twitters can be used to enhance the yield of teaching and research. Impact of blogging and other social networking tools on the outcome of the learning process is very depending on the target audience and the environmental conditions. A few examples are provided and some proposals to use these techniques efficiently to help students are hinted

The Role of the online learner: onsite students becoming online learners

As universities are offering tuition through online learning environments, “onsite students” in higher education are increasingly becoming “online learners”. Since the medium for learning (and teaching) online is a digital environment, and at a distance, the role taken by students and teaching staff is different to the one these are used to in onsite, traditional settings. Therefore the Role of the Online Learner, presented in this paper, is key to onsite students who are to become online learners. This role consists of five competences: Operational, Cognitive, Collaborative, Self-directing, Course-specific. These five competences integrate the various skills, strategies, attitudes and awareness that make up the role of online learner, which learners use to perform efficiently online. They also make up the basis of a tutorial for would-be online learners, going over the Role of the Online Learner by means of concepts, examples and reflective activities. This tutorial, available to students in the author’s website, is also helpful to teaching and counselling staff in guiding their students to become online learners

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y del estudio de grado “Desarrollo humano en la sociedad de la información” de la Universidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades. Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en la realización de una evaluación psicológica que se entregaba por escrito a final de curso y de la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el camino hacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditos que equivalen a un total de 255 horas de trabajo presencial y no presencial del estudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajo para la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes a nivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975) siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitario de Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios de evaluación, la descripción de las actividades, el cronograma semanal de trabajos para todo el curso, la especificación de las tutorías programadas para la revisión de los diversos pasos del proceso de evaluación psicológica y el uso del foro para el conocimiento, análisis y crítica constructiva de las evaluaciones realizadas por los compañeros

Análisis de una iniciativa estudiantil de investigación surgida en Criptogamia, una asignatura optativa de segundo ciclo de Biología = Analysis of a students’ research initiative originating in Cryptogamy, an elective course in the last two years of the Biology degree

Presentamos una experiencia exitosa de aprendizaje que partió de Criptogamia (asignatura optativa de segundo ciclo de Biología), que dio lugar a un proyecto de investigación gestionado por los propios alumnos. La iniciativa se consolidó estableciendo una Asociación de Estudiantes centrada en investigación y divulgación. En poco tiempo, los participantes han presentado comunicaciones científicas, y organizado actividades dirigidas a diversos públicos, dentro y fuera de la comunidad universitaria. Actualmente se plantea una colaboración multidisciplinar con otros organismos de investigación y la extensión de su ámbito de estudio. Abordamos su incidencia en el aprendizaje en varios aspectos: científico (técnicas específicas, rigor, búsqueda de información e interpretación de resultados), comunicativo (estructuración y presentación de la información obtenida, para diversos públicos), y organizativo, incluyendo el trabajo en equipo. Aunque de carácter espontáneo, esta experiencia muestra rasgos evaluables en cuanto a sus posibilidades para otras asignaturas. Analizamos las características y planteamiento de esta optativa, el perfil de sus alumnos, y el contexto universitario que la acoge. Detectamos como factores principales los aspectos participativos de la asignatura, la cohesión del grupo, el carácter voluntario de la implicación, los beneficios percibidos por los estudiantes, y la disponibilidad de recursos humanos (supervisión) y materiales (equipamiento y subvenciones)