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La tesi tratta l'argomento delle azioni a voto plurimo nelle società per azioni. Dopo un'introduzione dei possibili meccanismi di attribuzione del diritto di voto all'azionista, viene affrontato il profilo storico del voto plurimo nell'ordinamento italiano e l'abrogazione del divieto di emettere azioni a voto plurimo con l'intervento del legislatore italiano nel 2014. Il lavoro contiene, inoltre, un'analisi del voto plurimo negli ordinamenti di common law quali gli Stati Uniti ed il Regno Unito. Infine, viene analizzato la nuova disciplina del voto plurimo nell'ordinamento italiano.

Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants' preference for tests and fill-in-the gap items.

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor's teaching contract. Consequently, not only the quality of teaching is affected but also the teachers' motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers' job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.