A proactive balanced scorecard

This paper describes a methodology for the development of a proactive balanced scorecard (PBSCM). The balanced scorecard is one of the most popular approaches developed in the field of performance measurement. However, in spite of its reputation, there are issues that require further research. The present research addresses the problems of the balanced scorecard by utilizing the soft computing characteristics of fuzzy cognitive maps (FCMs). By using FCMs, the proposed methodology generates a dynamic network of interconnected key performance indicators (KPIs), simulates each KPI with imprecise relationships and quantifies the impact of each KPI to other KPIs in order to adjust targets of performance.     

Continuing Education: a Challenge and a Commitment∗

A variety of important life consequences for literacy are widely assumed in the contemporary discourse on adult literacy with little, if any empirical research to support them. As a result, they have been variously labelled as ‘myths’ (Coombs 1985), ‘doubtful promises’ (Hinzen 1983), proclamations of ‘faith’ (Winchester 1990) and ‘claims in search of reality’ (Wagner 1992). Part of the problem here is that the effects of literacy are often identified without first defining what literacy is. Naturally, if literacy is ambiguously or broadly defined, virtually any consequence can be attributed to it. Thus, the first task of any researcher, educator or policymaker involved with issues of adult literacy is to make his or her definitions of literacy and the scope of each definition's applicationsexplicit. Within the field of adult literacy education, Lytle and Wolfe (1989) provide a useful conceptual categorization for literacy in terms of four metaphors: literacy as skills, tasks, practices and critical reflection. This paper extends Lytle and Wolfe's framework to identify what consequences are attributed to literacy within each of the four metaphors, focusing on adults in the developing world.     

A Discriminant Analysis of the Mmpi for Female College Students in Health and Education

This study attempted to detemine whether biographical factors might be identified which would distinguish between teachers receiving high and low student assessments. More than 3,000 high school seniors named the most and least effective teacher they had experienced. Most and least effective were defined in terms of the three major patterns of classroom teacher behavior identified by Ryans. Teachers named by three or more seniors completed a biographical questionnaire. Effective teachers numbering 125 and ineffective teachers numbering responded. A coefficient of correlation was found for each of the biographical items and the criterion, teacher rating. Significant correlations were found for amount of mother’s formal education, mobility of teacher, number of books read annually, home ownership, and student-teacher relationships.