Sale the seven Cs: Teaching/training aid for the (e-)retail mix

The ‘4Ps’ of the marketing mix have long been popular with students, tutors, trainers and practitioners as a learning and teaching aid. The purpose of this paper is to present an equivalent tool for retail and e-retail: ‘Sale the 7Cs’. The approach is by reference to other authors’ versions of the marketing, retail and e-retail mixes, distilled into a simplified framework: C1 Convenience; C2 Customer value and benefit; C3 Cost to the customer; C4 Computing and category management; C5 Customer franchise; C6 Customer care and service; C7 Communication and customer relationships. This simplified mnemonic is new for (e-)retail. Mini case examples are used to illustrate the applicability. These have a practical value for trainers and educators as specimen answers to activity exercises. Retailers may find the convenient 7Cs structure useful when planning strategies and tactics

Preparing a Better Doctor: the C3 curriculum and OSCE scores

In 2013, a horizontally integrated 18 month curriculum (C3) for undergraduate medical students, which replaced the traditional 24 month basic sciences curriculum, was implemented at the Virginia Commonwealth University School of Medicine. A retrospective, all-inclusive study was conducted comparing the performance of the last group of students completing the 24 month curriculum (the Class of 2016, n=196) and the first group of students completing the 18 month curriculum (the Class of 2017, n=205) on the end-of-course OSCE (Objective Structured Clinical Exam). Students who completed the 18 month curriculum had significantly higher OSCE case scores (7.7 points, p \u3c0.0001) as well as higher OSCE category scores (2.2 points, p = 0.002)

Some Navigation Rules for D-Brane Monodromy

We explore some aspects of monodromies of D-branes in the Kahler moduli space of Calabi-Yau compactifications. Here a D-brane is viewed as an object of the derived category of coherent sheaves. We compute all the interesting monodromies in some nontrivial examples and link our work to recent results and conjectures concerning helices and mutations. We note some particular properties of the 0-brane.Comment: LaTeX2e, 28 pages, 4 figures, some typos corrected and refs adde

PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF FISIKA DALAM PEMBELAJARAN FISIKA DI SMP

Dilatarbelakangi oleh hasil belajar kognitif yang belum mencapai standar ketercapaian dan hasil observasi yang menunjukkan bahwa proses pembelajaran yang belum melatih siswa untuk berpikir kreatif dan mandiri, penelitian ini bertujuan untuk mengetahui penerapan model Pembelajaran Berbasis Masalah untuk untuk meningkatkan hasil belajar kognitif fisika dalam pembelajaran fisika di SMP. Metode yang digunakan pada penelitian ini adalah quasi eksperiment dengan desain penelitian one group pretest-posttest design. Pengambilan data pada penelitian dilakukan dengan menggunakan tes berupa soal pilihan ganda dengan empat opsi jawaban untuk mengukur ranah kognitif serta lembar observasi keterlaksanaan pembelajaran. Analisis data tes kognitif dilakukan dengan menghitung gain normalissi dari perbandingan pretes dan postes serta perhitungan per ranah kognitif antara C1, C2 dan C3. Analisis data hasil observasi keterlaksanaan model PBM dilakukan dengan menghitung persentase tahapan pembelajaran yang terlaksana, lalu diinterpretasikan ke dalam kategori Keterlaksanaan Model Pembelajaran. Hasil penelitian menunjukan nilai rata-rata gain yang dinormalisasi untuk ranah kognitif sebesar 0,40 termasuk kategori sedang, dengan rincian nilai gain yang dinormalisasi untuk aspek C1sebesar 0,45, aspek C2 sebesar 0,35, aspek C3 sebesar 0,37. Oleh karena itu, dapat disimpulkan bahwa penerapan model Pembelajaran Berbasis Masalah dapat meningkatkan hasil belajar kognitif siswa SMP. ---------- Motivated by cognitive learning outcomes that have not reached the standard of achievement and observations indicate that the learning process is not to train students to think creatively and independently, this study aims to determine the application of the model to Problem Based Learning to improve learning outcomes in the cognitive learning physics physics in junior . The method used in this study is a quasi experimental research design with one group pretest-posttest design. Collecting data on research carried out by using the test in the form of multiple choice questions with four answer options to measure cognitive and learning feasibility observation sheet. Data analysis was performed by calculating the cognitive tests normalissi gain from pretest and posttest comparisons and calculations per cognitive domain between C1, C2 and C3. Analysis of data from observational feasibility PBM models is done by calculating the percentage of the learning phase has been completed, then interpreted into the category successful implementation learning model. The results showed an average value for the normalized gain of 0.40 cognitive domains including the medium category, with details of the value of the gain is normalized to 0.45 C1aspect, the aspect of 0.35 C2, C3 aspect of 0.37. Therefore, it can be concluded that the application of the model of Problem Based Learning can improve cognitive learning outcomes junior high school students

On spectra and affine strict polynomial functors

We compare derived categories of the category of strict polynomial functors over a finite field and the category of ordinary endofunctors on the category of vector spaces. We introduce two intermediate categories: the category of $\infty$--affine strict polynomial functors and the category of spectra of strict polynomial functors. They provide a conceptual framework for compuational theorems of Franjou--Friedlander--Scorichenko--Suslin and clarify the role of inverting Frobenius morphism in comparing rational and discrete cohomology

Derived categories of Burniat surfaces and exceptional collections

We construct an exceptional collection $\Upsilon$ of maximal possible length 6 on any of the Burniat surfaces with $K_X^2=6$, a 4-dimensional family of surfaces of general type with $p_g=q=0$. We also calculate the DG algebra of endomorphisms of this collection and show that the subcategory generated by this collection is the same for all Burniat surfaces. The semiorthogonal complement $\mathcal A$ of $\Upsilon$ is an "almost phantom" category: it has trivial Hochschild homology, and K_0(\mathcal A)=\bZ_2^6.Comment: 15 pages, 1 figure; further remarks expande