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1.
This paper analyzes the implementation of new intermunicipal structures in Italy to support the development of E-Government in the country's peripheral areas. Our exploratory case study, conducted in the Piedmont Region, shows that intermunicipal collaborations can facilitate the coordination of interdependent subjects, rationalize existing resources (e.g., through the reuse of application software solutions), and prevent the dispersion of federal government funds. Nevertheless, intermunicipal collaborations alone do not seem to have the power needed to ensure that decisions made at the central level will automatically translate into concrete and binding commitments for the municipalities involved. From a methodological standpoint, the article makes use of the analytical frameworks offered by organization science to interpret the effects of collaborative arrangements on E-Government implementation. 相似文献
2.
Maddalena Boccia Francesca Vecchione Antonella Di Vita Simonetta D'Amico Cecilia Guariglia Laura Piccardi 《Child development》2019,90(2):462-470
Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL. 相似文献
3.
Alessandro Fornasiero Aldo Savoldelli Roberto Modena Gennaro Boccia Barbara Pellegrini Federico Schena 《Journal of sports sciences》2018,36(8):901-906
In the literature there is a lack of data about the development of top level athletes in cross-country mountain biking (XCO). The purpose of this study was to analyze anthropometric and physiological characteristics of some of the best XCO bikers aged between 13 and 16. The study involved 45 bikers (26 males and 19 females) belonging to a youth national team. The evaluations, consisting of anthropometric measures, incremental cycling tests (VO2max, PPO, P@RCP), and 30 s Wingate Tests (PMax, PMean), were conducted over a lapse of 4 years. Our findings showed in bikers, already at young age, a specific athletic profile advantageous for XCO performance. At the age of 16, just before entering the junior category and competing at international level, male and female bikers showed physiological values normalized to the body mass comparable to those reported in literature for high level athletes (VO2max>70 and >60 ml/kg/min, PPO >6.5 and >5.5 W/kg, respectively in males and females). The production of high power-to-weight ratios and high peaks of anaerobic power attests the presence of highly developed aerobic and anaerobic systems in young XCO cyclists reflecting the high physiological demand of this sport. 相似文献
4.
ABSTRACT: This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner. 相似文献
5.
Using Assessment for Learning and Learning from Assessment 总被引：1，自引：3，他引：1
Maddalena Taras 《Assessment & Evaluation in Higher Education》2002,27(6):501-510
Innovation in assessment is no longer an option in higher education in Britain if we examine the aims and the claims that are being made. From the Dearing Report to our module guides, we claim to wish to support independent and life-long learning, put the students at the heart of the learning process and to help students take responsibility for their own learning. This cannot be done without including students in mainstream summative assessment and without reconciling the contradictions that currently contribute to impeding the students this access. This article will look briefly at the aims of higher education, provide an overview of current thinking on student learning and formative assessment as a framework for offering one possible practical solution to the problem. This possible solution is Taras's (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and of what we know about student learning. 相似文献
6.
This paper looks at the implications of the loss of site illustrated by three diverse, site-specific new media art case studies: Taking Pictures by Janet Cardiff, Rio Videowall by Dara Birnbaum, and net.flag by Mark Napier. Focus will be placed on the challenges to permanence of new media art by exploring the impact of the expansion of the Saint Louis Art Museum and changes to geography of the surrounding park on Taking Pictures. The preservation of Taking Pictures is considered in the context of the other two case studies in terms of physical site-specificity vs. mediated site-specificity. The impact of new media technology, artist intent, and participant's interactions are considered in terms of the functionality, viability, and preservation of site-specific new media art. 相似文献
7.
Maddalena Taras 《Journal of Further & Higher Education》2016,40(6):846-863
Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices. 相似文献
8.
Affuso Gaetana Zannone Anna Esposito Concetta Pannone Maddalena Miranda Maria Concetta De Angelis Grazia Aquilar Serena Dragone Mirella Bacchini Dario 《European Journal of Psychology of Education - EJPE》2023,38(1):1-23
European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the... 相似文献
9.
Valentina Gizzonio Maria Chiara Bazzini Cosima Marsella Pamela Papangelo Giacomo Rizzolatti Maddalena Fabbri-Destro 《Child development》2022,93(1):134-149
Cognitive abilities are essential to children's overall growth; thus, the implementation of early and effective training interventions is a major challenge for developmental psychologists and teachers. This study explores whether an intervention simultaneously operating on fluid reasoning (FR), visuospatial, narrative, and motor abilities could boost these competencies in a group of Italian preschoolers (N = 108, 54 males 54 females, Agemean = 4.04). FR and visuospatial abilities showed training-related increases at the end of the training and 1-year follow-up (moderate effect size). Interestingly, positive correlations with working memory and mathematical abilities were found. Beyond their scientific relevance, the short- and long-term effects provide fundamental indications for designing and implementing educational programs dedicated to preschoolers. 相似文献
10.
Alessandro Fornasiero Aldo Savoldelli Damiano Fruet Gennaro Boccia Barbara Pellegrini Federico Schena 《Journal of sports sciences》2018,36(11):1287-1295
The aims of the study were to describe the physiological profile of a 65-km (4000-m cumulative elevation gain) running mountain ultra-marathon (MUM) and to identify predictors of MUM performance. Twenty-three amateur trail-runners performed anthropometric evaluations and an uphill graded exercise test (GXT) for VO2max, ventilatory thresholds (VTs), power outputs (PMax, PVTs) and heart rate response (HRmax, HR@VTs). Heart rate (HR) was monitored during the race and intensity was expressed as: Zone I (VT2) for exercise load calculation (training impulse, TRIMP). Mean race intensity was 77.1%±4.4% of HRmax distributed as: 85.7%±19.4% Zone I, 13.9%±18.6% Zone II, 0.4%±0.9% Zone III. Exercise load was 766±110 TRIMP units. Race time (11.8±1.6h) was negatively correlated with VO2max (r = ?0.66, P <0.001) and PMax (r = ?0.73, P <0.001), resulting these variables determinant in predicting MUM performance, whereas exercise thresholds did not improve performance prediction. Laboratory variables explained only 59% of race time variance, underlining the multi-factorial character of MUM performance. Our results support the idea that VT1 represents a boundary of tolerable intensity in this kind of events, where exercise load is extremely high. This information can be helpful in identifying optimal pacing strategies to complete such extremely demanding MUMs. 相似文献