scholarly journals One House for €1: Case Studies on the Governance of Abandoned Properties in Small Villages

Global Jurist ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Alessandra Pera
Keyword(s):  
Case Studies ◽  
Environmental Sustainability ◽  
Policy Choices ◽  
Social And Economic Development ◽  
Private And Public ◽  
Effective Instrument ◽  
Level 1 ◽  
Abandoned Properties ◽  
Level 2 ◽  
Different Levels

Abstract This proposal aims at analyzing the Italian initiative “Case a 1 €” launched in 2009 for the preservation of abandoned goods, in Gangi, a small village near Palermo. The Municipality has put for sale the ruined houses for the symbolic prize of 1 €. As this initiative has been imitated by other municipalities in Italy and thus become a model, my intention is to explore how it works based on two different levels of investigation, in terms of: 1) contractual schemes (parties and respective rights and obligations) and 2) policy choices, comparing proposed and achieved goals by the administrations and the parties. Some relevant issues arise after 12 years: is the initiative an appropriate answer for the management of abandoned properties, both private and public? Is it an effective instrument to undermine the idea that such properties are a burden? Can they become a resource for collective, social and economic development? Is it a model to regain cultural identity revitalizing the small, abandoned centers, promoting inclusion, participation and environmental sustainability? I will use both inductive and deductive methods, examining and comparing some case studies in Sicily, among those municipalities that adopted this policy (Cammarata, Sambuca, Gangi, Itala, Salemi, Regalbuto, Mussomeli and Saponara). In order to investigate level 1), I will identify the contractual frames and documents provided online by the Municipalities administrations. To find answers on level 2), I will analyze (when available) the number of goods transferred from private parties to Municipalities and of those finally assigned to the final buyer. I will interview the administration’s civil servants and the final buyers to understand if their expectations (private and collective) have been satisfied.

scholarly journals Morpho-phonological levels and grammaticalization in Karimojong: A review of the evidence

2012 ◽  
Vol 41 (1) ◽  
pp. 99-169
Author(s):  
Diane Lesley- Lesley-Neuman
Keyword(s):  
Phonological Processes ◽  
Linguistic Structure ◽  
Surface Irregularities ◽  
Level 3 ◽  
Level 1 ◽  
The Right ◽  
Level 2 ◽  
Different Levels ◽  
Phonological Rules ◽  
Verbal Complex

An analysis of the affixation processes and the phonological rules governing [ATR] harmony in Karimojong verbs permits the organization of derivational processes into three levels. On each level specific groups of morphemes are affixed and the resultant derived words undergo defined sets of phonological processes. On Level 1 a feature filling [±ATR] harmony rule applies, in which the [ATR] feature spreads bi-directionally from the principal root vowel across the root and all Level 1 affixes. However, there are also localized disharmonic domains created by phonologized co-articulation effects of consonants and dissimilation rules for vowels. On Level 2, suffixation of Tense-Mood-Aspect (TMA) markers at the right edge of the verbal complex triggers [+ATR] feature spreading leftward across the derived word. On Level 3 affixation does not trigger [ATR] harmony processes, and both affix vowels and the derivational complexes to which they are added retain their [ATR] features. Some Karimojong affixes exhibit behaviors characteristic of two different levels, depending on context; these affixes are proposed to be in transition between levels. The three levels are proposed to result from diachronic evolution, and their relative chronological development can be established by (1) correspondences to landmarks within the cross-linguistically attested agreement system grammaticalization cline, which groups affixes according to ordering universals, and (2) the existence of successive evolutionary cycles of frequentive morphology. A model of the morphology-phonology interface is proposed in which linguistic structure internal to the morpheme channels the spread of [ATR] features. The model provides an explanation for surface irregularities that originated at the time of areal vowel mergers in Nilotic languages (Dimmendaal, 2002).

Cognitive Developmental Stages Emerging from Levels of Learning

1978 ◽  
Vol 1 (4) ◽  
pp. 341-354 ◽  
Author(s):  
Graeme S. Halford
Keyword(s):  
Information Processing ◽  
Developmental Stages ◽  
Processing Capacity ◽  
External Objects ◽  
Level 3 ◽  
Level 1 ◽  
Processing Factors ◽  
Level 2 ◽  
Representation Level ◽  
Different Levels

It is proposed that the environment can be cognized at four different levels: Level 0, without symbolic representation; Level 1, in which symbols are related to external objects and events, and to other symbols, in one-to-one fashion; Level 2, in which symbols are related to one another so as to form systems, and are related to external objects and events as systems; Level 3, in which symbols are related to sets of environment elements at the level of compositions of systems. Recognition of inconsistency requires more information for higher level systems than for lower level systems. Therefore, the highest attainable level of cognitive functioning will depend on information-processing capacity in a predictable way. Two experiments are reported in which level of system and age of children were found to interact in the predicted fashion. It is proposed that cognitive development stages can be accounted for in terms of information-processing factors which limit the highest level of cognitive system with children can attain at any given age.

scholarly journals Profil Pedagogical Content Knowledge (PCK) Mahasiswa Calon Guru Matematika Ditinjau dari Kemampuan Akademiknya

2016 ◽  
Vol 1 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Maryono Maryono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Case Studies ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Qualitative Approach ◽  
Academic Ability ◽  
Pedagogical Content ◽  
Level 1 ◽  
Level 2

The research of Pedagogical Content Knowledge (PCK) uses a qualitative approach with case studies. The purpose of this research is to obtain the Pedagogical Content Knowledge (PCK) of prospective teachers of mathematics in terms of academic ability. Data were analyzed in the form of documents and interview with the subjects were prospective teachers of mathematics in IAIN Tulungagung and STKIP PGRI Tulungagung. The results showed that a group of students with excellent academic ability and a group of students with good academic ability, content knowledge, knowledge of teaching, and knowledge of students are relatively same. Most of the content knowledge at level 1, knowledge of teaching at level 2, and knowledge of students at level 1. While the group of students with academic ability can reasonably be concluded that content knowledge at level 0, knowledge of teaching at level 1, and knowledge of students at level 1.

Accountability

2020 ◽  
pp. 442-466
Author(s):  
Athanasios Psygkas
Keyword(s):  
Case Studies ◽  
Administrative Law ◽  
Level Of Abstraction ◽  
Level 3 ◽  
Political Ideal ◽  
Level 1 ◽  
Level 2

Key debates in administrative law often play out within the contours of ‘accountability’. This chapter suggests that the concept of accountability is normatively and analytically useful in comparative administrative law, provided that there is clarity as to the level of abstraction at which the term is used. The chapter proposes a three-tier approach to the concept of accountability—accountability as a political ideal (‘level 1 accountability’), as a specific set of normative commitments (‘level 2 accountability’), and as an empirical phenomenon (‘level 3 accountability’). It argues that the usefulness (and contestability) of comparative approaches will vary as one moves from one tier to the next. Next, it discusses three case studies that illustrate specific institutional manifestations of accountability and demonstrate how the operation of accountability differ based on the background constitutional structure. Finally, the chapter presents certain key challenges to accountability that implicate different tiers of accountability.

scholarly journals Kemampuan Berpikir Kreatif Siswa dalam Pemecahan Masalah dengan Konteks Covid-19

2021 ◽  
Vol 4 (1) ◽  
pp. 15-30
Author(s):  
Julia Ayu Wulandari ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Data Analysis ◽  
Creative Thinking ◽  
Research Subjects ◽  
Mathematics Problems ◽  
Level 3 ◽  
The Subject ◽  
Level 1 ◽  
Math Problems ◽  
Level 2 ◽  
Different Levels

This study aims to describe the creative thinking abilities of students based on their level of creative thinking in solving math problems in the context of covid 19. Data collection was carried out by providing a test for solving mathematics problems in the context of Covid 19. Data analysis techniques were data reduction, data presentation, and conclusion drawing. Data analysis is to see how the student is solving problems with what ideas can be given. The research subjects were four students with different levels of creative thinking, then interviewed how the students completed these problems. The results showed that the subject at level 0 (not creative) only gave one answer and one way of solving the problem. Subjects with creative thinking level 1 (less creative), able to produce two different answers, and able to present data in two ways of presenting data, but only one is correct. Then the subject with level 2 (creative enough), can give one answer correctly and two ways of presenting the data correctly. While the subject with level 3 (creative) thinking can produce two different answers correctly and two ways of presenting data correctly.

scholarly journals A Preliminary Blooms Taxonomy Assessment Of End-Of-Chapter Problems In Business School Textbooks

2008 ◽  
Vol 1 (2) ◽  
pp. 71-78
Author(s):  
Jennings B. Marshall ◽  
Charles M. Carson
Keyword(s):  
Common Core ◽  
Correct Answer ◽  
Business School ◽  
Text Book ◽  
Cognitive Levels ◽  
Core Courses ◽  
Level 1 ◽  
Blooms Taxonomy ◽  
Level 2 ◽  
Different Levels

This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Blooms Taxonomy, is required to provide a correct answer. A set of working definitions based on Blooms Taxonomy (Bloom & Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels.

scholarly journals SOS Games as an Alternative Game for Warming Up in Sports

2021 ◽  
Vol 5 (1) ◽  
pp. 177-188
Author(s):  
Touvan Juni Samodra ◽  
Uray Gustian ◽  
Astiati Astiati
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Movement Activity ◽  
School Students ◽  
Warm Up ◽  
Measurement Results ◽  
Level 3 ◽  
Level 1 ◽  
Level 2 ◽  
Different Levels

This study aimed to test the SOS game used as a means to warm up. SOS games were usually played on paper. The trial game consists of 3 different levels. This game could be used as a movement activity to warm up. With some modifications, this game was tested. The trial was conducted on junior high school students, totaling 40 students. The data was obtained by measuring the pulse. Pulse was measured by counting the pulse in the neck for 10 seconds. The calculation result is multiplied by 6 to determine the number of pulses per minute—data analysis by comparing the measurement results with heating criteria based on age. The results showed that the first trial had a pulse rate of 142. Based on trial with 40 samples each at level 1, 140 level 2, 143, and level 3, 143 beats per minute. All of these pulses were in the exercise pulse. So it can be recommended that this game be used for heating purposes.

scholarly journals Effects of different levels of dietary sulfur and molybdenum on concentrations of copper and other elements in plasma and liver of lambs fed palm kernel cake diets

2011 ◽  
Vol 106 (8) ◽  
pp. 1224-1230 ◽  
Author(s):  
A. R. Alimon ◽  
M. Ivan ◽  
S. Jalaludin
Keyword(s):  
Dietary Supplement ◽  
Palm Kernel ◽  
Ammonium Molybdate ◽  
Palm Kernel Cake ◽  
Cu Toxicity ◽  
Level 3 ◽  
Level 1 ◽  
Dietary Treatments ◽  
Level 2 ◽  
Different Levels

A 6-month experiment with nine dietary treatments was conducted to determine amounts of S plus Mo supplements required to maintain normal hepatic concentrations of Cu and Mo and to prevent chronic Cu toxicity in lambs fed palm kernel cake (PKC) diets. All diets consisted of PKC supplemented with minerals and vitamins, and with appropriate amounts per kg DM of S (level 0 or level 1 = 1 g) as sodium sulfate and/or Mo (level 0; level 1 = 4 mg; level 2 = 8 mg; level 3 = 16 mg; level 4 = 32 mg) as ammonium molybdate to form treatments S0Mo1, S0Mo2, S0Mo3, S0Mo4, S1Mo0, S1Mo1, S1Mo2, S1Mo3 and S1Mo4.There was no effect (P>0·05) of dietary treatments on the growth performance of the lambs. The dietary supplement of 1 g S plus 8 mg Mo per kg dietary DM (treatment S1Mo2) prevented accumulation of Cu in the liver without elevation of the concentration of Mo (P>0·05). The treatments S0Mo1, S0Mo2 and S0Mo3 increased (P < 0·05) hepatic Cu concentrations from 376 μg/g DM to between 1090 and 1294 μg/g DM. Also, the treatments S1Mo3 and S1Mo4 resulted in higher (P < 0·05) hepatic Mo concentrations compared with the treatment S1Mo0. It was concluded that the dietary supplement of 1 g S plus 8 mg Mo/kg PKC DM added to the PKC used is sufficient to maintain normal hepatic concentrations of Cu and Mo and to prevent chronic Cu toxicity in sheep fed diets containing any amount of PKC.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DALAM MENYELESAIKAN MASALAH STATISTIKA

2018 ◽  
Vol 5 (2) ◽  
pp. 7 ◽  
Author(s):  
Ahmad Aunur Rohman
Keyword(s):  
Level 1 ◽  
Level 2

Penelitian ini dimaksudkan untuk mengetahui bagaimana kemampuan komunikasi matematis mahasiswa terhadap pemahaman statistika. Data dalam penelitian ini berupa hasil pekerjaan tes tertulis tentang kemampuan komunikasi matematis dan wawancara terhadap subjek penelitian. Pengumpulan data diperoleh dengan tes dan wawancara. Uji keabsahan data yang digunakan adalah triangulasi. Data penelitan yang terkumpul dianalisis dengan analisis data non statistik yang terdiri dari tiga alur, yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi data. Hasil penelitian menunjukkan bahwa 1) Terdapat 5 mahasiswa yang berada pada level 0 (sangat kurang baik); 2) 24 mahasiswa berada pada level 1 (kurang baik); 3) 6 mahasiswa berada pada level 2 (cukup baik); Penelitian ini diharapkan dapat memacu individu lain untuk melakukan penelitian yang lebih baik dan mendalam tentang kemampuan komunikasi matematis.

EVALUASI PELATIHAN DI PT. PUPUK KUJANG CIKAMPEK

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Lania Muharsih ◽  
Ratih Saraswati
Keyword(s):  
Training Evaluation ◽  
Work Productivity ◽  
Learning Behavior ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
A Company ◽  
Level 2 ◽  
Evaluation Sheet ◽  
Assessment Factor

This study aims to determine the training evaluation at PT. Kujang Fertilizer. PT. Pupuk Kujang is a company engaged in the field of petrochemicals. Evaluation sheet of PT. Fertilizer Kujang is made based on Kirkpatrick's theory which consists of four levels of evaluation, namely reaction, learning, behavior, and results. At level 1, namely reaction, in the evaluation sheet is in accordance with the theory of Kirkpatrick, at level 2 that is learning should be held pretest and posttest but only made scale. At level 3, behavior, according to theory, but on assessment factor number 3, quantity and work productivity should not need to be included because they are included in level 4. At level 4, that is the result, here is still lacking to get a picture of the results of the training that has been carried out because only based on answers from superiors without evidence of any documents.   Keywords: Training Evaluation, Kirkpatrick Theory.    Penelitian ini bertujuan mengetahui evaluasi training di PT. Pupuk Kujang. PT. Pupuk Kujang merupakan perusahaan yang bergerak di bidang petrokimia. Lembar evaluasi PT. Pupuk Kujang dibuat berdasarkan teori Kirkpatrick yang terdiri dari empat level evaluasi, yaitu reaksi, learning, behavior, dan hasil. Pada level 1 yaitu reaksi, di lembar evaluasi tersebut sudah sesuai dengan teori dari Kirkpatrick, pada level 2 yaitu learning seharusnya diadakan pretest dan posttest namun hanya dibuatkan skala. Pada level 3 yaitu behavior, sudah sesuai teori namun pada faktor penilaian nomor 3 kuantitas dan produktivitas kerja semestinya tidak perlu dimasukkan karena sudah termasuk ke dalam level 4. Pada level 4 yaitu hasil, disini masih sangat kurang untuk mendapatkan gambaran hasil dari pelatihan yang sudah dilaksanakan karena hanya berdasarkan dari jawaban atasan tanpa bukti dokumen apapun.   Kata kunci: Evaluasi Pelatihan, Teori Kirkpatrick.

Sign in / Sign up

Export Citation Format

Share Document