Dynamic Determination of Personalized Educational Paths

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Automatized Generation of Personalized Learning Paths through Aspects in Multidimensional Spaces

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Improving the Quality of Education by Using a System for Development and Generation of Personalized Educational Materials

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

A progressão continuada no sistema de ciclos: a atuação e a formação do professor

Pós-graduação em Educação - FFC

Las trayectorias académicas : Una nueva mirada sobre los profesores de la Facultad de Filosofía y Letras durante el peronismo

Este trabajo tiene el propósito de presentar los aportes teórico-metodológicos de un estudio sobre redes y trayectorias del cuerpo de profesores de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires, durante el período 1943-1955. El examen de las trayectorias docentes permite de algún modo, dar cuenta de diferentes recorridos académicos en el campo universitario con cierta independencia de las circunstancias políticas. Asimismo posibilita poner en evidencia trayectorias ciertamente similares entre quienes quedaron fuera de la universidad y quienes conservaron o asumieron su cargo en un período de fuertes antagonismos. Nuestra propuesta apunta a introducir en el debate los posibles alcances y límites del análisis de las fuentes documentales aquí presentadas a través del enfoque de redes y trayectorias para caracterizar la universidad durante el peronismo, y en este sentido contribuir a la comprensión de este fenómeno complejo y heterogéneo

Las trayectorias académicas : Una nueva mirada sobre los profesores de la Facultad de Filosofía y Letras durante el peronismo

Este trabajo tiene el propósito de presentar los aportes teórico-metodológicos de un estudio sobre redes y trayectorias del cuerpo de profesores de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires, durante el período 1943-1955. El examen de las trayectorias docentes permite de algún modo, dar cuenta de diferentes recorridos académicos en el campo universitario con cierta independencia de las circunstancias políticas. Asimismo posibilita poner en evidencia trayectorias ciertamente similares entre quienes quedaron fuera de la universidad y quienes conservaron o asumieron su cargo en un período de fuertes antagonismos. Nuestra propuesta apunta a introducir en el debate los posibles alcances y límites del análisis de las fuentes documentales aquí presentadas a través del enfoque de redes y trayectorias para caracterizar la universidad durante el peronismo, y en este sentido contribuir a la comprensión de este fenómeno complejo y heterogéneo

Las trayectorias académicas : Una nueva mirada sobre los profesores de la Facultad de Filosofía y Letras durante el peronismo

Este trabajo tiene el propósito de presentar los aportes teórico-metodológicos de un estudio sobre redes y trayectorias del cuerpo de profesores de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires, durante el período 1943-1955. El examen de las trayectorias docentes permite de algún modo, dar cuenta de diferentes recorridos académicos en el campo universitario con cierta independencia de las circunstancias políticas. Asimismo posibilita poner en evidencia trayectorias ciertamente similares entre quienes quedaron fuera de la universidad y quienes conservaron o asumieron su cargo en un período de fuertes antagonismos. Nuestra propuesta apunta a introducir en el debate los posibles alcances y límites del análisis de las fuentes documentales aquí presentadas a través del enfoque de redes y trayectorias para caracterizar la universidad durante el peronismo, y en este sentido contribuir a la comprensión de este fenómeno complejo y heterogéneo

Career paths of educational administrators

Ten superintendents~ 5 male and 5 female~ were randomly selected from a possible 33 males and 9 females in the Niagara and Hamilton regions. The participants were interviewed through a guided interview process coupled with an accounting of their educational and career histories. They were asked to discuss significant aspects of their careers such as the support they had received from families, from mentors and from involvement in networks. The data collected were then analyzed for similarities and differences both within and between the two gender cohorts. Upon analysis, it was found that the female and male administrators possessed differences in their personal backgrounds as well as their career and educational histories. Differences were also found in the perceived role of mentors, and networks. The ways in which the female administrators experienced their careers were found to be quite different from the ways in which the male administrators experienced their careers.

Education paths for documentary distribution: DAF, ATOM and the study guides that bind them

An expanding education market targeted through ‘bridging material’ enabling cineliteracies has the potential to offer Australian producers with increased distribution opportunities, educators with targeted teaching aids and students with enhanced learning outcomes. For Australian documentary producers, the key to unlocking the potential of the education sector is engaging with its curriculum-based requirements at the earliest stages of pre-production. Two key mechanisms can lead to effective educational engagement; the established area of study guides produced in association with the Australian Teachers of Media (ATOM) and the emerging area of philanthropic funding coordinated by the Documentary Australia Foundation (DAF). DAF has acted as a key financial and cultural philanthropic bridge between individuals, foundations, corporations and the Australian documentary sector for over 14 years. DAF does not make or commission films but through management and receipt of grants and donations provides ‘expertise, information, guidance and resources to help each sector work together to achieve their goals’. The DAF application process also requires film-makers to detail their ‘Education and Outreach Strategy’ for each film with 582 films registered and 39 completed as of June 2014. These education strategies that can range from detailed to cursory efforts offer valuable insights into the Australian documentary sector's historical and current expectations of education as a receptive and dynamic audience for quality factual content. A recurring film-maker education strategy found in the DAF data is an engagement with ATOM to create a study guide for their film. This study guide then acts as a ‘bridging material’ between content and education audience. The frequency of this effort suggests these study guides enable greater educator engagement with content and increased interest and distribution of the film to educators. The paper Education paths for documentary distribution: DAF, ATOM and the study guides that bind them will address issues arising out of the changing needs of the education sector and the impact targeting ‘cineliteracy’ outcomes may have for Australian documentary distribution.

Cortical hot spots and labyrinths: why cortical neuromodulation for episodic migraine with aura should be personalized

Stimulation protocols for medical devices should be rationally designed. For episodic migraine with aura we outline model-based design strategies toward preventive and acute therapies using stereotactic cortical neuromodulation. To this end, we regard a localized spreading depression (SD) wave segment as a central element in migraine pathophysiology. To describe nucleation and propagation features of the SD wave segment, we define the new concepts of cortical hot spots and labyrinths, respectively. In particular, we firstly focus exclusively on curvature-induced dynamical properties by studying a generic reaction-diffusion model of SD on the folded cortical surface. This surface is described with increasing level of details, including finally personalized simulations using patient's magnetic resonance imaging (MRI) scanner readings. At this stage, the only relevant factor that can modulate nucleation and propagation paths is the Gaussian curvature, which has the advantage of being rather readily accessible by MRI. We conclude with discussing further anatomical factors, such as areal, laminar, and cellular heterogeneity, that in addition to and in relation to Gaussian curvature determine the generalized concept of cortical hot spots and labyrinths as target structures for neuromodulation. Our numerical simulations suggest that these target structures are like fingerprints, they are individual features of each migraine sufferer. The goal in the future will be to provide individualized neural tissue simulations. These simulations should predict the clinical data and therefore can also serve as a test bed for exploring stereotactic cortical neuromodulation.

Museum Personalized : The impact of floor staff on an exhibition - A holistic approach

The current paper presents a study conducted at The National Museum of Science and Technology in Stockholm to investigate the exhibition “Antarctica – that’s cool” from its first concept to the first workshop that is held in the exhibition. The focus is on the influence of floor staff on an exhibition and workshops as learning facilities in museums. Findings, based on visitor observation and the exhibition building process, go into the characteristics of low-budget productions and discuss the importance of staff on the exhibition floor for museums as life-long learning facilities. The holistic approach of the study provides deep insights into the complex interplay of visitors, staff and exhibitions. The results can be used for future exhibition building processes and educational programs in museums and should strengthen the museum’s position as life-long learning facility in nowadays society.

Educational mismathc in Italian an European labour markets (starting from the UK)

The present doctoral thesis is structured as a collection of three essays. The first essay, “SOC(HE)-Italy: a classification for graduate occupations” presents the conceptual basis, the construction, the validation and the application to the Italian labour force of the occupational classification termed SOC(HE)-Italy. I have developed this classification under the supervision of Kate Purcell during my period as a visiting research student at the Warwick Institute for Emplyment Research. This classification links the constituent tasks and duties of a particular job to the relevant knowledge and skills imparted via Higher Education (HE). It is based onto the SOC(HE)2010, an occupational classification first proposed by Kate Purcell in 2013, but differently constructed. In the second essay “Assessing the incidence and wage effects of overeducation among Italian graduates using a new measure for educational requirements” I utilize this classification to build a valid and reliable measure for job requirements. The lack of an unbiased measure for this dimension constitutes one of the major constraints to achieve a generally accepted measurement of overeducation. Estimations of overeducation incidence and wage effects are run onto AlmaLaurea data from the survey on graduates career paths. I have written this essay and obtained these estimates benefiting of the help and guidance of Giovanni Guidetti and Giulio Pedrini. The third and last essay titled “Overeducation in the Italian labour market: clarifying the concepts and addressing the measurement error problem” addresses a number of theoretical issues concerning the concepts of educational mismatch and overeducation. Using Istat data from RCFL survey I run estimates of the ORU model for the whole Italian labour force. In my knowledge, this is the first time ever such model is estimated on such population. In addition, I adopt the new measure of overeducation based onto the SOC(HE)-Italy classification.

The Bulgarian educational system and gender segregation in the labour market

School-to-work transitions are embedded in the institutional structures of educational systems. In particular, vocational education has been linked to greater horizontal gender segregation in employment. Similarly, research on higher education has uncovered how stratification at the tertiary level can promote gender segregation in the labour market. This paper investigates how gender typical employment is conditioned by the institutional features of the educational system in Bulgaria. Despite the post-socialist transformations of Bulgaria's educational system and its labour market, horizontal gender segregation has remained rather moderate from an international perspective. We use data from a 2012 nationally representative survey. We find that the educational system shapes the gendered occupational trajectories for men but it does not hold the same explanatory power for women. Neither vocational nor higher education has a significant effect for women. In contrast, men with vocational education are more likely to work in male-typed occupations and, in line with the literature, higher education steers men toward gender mixed and a-typical occupations. Our study points to the importance of educational institutional factors in shaping gender (a)-typical career paths. The Bulgarian case, in particular, offers insights into the mechanisms that can potentially decrease horizontal gender segregation in the labour market.

Educational Systems for Maximizing Learning Online and in the Classroom

Thesis (Ph.D.)--University of Washington, 2016-06