A Fractional Analog of the Duhamel Principle

Mathematics Subject Classification: 35CXX, 26A33, 35S10

Project Proposals Development – Entrepreneurship and Reflection in Teaching Information Technology

This work presents a model for development of project proposals by students as an approach to teaching information technology while promoting entrepreneurship and reflection. In teams of 3 to 5 participants, students elaborate a project proposal on a topic they have negotiated with each other and with the teacher. The project domain is related to the practical application of state-of-theart information technology in areas of substantial public interest or of immediate interest to the participants. This gives them ample opportunities for reflection not only on technical but also on social, economic, environmental and other dimensions of information technology. This approach has long been used with students of different years and programs of study at the Faculty of Mathematics and Informatics, Plovdiv University “Paisiy Hilendarski”. It has been found to develop all eight key competences for lifelong learning set forth in the Reference Framework and procedural skills required in real life.

Reflection in Studying Electronic Tables at School

The present study is dedicated on forming skills for producing reflections from both students and teachers in studying the topic ‘Electronic Tables’ at school. This study provides a detailed explanation of the applications of the ALACT model where the process of reflection is realized via a cyclic model. An overlook is given on specific examples from the IT education which realize reflection.

Dual-parameters sensing based on multimode microfiber with Fresnel reflection

A compact and low cost fiber sensor based on microfiber with Fresnel reflection is proposed and demonstrated for simultaneous measurement of refractive index (RI) and temperature with high sensitivities. © OSA 2015.

Application of Subordination Principle to Log-Harmonic alpha-spirallike Mappings

MSC 2010: 30C45, 30C55

Applications of Subordination Principle to Log-Harmonic Mappings

MSC 2010: 30C45, 30C55

Hamilton’s Principle with Variable Order Fractional Derivatives

MSC 2010: 26A33, 70H25, 46F12, 34K37 Dedicated to 80-th birthday of Prof. Rudolf Gorenflo

Maximum Principle and Its Application for the Time-Fractional Diffusion Equations

MSC 2010: 26A33, 33E12, 35B45, 35B50, 35K99, 45K05 Dedicated to Professor Rudolf Gorenflo on the occasion of his 80th anniversary

A Geometrical Construction for the Polynomial Invariants of some Reflection Groups

2000 Mathematics Subject Classification: Primary 20F55, 13F20; Secondary 14L30.

On Principle Eigenvalue for Linear Second Order Elliptic Equations in Divergence Form

2002 Mathematics Subject Classification: 35J15, 35J25, 35B05, 35B50

Minimum Description Length Principle in Discriminating Marginal Distributions

2010 Mathematics Subject Classification: 94A17, 62B10, 62F03.

Joining the dots:using structured e-portfolio assignments to enhance reflection

Although there has been an increased interest in the use of electronic portfolios in higher education over the last five years, relatively little is known about the potential of such tools to support the development of higher order abilities for students, such as reflection, in a structured way that is suitable for assessment. This paper reports the findings from a small-scale research which sets out to compare the outcomes of reflective assignments in two cohorts of participants in a Postgraduate Certificate in Professional Practice in Higher Education in the UK. Participants in the programme were asked to submit reflective accounts using an e-portfolio system as part of their formal assessment. One cohort completed the assessment using some generic guidelines of how to reflect and construct an e-portfolio page without a given template or structure, whereas another cohort was given a specific template with clear assessment criteria to gauge the assembly of their reflections. The authors, who are also tutors in the programme, analysed the submitted reflections following open coding procedures. The analysis found a tendency for the reflection in the first cohort to be merely descriptive without progressing to speculating objectively about answers to relevant analytical questions about the process involved in the ability under scrutiny. In contrast the assignments of cohort two were found to be more insightful in terms of assimilating random bits of materials, thoughts and self-questions into complete reflective accounts. These findings bring some evidence to support and indeed promote a more structured approach to reflective practice, which can be further enhanced through a carefully created e-portfolio template and associated assessment criteria.