[Der Beitrag versucht], am Beispiel des pädagogischen Diskurses oder genauer: des pädagogischen Programms, welches mit dem Portfoliokonzept assoziiert wird, die seichten Übergänge einer aufgeklärt-humanistischen, an Freiheit und Selbstbestimmung orientierten und nicht zuletzt an der Ermächtigung der Subjekte interessierten Pädagogik hin zu einer neoliberalen Technologie des Selbst nachzuzeichnen, die die Subjekte als Selbst-Unternehmer anruft, als eigenverantwortliche Verwalter ihrer individuellen Potenziale und Ressourcen. Es stellt sich die Frage, inwieweit eine Theorie der Bildung von dieser Entwicklung berührt ist und inwiefern sie als Einspruch gegen eben diese in Anspruch genommen werden kann. (DIPF/Orig.)
Megan Thompson's Teaching Portfolio captured on May 3, 2019. This capture includes screenshots of the various portfolio pages found on Megan's webpage (https://meganthompson50.wixsite.com/teachingportfoliomeg). Where possible, copies of the documents found on the pages have been included as Additional Files. Some of the pages are links to videos and these links are listed below. The portfolio contains the following layout: Home History Graduate Certificate Portfolio Defense Presentation = https://youtu.be/deuxHfpGH5E Primary Source Analysis History 501: Classical World of Greece and Rome Athanasius Research Annotated Bibliography Lesson Plan = https://youtu.be/NWg-NwWxvvU History 581: Civil Rights in the 20th Century A More Perfect Union Paper Research Presentation = https://youtu.be/gu_lOA75d5w Lesson Plan History 532: The Modern Middle East DBQ Lesson Plan Unit Plan Primary Source Synthesizing Essay Secondary Source Analysis History 581: Civil Rights in the 20th Century Essay Lesson and Free-Response Question (Classroom Application) Lesson and Free-Response Question (Classroom Application) History 532: World History Selected Topics: Aztecs, Incas, Maya Reading Response Discussion Rubric Maize and Political Authority in Maya Culture History 694: Alternative Plan Paper Reading Response Project Lesson Secondary Source Synthesizing Essay Interpretation and Synthesis History 532: The Modern Middle East The Debate about 1984 In Their Minds, on Our Heads Ataturk and Women's Rights in Turkey = https://sheg.stanford.edu/history-lessons/ataturk-and-womens-rights-turkey History 581: Civil Rights in the Twentieth Century The Golden Rule The Fight for Justice First Amendment in Schools = https://youtu.be/Pu2yXzum7Zs History 501: Classical World of Greece and Rome Dinner Party Host: Celebrating Passover and Easter Annotated Bibliography Hail Seizer!: Imperial Instability in Ancient Rome Interpretation and Synthesis Essay More Resume Education Experience Leadership Roles Contact
Produced a literature review to define the specific issues and processes of getting a health technology approved and disseminated in the public health system in India. This involved compiling published literature (and unofficial reports) on 1) relevant "Health Technology Assessments" (HTA), 2) the medical technology assessment board (MTAB) and other relevant government bodies, and 3) how recommendations are made and submitted for approval to the Minister of Health and Family Welfare. Critical points of current knowledge about this process were summarized. Commonalities between approved HTAs were drawn and annotated. An en breve gap analysis compared NemoCare's current body of data with their desired, expected data found from the literature review. Opportunities for bridging identified gaps by building upon NemoCare's apriori usability studies, surveys, and interviews was hypothesized.
My desire to teach has been apparent since elementary school when I used to dress up as a teacher for career day. As I grew, my desire to teach art specifically became clear, and I enrolled at Murray State in order to get my Art Education Degree and Teaching Certification. As an artist, my greatest motivation is the exploration and discovery of the processes related to different media. I am most satisfied when I am learning a new skill or material that will become part of my teaching tool kit. I feel lucky that this fits with my goal of being an art teacher, where I will need knowledge of many things. I have an appreciation for work that displays high degrees of skill, and where craftsmanship is obvious. I like to create larger works of art because they can be viewed more easily and every small detail can be seen in the work. While my goal over the past two years has been primarily focused on skills, I am also very interested in form and space and how I can use them in my work. I am intrigued by the way I can create interesting objects within three-dimensional space, but also how I can create the illusion of form within a two-dimensional plane. Also, my work is typically representational because it helps me to perfect my craftsmanship. Henry the Humpback is a five-foot-long, paper mache sculpture that I created to learn about paper sculpting. I chose to make the form a humpback whale, so I could tell when I had mastered the technique. With the larger scale of this piece, I decided to play with space by hanging it in the middle of a hallway, creating a disruption to this regularly used place. I manipulate space to resolve my creations. I find myself interested in artists whose work I consider "intelligent", meaning that a piece operates beyond simple beauty, but shows real intention and planning for its success. One such artist is Banksy. He approaches graffiti in a manner different from other artists by using stencils as opposed to free-handed spray painting. He chooses a specific environment that he can respond to, and he subverts social and political "norms" as well as the standards of graffiti culture. Artists that plan their work inspire me. Another artist is Guy Laramee. He makes beautiful landscapes carved from books, and the technical level of skill in some of his work is absolutely stunning. It makes me wonder about his process and techniques, and I understand that a lot of thought goes into his work. Since I am pursuing my Teaching Certification, art is more about community building to me, and I need a strong skill set to build my community. I strive to perfect my craftsmanship in many processes, so I may show my students how to create art that they are proud of. I wish to inspire my students to make art with media that excites them and to pursue a career in the arts. ; https://digitalcommons.murraystate.edu/art399/1089/thumbnail.jpg
Decentralization shapes the way policy authority is shared between the national and regional levels and that, I argue, will have consequences for government formation. In particular, I contend that the allocation of portfolios in regional coalition governments will be affected by the degree of decentralization of each policy. To analyze this relationship I exploit the cross-time, cross-regional, and cross-policy variation of the process of competence devolution to the Spanish Autonomous Communities between 1980 and 2010. I find that, as expected, an increase in the competences managed by the region in a given policy jurisdiction makes the related portfolio more attractive to all coalition parties, although the effect seems to be particularly significant in economically strong and fast-track regions.
Im schulischen Kontext erfasst ein Portfolio neben den üblichen Leistungsprodukten von Schüler/-innen (Klausuren, Hausaufgaben etc.) repräsentative Dokumente des Lernens, die sowohl Lernergebnisse als auch Lernentwicklungen abbilden – sozusagen als "Auswahl von Beweismitteln".
In an attempt to provide an analytical entry point into my compositional practice, I have identified eight themes which are significantly recurrent: reduction – the selection of a small number of elements; imperfection – a damaged or warped characteristic of sound; hierarchy – a concern with the roles of instruments with regard to their relative prominence; motion – apparently static sound masses consist of fine internal movement; listener perception – expectations for change influence the experience of affect; translation – the transitioning of electronic sounds to the acoustic realm, and vice versa; immersion – the creation of an accommodating soundscape; blurring – smearing and overlapping sounds or genres. Each of these eight factors is associated with relevant precedents in the history and theory of music that have been influential on my work. These include the minimalist compositions of Steve Reich and Arvo Pärt; the lo-fi aesthetic of Boards of Canada and My Bloody Valentine; concerns with political hierarchy in the work of Louis Andriessen; the variations of dynamics and microtonal shifts of Giacinto Scelsi; Leonard B. Meyer's account of expectation in music; cross-fertilisation of the acoustic and electronic in pieces by Gérard Grisey and Gyorgy Ligeti; the immersive technique of Brian Eno's ambient music; and the overlapping sounds of Aphex Twin. These eight factors are variously applicable to the eleven submitted pieces, which are individually analysed with reference to the most significant of the categories. Together they form a musical language that sustains the interaction of a variety of techniques, concepts and genres. ; Compositions included are "escalate", "Requiescat", "Forth", "For de ereprijs", "Evolution of close double stars", "Stórr", "Miniatus", "Suaimhneas", "Rotation of the Earth", "String Trio No. 1", "The Passion of Joan of Arc"
How do people make investment decisions when they receive outcome feedback? We examined how well the standard mean-variance model and two reinforcement models predict people's portfolio decisions. The basic reinforcement model predicts a learning process that relies solely on the portfolio's overall return, whereas the proposed extended reinforcement model also takes the risk and covariance of the investments into account. The experimental results illustrate that people reacted sensitively to different correlation structures of the investment alternatives, which was best predicted by the extended reinforcement model. The results illustrate that simple reinforcement learning is sufficient to detect correlation between investments.
The annual portfolio performance report (APPR) provides the Asian Development Bank (ADB) Board and Management with a strategic overview of the size, composition, and quality of ADB's active portfolio. The report identifies key issues and portfolio trends and makes recommendations at the overall portfolio level. It builds on the project implementation reports and ADB project information databases. The APPR also includes lessons for future ADB interventions. The 2018 APPR covers both the sovereign and nonsovereign portfolio. In 2018, ADB switched sovereign and nonsovereign portfolio reporting from approvals based to commitment based. The sovereign portfolio analyzes loans, grants, technical assistance (TA), guarantees, and equities based on commitments. The nonsovereign portfolio has historically included commitments in the analysis of loans and other debt securities, guarantees, and equities, and hence the approach to reporting remains unchanged.
The annual portfolio performance report (APPR) is a Management report that details the state of the sovereign and nonsovereign portfolios of the Asian Development Bank (ADB) in 2017. It presents a snapshot of ADB's operating performance in 2017, analyzes portfolio composition and trends, and identifies key issues. It serves as a key reference for country portfolio reviews, regional department portfolio reviews, and preparation of country partnership strategies. It outlines the composition of and illustrates trends in the two portfolios by approvals, commitments, disbursements, sector, country, and modality. It presents findings and recommendations on measures to sustain and improve quality and effectiveness of the portfolio for delivering results to the clients.
The annual portfolio performance report (APPR) is a Management report that details the state of the sovereign and nonsovereign portfolios of the Asian Development Bank (ADB). It presents a snapshot of ADB's operating performance in 2016, analyzes portfolio composition and trends, and identifies key issues. It concludes with agreed actions to improve portfolio performance.
Real options theory applies techniques known from finance theory to the valuation of capital investments. The present paper investigates further into this analogy, considering the case of a portfolio of real options. An implementation of real option models in practice will mostly be concerned with a portfolio of real options, so the analysis of portfolio aspects is of both academic and practical interest. Is a portfolio of real options special? In order to shed some light on this question, the present paper will outline the relevant features of a portfolio of real options. It will show that the analogy to financial options remains great if compound option models are applied. As a result, a portfolio of real options, and therefore the firm as such, generally is to be understood as one single compound, real option.
As an inspired young designer, I spend a lot of my time questioning identities. Whether it's my own identity or a clients, I have found solace in submerging myself into forming and developing engaging concepts and ideas. As a visual learner, I think of graphic design as the best form of problem solving - first concept, and then design. Throughout my design and sociology studies, I have developed in-depth methods of concept building through ethnographic and qualitative research to create brands, interactive media, illustrations, and beyond. I think a lot about human nature, sex and relationships, life and death, social problems and politics, and often reflect these ideas throughout my personal work. My interest in these subjects allows me to transform concepts, problems, and theories into visual solutions.
Asset allocation, the decision of how much of a portfolio to allocate to different types of securities, is one of the fundamental issues in financial economics. The paper examines the portfolios created out of lump-sum pensionary benefits received by 495 government pensioners who retired between 1967 and 2002. The paper uses the available data for the household investment in financial assets between 1970 and 2002, and compares it with the investment in financial assets of the pensioners. It is found that pensioners in the sample remain under-diversified. They were found to have taken an alarming magnitude of idiosyncratic risk. Despite being seemingly aware of the benefits of diversification, pensioners appear to adopt a "naive" strategy for diversifying their portfolios without giving proper consideration to the correlations among the assets that they invest into. Over the years, the average number of assets in pensioner portfolio has increased resulting in a decrease in the average portfolio variance. This may be ascribed to facts that reforms in Indian market opened floodgates for investment avenues and that these improvements resulted primarily from changes in the correlation structure of the Indian household investment market. Least diversified portfolios were found amongst pensioners who had lesser funds at their disposal and retirees of lower class (junior) categories. An analysis of a cross-sectional variations in diversification across demographic groups also suggest that younger, active and recent retirees are over-focused thereby holding under-diversified portfolios, not by chance but by choice. By and large, results indicate that pensioners face an intimidating task of constructing and maintaining a well-diversified portfolio despite realizing the benefits of it.
Across the world, there is a growing commitment to power from renewable sources. The benefits are obvious and well known: reduce reliance on fossil fuel consumption and thereby achieve both lower greenhouse gas emissions and greater local control over the power industry. The main challenge, however, is that private costs of green power production remain higher than for power from conventional resources. There are numerous policy approaches that can be used to overcome this competitive disadvantage, one of which is to legislate that power from renewable sources is to constitute a minimum percent of all power sold to end users, i.e., a Renewable Portfolio Standard (RPS). Such standards have previously been reviewed in general terms by Rader and Norgaard (1996), who motivate the RPS on efficiency grounds given market imperfections. Rader (1998) points out that it is unlikely that restructured electricity markets will enhance the market position of renewable sources of electricity. Accordingly, many states and countries that have gone through restructuring to enhance competition have adopted an RPS. Berry and Jaccard (200 I) review implementation issues in several countries and US stales that have taken this route.
