Using an experiential business game to stimulate sustainable thinking in marketing education

Recent years have seen a significant increase in the importance of environmental protection and sustainability to consumers, policy makers, and society in general. Reflecting this, most organizations are at least aware of this new agenda and wish to be seen as taking steps to improve behaviors in this regard. However, there appears to be a gap between this evolving agenda and the comparatively low level of knowledge that marketing managers actually have of the environmental impact of their own functional decisions. We suggest that this low knowledge level may be due, in part, to the marketplace focus of foundational marketing educational programs, and we attempt to show how broadening the horizons of marketing courses can help students (i.e., future managers) more deeply understand the environmental consequences of their actions. We demonstrate the use of a novel business game, based on the Life Cycle Assessment method, as the foundational cornerstone for the development of a broad understanding of the environmental impact of marketing decisions and actions for the entire life cycle of a product—from raw material extraction to ultimate disposal. The results of an empirical study show that this approach increases students’ appreciation for, and understanding of, these fundamental environmental sustainability concepts.

Your students have excellent knowledge and skills but they don’t think about them...:a reflective learning project

This paper describes two phases of a project set up to encourage students to be more reflective about their studies and their career goals. it takes as its starting point a discussion with employers about the Jack of reflection that they observed in otherwise highly skilled management graduates. The project.examin!ld.a number of processes, including mentoring, logbooks and learning style questionnaires to gauge which was the most effective in inspiring students to be reflective. Having identified the best methods the project entered a second phase which involved rolling out the findings to large numbers of students. The challenges of doing this are analysed in the paper.

Reflective journals:can they be used to identify struggling students?

The ability to identify early failure in knowledge accquisition amongst students is important because it enables tutors to put in place suitable interventions to help struggling students. We hypothesised that if a reflective learning journal is a useful learning tool, there ought to be relationship between the type of journal entries and the depth of knowledge acquisition. Our research question is: can reflectiuve journals be used to identify struggling students? Previous work with reflective journals has not related the level of reflection with module outcomes obtained by the student. In our study, we have classified journal entries written by first year students in a foundationalprogramming module based on the SOLO taxonomy and compared this against the outcomes of two module assessments. Our results suggest that there is potential for using reflective journals to identify struggling stuidents in first year programming.

Expanding the evidence within evidence-based healthcare:thinking about the context, acceptability and feasibility of interventions

Evidence-based medicine is crucial to contemporary healthcare. It is dependent on systematic review methodology modelled on an arguably inadequate hierarchy of evidence. There has been a significant increase in medical and health research using qualitative and mixed method designs. The perspective taken in this article is that we need to broaden our evidence base if we are to fully take account of issues of context, acceptability and feasibility in the development and implementation of healthcare interventions. One way of doing this is to use a range of methods that better fit the different aspects of intervention development and implementation. Methods for the systematic review of evidence, other than randomised-controlled trials, are available and there is a readiness to incorporate these other types of evidence into good-practice guidance, but we need a clear methodology to translate these advances in research into the world of policy.

Special Features of Musical Education in Distant Learning (Training of Intonation Thinking)

The problem of using modern technologies in distant learning of intonation thinking is described in this article. An importance of intonation learning for musician students and the possibilities, provided by World Wide Web and multimedia technologies are the main point of this article.

Broadening the evidence base and the mind when thinking about mixed methods research

On behalf of my coauthors, Dr Michael Larkin and Professor Paul Flowers, and I would like to thank Dr Pierre Pluye for his letter in response to our article.1 Dr Pluye supported our argument that a broader evidence base is needed in evidence-based healthcare. He provided the readers of this journal with important additional information which updates them on the progress in the area of mixed studies reviews and further detail about the Mixed Methods Appraisal Tool (MMAT).2 Since writing our …

Shared cognitive processes underlying past and future thinking:the impact of imagery and concurrent task demands on event specificity

Recent literature has argued that whereas remembering the past and imagining the future make use of shared cognitive substrates, simulating future events places heavier demands on executive resources. These propositions were explored in 3 experiments comparing the impact of imagery and concurrent task demands on speed and accuracy of past event retrieval and future event simulation. Results provide support for the suggestion that both past and future episodes can be constructed through 2 mechanisms: a noneffortful "direct" pathway and a controlled, effortful "generative" pathway. However, limited evidence emerged for the suggestion that simulating of future, compared with retrieving past, episodes places heavier demands on executive resources; only under certain conditions did it emerge as a more error prone and lengthier process. The findings are discussed in terms of how retrieval and simulation make use of the same cognitive substrates in subtly different ways. © 2011 American Psychological Association.

On the Relationships Among Quantified Autoepistemic Logic, its Kernel, and Quantified Reflective Logic

A Quantified Autoepistemic Logic is axiomatized in a monotonic Modal Quantificational Logic whose modal laws are slightly stronger than S5. This Quantified Autoepistemic Logic obeys all the laws of First Order Logic and its L predicate obeys the laws of S5 Modal Logic in every fixed-point. It is proven that this Logic has a kernel not containing L such that L holds for a sentence if and only if that sentence is in the kernel. This result is important because it shows that L is superfluous thereby allowing the ori ginal equivalence to be simplified by eliminating L from it. It is also shown that the Kernel of Quantified Autoepistemic Logic is a generalization of Quantified Reflective Logic, which coincides with it in the propositional case.

Representing Reflective Logic in Modal Logic

The nonmonotonic logic called Reflective Logic is shown to be representable in a monotonic Modal Quantificational Logic whose modal laws are stronger than S5. Specifically, it is proven that a set of sentences of First Order Logic is a fixed-point of the fixed-point equation of Reflective Logic with an initial set of axioms and defaults if and only if the meaning of that set of sentences is logically equivalent to a particular modal functor of the meanings of that initial set of sentences and of the sentences in those defaults. This result is important because the modal representation allows the use of powerful automatic deduction systems for Modal Logic and because unlike the original Reflective Logic, it is easily generalized to the case where quantified variables may be shared across the scope of the components of the defaults thus allowing such defaults to produce quantified consequences. Furthermore, this generalization properly treats such quantifiers since all the laws of First Order Logic hold and since both the Barcan Formula and its converse hold.

On the Relationship between Quantified Reflective Logic and Quantified Default Logic

Reflective Logic and Default Logic are both generalized so as to allow universally quantified variables to cross modal scopes whereby the Barcan formula and its converse hold. This is done by representing both the fixed-point equation for Reflective Logic and the fixed-point equation for Default both as necessary equivalences in the Modal Quantificational Logic Z. and then inserting universal quantifiers before the defaults. The two resulting systems, called Quantified Reflective Logic and Quantified Default Logic, are then compared by deriving metatheorems of Z that express their relationships. The main result is to show that every solution to the equivalence for Quantified Default Logic is a strongly grounded solution to the equivalence for Quantified Reflective Logic. It is further shown that Quantified Reflective Logic and Quantified Default Logic have exactly the same solutions when no default has an entailment condition.

Basic Principles of Organization of the Medium and Thinking Process of the Human in its Conceptual Presentation

Given in the report conceptual presentation of the main principles of fractal-complexity Ration of the media and thinking processes of the human was formulated on the bases of the cybernetic interpretation of scientific information (basically from neurophysiology and neuropsychology, containing the interpretation giving the best fit to the authors point of view) and plausible hypothesis's, filling the lack of knowledge.

Development of Variational Thinking Skills in Programming Teaching

The paper presents an example of methodological approach to the development of variational thinking skills in teaching programming. Various ways in solving a given task are implemented for the purpose. One of the forms, through which the variational thinking is manifested, is related to trail practical actions. In the process of comprehension of the properties thus acquired, students are doing their own (correct or incorrect) conclusions for other, hidden properties and at the same time they discover possibilities for new ways of action and acquiring of new effects. The variability and the generalizing function of thinking are in a close interrelation, and their interaction to a great extend determines the dynamics of the cognitive activity of the student.

Developing Students’ Mathematical Thinking and Algorithmic Culture in IT Classes

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2012