Students’ Ability to Apply Their Knowledge in a Gaming Exercise: An Exploratory Study

This paper reports on a study exploring master students’ ability to apply their knowledge when solving an internal pricing problem in a supply chain. Analyses of 33 negotiation progress reports and 8 recordings of discussions demonstrate that most of the students were not able to apply relevant concepts and models to guide their handling of the task. The main reason for the variability in performance was the significant differences in the students’ general problem-solving abilities. Most students did not perform a thorough task analysis or develop a solution strategy before they met for negotiations, and they did not keep track of their task performance. The implications for teaching are highlighted, and directions for further research are proposed.     

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1

ABSTRACT— The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy.     

American political rhetoric and the jeremiad tradition: Presidential nomination acceptance addresses, 1960–1976

The nomination acceptance addresses of recent presidential candidates constitute a significant aspect of an American political ritual. These addresses might be termed a “modern jeremiad”; because they conform to the jeremiad tradition in American rhetoric. Like the Puritan jeremiad which was central to a religious ritual, the modern jeremiad continues to function rhetorically as a means for interpreting the meaning of America's past and unifying the audience around a shared vision of America's future.     

Auftragsvergaben aus Drittmitteln der Universit?t

Organisationseinheiten von Universit?ten schlie?en oft Vertr?ge für Lieferungen, etwa von Computern und sonstigen technischen Ger?ten. Manchmal sind externe Bau- oder Dienstleistungen erforderlich. Die gegenst?ndliche Arbeit zeigt auf, dass im Zusammenhang mit solchen Vergaben auch bei relativ geringem Auftragswert rechtliche Bindungen bestehen, und legt die Risiken dar, die sich im Falle rechtswidriger Vergaben für die Universit?t, Leiterinnen und Leiter universit?rer Organisationseinheiten bzw Projektleiterinnen und Projektleiter ergeben.     

Cultivating Connectivity: Folklife and Inclusive Excellence in Museums

Today there is a growing global awareness of the need to address issues related to the safeguarding and use of both tangible and intangible heritage. By engaging with communities in the documentation of local cultures—especially their folklife, or in other words, their traditional intangible cultural heritage—museums can create collections that will serve as foundations for museum research, exhibitions, and programs that have more resonance with and relevance for those communities. Interactions of these kinds—in particular those of the Smithsonian's Center for Folklife and Cultural Heritage and the Michigan State University Museum, home of the Michigan Traditional Arts Program, as well as collaborations between the Smithsonian Folklife Festival and the Great Lakes Folk Festival, and other programs around the world—have served as important platforms for public discourse about a variety of issues and have produced programs and exhibitions both at home and around the world.     

Resistance to extinction as a function of percentage of reward: A reinforcement-level interpretation

Three experiments investigated the effects of percentage of reinforcement on the resistance to extinction of an instrumental running response. In Experiment 1, with N-length held constant, 47% reinforcement during acquisition generated greater resistance to extinction (R_n) than did 77%. In Experiment 2, this result was replicated with both functional N-length and number of N-R transitions held constant. In Experiment 3, R_n was shown to be a function of both N-length and percentage of reinforcement. The results of all three experiments were discussed in terms of Capaldi’s reinforcement level theory and possible alternative explanations.     

Are Small Recipients Overlooked by Sponsors? An Empirical Note

This note presents an analysis of data collected on the revenue structure of cultural institutions in Berlin and Hamburg, with a focus on sponsoring. Ex ante there are some reasons why firms, when giving to the arts, might favour large recipients, but also some why they could favour smaller ones. For our sample we find that income from sponsoring per visitor is larger for smaller cultural institutions. Finally, we argue that these results can be considered as evidence for a at least partly altruistic motivation of sponsors.     

Individual (Learning and Motivational) Needs versus Instructional Conditions of Gifted Education[1]

A decisive factor in the determination of effective Gifted Education is the fit between the individual cognitive and motivational pre‐conditions of the learning process and the instructional situation. This central thesis is based partly on the multidimensional talent and giftedness concepts and partly on the interaction between the individual learning needs and learning opportunities as found in the Aptitude‐Treatment‐Interaction Model (Corno & Snow, 1986). In a series of quasi‐experiments in a school setting, so‐called attributional retraining has proved to be an effective intervention method in reducing helplessness and similar unfavorable behavior patterns. This procedure works according to Weiner's causal attribution model (Weiner, 1986) and Dweck's model of achievement motivation (Dweck & Leggett, 1988). The possibilities of using this method in school settings are shown in this article and the method's contribution to the promotion of the gifted is discussed.