Suchergebnisse

What Do We Mean by "the Future"? -- Risk and Uncertainty -- Values and the Future -- Why Do We Want to Know the Future? -- Prediction and Planning -- Seeing the Future: Ideas from Philosophy, Linguistics, and Sociology -- Complexity and the Future -- Analytics and the Future -- Imagination and the Future -- Expertise and the Future -- The Present and the Future -- Policy and the Future -- Attitudes, Expectations, and the Future -- The Future of the Future

This book includes the reforms proposed by the various Caribbean Commissions since 1985, making it a comprehensive guide to constitutional law in the Caribbean. It outlines sources of the law and developing changes in the doctrine of sovereignty of Parliament and the Conventions of the Constitution as well as in the role of the Public Service

Techno-regions have generated most of the new jobs in the past decade and this technology is driving economic development; however, problems persist. This book highlights the potential pitfalls and suggests methods by which a sustainable, distinctive and prosperous technology-based regional economy can exist.

It is well known that technological change causes social change, and vice versa. Using system and historical perspectives, this article examines that truth at a finer level of specificity, namely, that social perceptions of interconnectedness influence the progress of science and technology, and that conversely, as 21st-century technology makes us in fact more connected, society's anxieties shift. From the science/technology side, we look at interdisciplinary research, system and complexity theory, quantum tech, and the Internet, exploring how these interact and cause changes in social attitudes-fears, conspiracy theories, political polarization, and even entertainment trends-some of which are surprising, and some dangerous. The article's systems view helps make sense of current environmental, political, and psychological crises. It combines original ideas with those of several prominent thinkers, to suggest constructive actions.

AbstractSustainable development requires new planning methods that acknowledge many kinds of risks. There is a mismatch between the nature and imperatives of innovation on the one hand, and the prospects of reaching the UN sustainable development goals (SDGs), on the other. This conceptual note clarifies the connections among innovation, risk, and sustainability, focusing especially on the urgencies of environmental sustainability. It argues that new methods of planning are a precondition of SDGs success, as it is reform of entrepreneurship practices. It notes promising methodological directions.

ABSTRACT
Prior accounting education research claims learning outcomes are improved by grouping together similar accounting practice problems rather than presenting such problems in an interleaved order. The present study revisits this prior research by asking whether making initial problem solving easier inadvertently leads to less durable longer-term learning. The evidence in the present study confirms that grouping practice problems helps students complete problem-solving practice in less time and with greater accuracy; this performance improvement is evident on a test given immediately after problem-solving practice. However, grouping together similar practice problems significantly reduces longer-term learning, as measured by a delayed test given one week after problem-solving practice. Further, the present study shows the efficient problem-solving experience created through grouping practice problems fools students into thinking they will be able to successfully solve similar problems in the future, and it also misguides them into believing they will need to study less when preparing for an upcoming test involving similar problems. This study raises the possibility that initial instruction is most effective when it does not simplify but rather presents learners with a desirable level of difficulty.

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

ABSTRACTThis case requires students to evaluate financial reporting practices adopted by a small apparel company. The company's owner/manager has recently taken the business in a new direction, and is asking for help in determining whether the company's existing financial accounting policies continue to be appropriate and how alternative policies would affect the reported financial results. This case will require students to apply knowledge of financial accounting and financial statement ratios to judge the appropriateness of selected accounting policies. This case is designed for use in introductory and intermediate financial accounting courses that aim to develop students' critical thinking skills.

In a previous study, Phillips (1998) observed that accounting students possess several dimensions of beliefs about the nature of knowledge, and provided evidence that one of the belief dimensions (i.e., that knowledge is uncertain) was related to a component of unstructured problem-solving performance (i.e., evaluating the relevance of case facts). Phillips (1998) also proposed that the relationship between students' beliefs and unstructured problem solving was mediated by their study strategies, but did not test this proposition. The current study replicates the belief dimensions observed by Phillips (1998) and examines the empirical relationship among students' beliefs, study strategies, GPAs, and unstructured problemsolving performance. Results indicate that one dimension of beliefs (i.e., that knowledge is complex) was associated with a dimension of study strategies (i.e., consolidating knowledge) and that these two dimensions were related to cumulative GPA and, after controlling for GPA, with a component of unstructured problem-solving performance (i.e., consolidating analyses). These findings, in conjunction with the results reported by Phillips (1998), are consistent with the theory that performance on an unstructured problem depends, in part, on the degree to which student beliefs and study strategies match the features of an "ideal" solution for the problem. This theory helps to explain how two equally knowledgeable students can differ in how they cope with unstructured problem solving, with one insisting on simple answers and the other remaining open to complex and integrative solutions.