Performance characteristics of automotive engines in the United States. First series--report no. 16. 1975 Volvo 121 CID (2.0 liters), F.I. Interim report.

Transportation Systems Center, Cambridge, Mass.

Performance characteristics of automotive engines in the United States. Third series - report no. 3. 1978 AMC, 121 CID (2.0 liters), 2V. Interim report.

National Highway Traffic Safety Administration, Office of Research and Development, Washington, D.C.

1H-1,3-Diazepines, 5H-1,3-diazepines, 1,3-diazepinones, and 2,4-diazabicyclo[3.2.0]heptenes

Tetrazolo[1,5-a] pyridines/ 2-azidopyridines 1 undergo photochemical nitrogen elimination and ring expansion to 1,3-diazacyclohepta-1,2,4,6-tetraenes 3, which react with alcohols to afford 2-alkoxy-1H-1,3-diazepines 4 (5), with secondary amines to 2-dialkylamino-5H-1,3-diazepines 16, sometimes via isolable 2-dialkylamino-1H-1,3-diazepines 15, and with water to 1,3-diazepin-2-ones 19. The latter are also obtained by elimination of isobutene or propene from 2-tert-butoxy- or 2-isopropoxy-1H-1,3-diazepines 4 or 5. 1,3-Diazepin-2-one 22B and 1,3-diazepin-4-one 24 were obtained from hydrolysis of the corresponding 4-chlorodiazepines. Diazepinones 19 undergo photochemical ring closure to diazabicycloheptenones 25 in high yields. The 2-alkoxy-1H-1,3-diazepines 4 and 5 interconvert by rapid proton exchange between positions N1 and N3. The free energies of activation for the proton exchange were measured by the Forsen - Hoffman method as DeltaGdouble dagger(298) = 16.2 +/- 0.6 kcal mol(-1) as an average for 4a - c in CD2Cl2, acetone-d(6), and methanol-d(4), and 14.1 +/- 0.6 kcal mol(-1) for 4c in acetone/D2O. The structures of 2-methoxy-5,6-bis( trifluoromethyl)-1H-1,3-diazepine 4k, 1,2-dihydro-4-diethylamino-5H-1,3-diazepin-2-one 22bB, and diazabicycloheptanone 26 were determined by X-ray crystallography. The former represents the first reported X-ray crystal structure of any monocyclic N-unsubstituted 1H-azepine.

The SEC’s retail investor 2.0: Interactive data and the rise of calculative accountability

The Securities and Exchange Commission (SEC) in the United States mandated a new digital reporting system for US companies in late 2008. The new generation of information provision has been dubbed by Chairman Cox, ‘interactive data’ (SEC, 2006a). Despite the promise of its name, we find that in the development of the project retail investors are invoked as calculative actors rather than engaged in dialogue. Similarly, the potential for the underlying technology to be applied in ways to encourage new forms of accountability appears to be forfeited in the interests of enrolling company filers. We theorise the activities of the SEC and in particular its chairman at the time, Christopher Cox, over a three year period, both prior to and following the ‘credit crisis’. We argue that individuals and institutions play a central role in advancing the socio-technical project that is constituted by interactive data. We adopt insights from ANT (Callon, 1986; Latour, 1987, 2005b) and governmentality (Miller, 2008; Miller and Rose, 2008) to show how regulators and the proponents of the technology have acted as spokespersons for the interactive data technology and the retail investor. We examine the way in which calculative accountability has been privileged in the SEC’s construction of the retail investor as concerned with atomised, quantitative data (Kamuf, 2007; Roberts, 2009; Tsoukas, 1997). We find that the possibilities for the democratising effects of digital information on the Internet has not been realised in the interactive data project and that it contains risks for the very investors the SEC claims to seek to protect.

Технологии за въвеждане и изобразяване на математически формули в уеб 2.0 приложения

Доклад, поместен в сборника на Националната конференция "Образованието в информационното общество", Пловдив, май, 2011 г.

Интегриране на Web 2.0 инструменти в Moodle

Доклад, поместен в сборника на Националната конференция "Образованието в информационното общество", Пловдив, май, 2012 г.

Web 2.0 средства за съвместна работа с документи – приложение и ефективност за административни дейности

Доклад, поместен в сборника на Националната конференция "Образованието в информационното общество", Пловдив, май, 2012 г.

Web 2.0 and the Global Transformation of Education

Румен В. Николов - Статията анализира необходимостта от институционални промени в училищата и университетите с цел да се адаптират към съвременните изисквания на обществото на знанието. Паралелно се анализират феноменът на електронното обучение, глобалната образователна реформа и необходимостта от разработването и прилагането на нови педагогически модели. В статията е поставен акцент върху Уеб 2.0 технологиите и електронните инфраструктури, както и върху тяхното влияние върху образованието и научните изледвания в училищата и университетите. Професионална квалификация на учителите, която да е проектирана така, че да отговаря на новите предизвикателства, се разглежда като ключов фактор за успешното навлизане на новите технологии в училище. Важно е да се отбележи необходимостта от разработка на стратегия за обучение на учителите през целия живот, която да отчита съвременните научни постижения в технологично- обогатеното обучение и новите теории за ученето. Препоръчва се изграждането на социални умения и компетенции, които са подходящи за работа в една Уеб 2.0 базирана учебна среда и с глобалния социален софтуер, да се включи в учебните планове и програми както на учениците, така и в курсовете за подготовка на учители.

Education 2.0: Exploring the challenges of Corvinus University in the long tail economy of global higher education

Our basic storyline is how the business and economics higher education landscape has changed with the introduction of the Bologna programs. We borrowed the fashionable long tail concept from e-business, and used it for modeling the new landscape of internationalization of universities. Internationalization, mobility, and the appearance of the internet generation at the gates of our universities in our opinion has brought us to a new e-era which, appropriately to our web analogies we might as well call Education 2.0.In our paper first we show the characteristics of the long tail model of the Bologna-based European higher education and potential messages for strategy making in this environment. We illustrate that benchmarking university strategies situated in the head of the long tail model will not always provide strategic guidance for universities sitting in the tail. For underlining some key concerns in the Hungarian niche, we used Corvinus University as a case study to illustrate some untapped challenges of the Hungarian Bologna reform. We explored three areas which are crucial elements of the “tail” strategy in our opinion: a) the influence of state regulation, b) social situations and impacts and c) internal university capabilities.

Enhancing Promotional Strategies through the Use of Web 2.0

We have witnessed a rising interest – by both academic and managerial field – in the marketing application of Web 2.0 techniques. Yet the effective impact and change it brings is still unclarified. The importance of Web 2.0 is constantly on the rise. We see consumers join social networks, using social tools in an ever greater number, therefor it gives companies a new and effective tool for marketing communication and other marketing-related activities. In our research, we first aim to clarify the definition and boundaries of Web 2.0. Then through a literature review we collect some of the most important areas of marketing to be affected by this seemingly technological change. We also have a brief overview of challenges and risks firms face in this new environment.

Marketingkutatás 2.0

Az aktuális trendek felismerése igazi szakmai kihívás, hiszen a változásokat megélve kell azokat a jelenségeket tendenciává összerendezni, amelyek a közelmúltban gyökerezve a jövőt alakítják. Jelen tanulmány kísérletet tesz arra, hogy összefoglalja a marketingkutatás területén bekövetkezett fontosabb változásokat és ezekből kirajzolja azokat a jövőbeli irányokat, amelyek egy új üzleti működés alapjai lehetnek.

A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.

Culture_Arte : a Web 2.0 ao serviço das artes visuais

Relatório de estágio para obtenção do grau de mestre na área de Educação e Comunicação Multimédia

Emigrantes 2.0. Producción y uso didáctico de materiales audiovisuales sobre la nueva emigración en plataformas digitales para la enseñanza de la Historia del Presente

Memoria final del Proyecto de Innovación y Mejora de la Calidad Docente "Emigrantes 2.0. Producción y uso didáctico de materiales audiovisuales sobre la nueva emigración en plataformas digitales para la enseñanza de la Historia del Presente" (Nº 56-2015).

Regulation and Social Media: Speed Bumps or the Code 2.0

“Governments of the Industrial World, you weary giants of flesh and steel, I come from Cyberspace, the new home of Mind. On behalf of the future, I ask you of the past to leave us alone. You are not welcome among us. You have no sovereignty where we gather (…)” (Barlow 1996). Barlow’s declaration of independence of February 8 1996 was an expression of the libertarian approaches that have run through the Internet since its inception, and is the root of the misapprehension that the internet is somehow unregulated by state sovereignty. But why was it published that day? What happened?