Strategic Plan for a Processed Foods Company Using Megaplanning and Balanced Scorecard

This article presents a case study for a strategic plan developed using a megaplanning model approach, as well as the balanced scorecard proposal, for a company that produces processed foods in the southern state of Sonora in Mexico. The strategic planning process began with the ratification of the business mission and vision in an internal analysis of the company with the help of its employees in a dynamic participatory workshop in which they discussed perceived strengths and weaknesses. The next step was to perform the external analysis of the environment surrounding the company. Both analyses of the SWOT matrix immediately identified strategic objectives and strategies, as well as the scorecard, and concluded with a project proposal. The most significant results fall under the scope of two key strategies. The first regards innovation in business models; and the second, the expansion into new markets, which, along with the organization's philosophy, guides the future of the company. The main lessons learned are presented in the developmental stages of this case study, so it is important to emphasize that a special development in the results section, which can be useful for similar studies using the proposed methodology, be carried out. Finally, a strategic planning–oriented approach focusing on megaplanning represents a vision on how to add value to society, seeking to create interest among stakeholders to meet performance indicators that have a positive impact on the communities where the company is located.     

Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes

Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end‐of‐prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four‐year‐old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross‐country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed.     

The integration of computer simulation and learning support: An example from the physics domain of collisions

Discovery learning is generally seen as a promising but demanding mode of learning that, in most cases, can only be successful if students are guided in the discovery process. The present article discusses a study on discovery learning with a computer simulation environment in the physics domain of collisions. In the learning environment, which is called Collision, students learned about collisions where two particles move in the same direction and interact via a conservative force in such a way that the total mechanical energy is conserved. In the experiment we conducted with Collision, we evaluated the effects of adding two different ways to guide students: model progression, in which the model is presented in separate parts; and assignments, small exercises that the student can choose to do. The effect of providing assignments and model progression was evaluated by comparing the learning behavior and learning results over three experimental conditions in which different versions of the simulation environment were presented: pure simulation, simulation plus assignments, and simulation plus model progression and assignments. Students' use of the environment was logged, their subjectively experienced workload was measured on‐line, and their learning was assessed using a number of assessment procedures. Providing assignments with the simulation improved students' performance on one aspect of a so‐called intuitive knowledge test. Providing the students with model progression did not have an effect. A subjective workload measure indicated that expanding the simulation with assignments and model progression did not raise the workload experienced by the students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 597–615, 1999     

The Prestige of Social Scientists in Spain and France: An Examination of Their h-Index Values Using Scopus and Google Scholar

We analyze the prestige of 1,500 scholars in economics, sociology, and management who have Spanish and French institutional affiliations operationalized by their h-index in Scopus and Google Scholar. We use a negative binomial count model to examine how some individual factors affect the h-index from both databases. The results show a non-monotonic relationship between the researchers’ career length and their h-index. There is a positive and statistically significant relationship between total research output and the h-index. The share of publications in English over total publications has also a positive and statistically significant effect on the h-index, except in a single case, while the share of publications in other foreign languages does not have such effect. Finally, we found that the effects of the number of citations received by documents in English (international impact) and by those in the vernacular language (local or regional impact) on the h-index vary according to the database, the country, and the discipline in question.

     

“Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education

European Journal of Psychology of Education - This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of 11th grade secondary education students...     

Credit card incidents and control systems

Credit and debit cards have spread and skyrocketed all around the world to become the most popular means of payments in many countries. Despite their enormous popularity, cards are not free of risk. Technology development and e-commerce have exponentially increased internal credit card incidents. This paper identifies and quantifies the different types of credit card fraud and puts into question the effectiveness of the role assigned to cardholders in its detection.