Bücher zum Thema „Company modelling“

Il volume è un testo interdisciplinare a più autori che effettua una comparazione fra le due differenti vie novecentesche alla modernizzazione di Italia e Romania - variamente ispirate da modelli esterni di riferimento -, dal punto di vista politologico, culturale-politico, politico-istituzionale e politico-economico, con particolare riferimento al problema della rappresentanza. Il volume si compone di sei saggi di diversa ispirazione metodologica ed ideologica ma accomunati dalla tematizzazione dei contesti culturali e giuridico-politici dei due paesi, intesi come sistemi in "transizione", sospesi fra ricerca delle proprie caratteristiche storiche e l'attenzione ai modelli più avanzati del mondo occidentale.

Il secondo di due volumi dedicati all'ermetismo e Firenze editi da Firenze University Press (il primo dal titolo Critici, traduttori, maestri, modelli è acquistabile separatamente). Tra il 1930 e il 1945 un gruppo di giovani dette vita a Firenze a una delle più felici stagioni letterarie del nostro Novecento. Molti di loro si riconobbero in una dizione comune, marcata da un immaginario condiviso, e nel silenzioso dissenso dalla retorica del regime, alla quale venivano contrapposti la radicalità dell’istanza etica e il legame profondo con le radici giudaicocristiane, romanze, romantico-simboliste della civiltà europea. A cento anni dalla nascita dei suoi protagonisti (Mario Luzi, Piero Bigongiari, Alessandro Parronchi, Vittorio Bodini) ancora ci si chiede cosa sia stato l’ermetismo, come sia nato, cosa l’abbia contraddistinto. Cercare come si sia modificato, perché sia stato circondato da pregiudizi e avversione (come fanno i due imprescindibili volumi che raccolgono gli atti di un memorabile convegno nel quale Anna Dolfi ha coinvolto studiosi provenienti da ogni parte del mondo), porta a tracciare un quadro/ritratto degli autori dell’ermetismo, dei suoi critici (Bo, Macrí), amici (il compagno di generazione Vittorio Sereni), estimatori e/o detrattori, e a delimitare i confini di un complesso capitolo della storia italiana iniziata con il Fascismo e conclusa, di recente, con la caduta delle ideologie. Assieme ai suoi ‘attori’, in posizione di rilievo è Firenze, la città che fu risvegliata per qualche decennio alla grandezza del passato da una nuova passione, fatta di cultura, creatività ed intelligenza.

This article discusses the results of a study in Bayesian reliability analysis concerning train door failures in a European underground system over a period of nine years. It examines failure data from forty underground trains, which were delivered to an European transportation company between November 1989 and March 1991. All of the trains were put in service from 20 March 1990 to 20 July 1992. Failure monitoring ended on 31 December 1998. The goal of the study was to find models able to assess the failure history and to predict the number of failures in future time intervals in order to help the company determine the reliability level of the train doors before warranty expiration. The article describes the development and application of a novel bivariate Poisson process as a natural way to extend the usual Poisson models for analysing the occurrence of failures in repairable systems.

This chapter discusses recovering shape or structural information from SAXS data. Key to any such process is the ability to generate a calculated intensity from a model, and to compare this curve with the experimental one. Models for the particle scattering density can be approximated as pure homogenenous geometric shapes. More complex particle surfaces can be represented by spherical harmonics or by a set of close-packed beads. Sometimes structural information is known for components of a particle. Rigid body modeling attempts to rotate and translate structures relative to one another, such that the resulting scattering profile calculated from the model agrees with the experimental SAXS data. More advanced hybrid modelling procedures aim to incorporate as much structural information as is available, including modelling protein dynamics. Solutions may not always contain a homogeneous set of particles. A common case is the presence of two or more conformations of a single particle or a mixture of oligomeric species. The method of singular value decomposition can extract scattering for conformationally distinct species.

Il Position Paper “Fundamental Review of the Trading Book” (di seguito “Position Paper”) si pone l’obiettivo di definire una best practice di mercato in termini di modelli di calcolo e modello operativo, sia per le banche con il solo modello standard sia per le banche a modello interno, allo scopo di garantire una compliance al nuovo framework normativo. A tale scopo, il documento si compone di quattro sezioni: - Contesto di riferimento - Modello Standard - Modello Interno - Governance e controllo

Working memory refers to how we keep track of what we are doing moment to moment throughout our waking lives. It allows us to remember what we have just done, focus on what we are doing now, to solve problems, be creative, think about what we will be doing in the next few seconds, and continually to update in our mind changes around us throughout the day. This book brings together in one volume, state-of-the-science chapters written by some of the most productive and well-known working memory researchers worldwide. Chapters cover leading-edge research on working memory, using behavioural experimental techniques, neuroimaging, computational modelling, development across the healthy human lifespan, and studies of neurodegenerative disease and focal brain damage. A unique feature of the book is that each chapter starts with answers to a set of common questions for all authors. This allows readers very rapidly to compare key differences in theoretical assumptions and approaches to working memory across chapters, and to understand the theoretical context before going on to read each chapter in detail. All authors also have been asked to consider evidence that is not consistent with their theoretical assumptions. It is very common for authors to ignore contradictory evidence. This approach has led to new interpretations and new hypotheses for future research to greatly enhance our understanding of this crucial human ability.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.