Can PROMOD prevent the escalation of commitment?: the effect of a group facilitation technique on an investment decision

"In the present study, the escalation of commitment was examined, i.e. the tendency to invest too much in projects, when to decide at a second time about a further investment in the same project. Many such investment decisions are actually made in groups. Thus, the group processes can be responsible for the escalation of commitment, because social influences often are more relevant for group decisions than informational aspects, which impedes rational decision making. A method to improve group decisions and performance is the group facilitation technique PROMOD. The experimental results support the presumption that PROMOD can also prevent the escalation of commitment by eliminating social influences within the group." (author's abstract

The landscape of gifted and talented education in England and Wales: How are teachers implementing policy?

This is an Author's Accepted Manuscript of an article published in Research Papers in Education, 27(2), 167-186, 2012, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/02671522.2010.509514.This paper explores the evidence relating to how primary schools are responding to the ‘gifted and talented’ initiative in England and Wales. A questionnaire survey which invited both closed and open-ended responses was carried out with a national sample of primary schools. The survey indicated an increasing proportion of coordinators, compared with a survey carried out in 1996, were identifying their gifted and talented children as well as having associated school policies. However, the survey also highlighted a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject-specific criteria provided by the UK’s Curriculum Authority for identification and provision have been largely ignored. The process of identifying children to be placed on the ‘gifted and talented’ register seems haphazard and based on pragmatic reasons. Analysis of teachers’ responses also revealed a range of views and theoretical positioning held by them, which have implications for classroom practice. As the ‘gifted and talented’ initiative in the UK is entering a second decade, and yet more significant changes in policy are introduced, pertinent questions need to be raised and given consideration

Children's Divergent Thinking Improves When They Understand False Beliefs

This research utilized longitudinal and cross sectional methods to investigate the relation between the development of a representational theory of mind and children's growing ability to search their own minds for appropriate problem solutions. In the first experiment 59 pre-school children were given three false-belief tasks and a divergent thinking task. Those children who passed false-belief tasks produced significantly more items, as well as more original items, in response to divergent thinking questions than those children who failed. This significant association persisted even when chronological age, verbal and nonverbal general ability were partialed out. In a second study 20 children who failed the false-belief tasks in the first experiment were re-tested three months later. Again, those who now passed the false-belief tasks were significantly better at the divergent thinking task than those who continued to fail. The associations between measures of divergent thinking and understanding false-beliefs remained significant when controlling for the covariates. Earlier divergent thinking scores did not predict false-belief understanding three months later. Instead, children who passed false-belief tasks on the second measure improved significantly in relation to their own earlier performance and improved significantly more than children who continued to fail. False-belief task performance was significantly correlated to the amount of intra-individual improvement in divergent thinking even when age, verbal and nonverbal skills were partialed out. These findings suggest that developments in common underlying skills are responsible for the improvement in understanding other minds and searching one's own. Changes in representational and executive skills are discussed as potential causes for the improvement

Doing Gender Im Technisch-Naturwissen-Schaftlichen Bereich

Für die Lösung des Nachwuchsproblems in den Technikwissenschaften spielt die Gewinnung von Frauen eine zentrale Rolle. Die in der Expertise dargestellten Befunde verdeutlichen dreierlei: (1) In den Natur- und Technikwissenschaften "verliert" man Frauen sehr früh im Lebensverlauf. (2) Wie beim Durchlauf eines Trichters (leaking pipeline) verringert sich mit jeder Bildungs- und Karrierestufe die Anzahl von Frauen in diesen Fächern und Berufen. (3) Die Erhöhung des Interesses für Technikwissenschaften von Mädchen und Frauen ist nicht nur "ein Problem" für das Bildungssystem, sondern ganz wesentlich auch des Arbeitsmarktes. Die Befunde der Expertise zeigen, dass es unbedingt notwendig ist, jungen Frauen, die in technischen Berufen gut ausgebildet sind, eine höhere Chance als bisher zu geben, (a) ihren Beruf aus dem Bereich Mathematik, Informatik, Naturwissenschaften, Technik (im Folgenden kurz: MINT) auszuüben und (b) dies auch mit den gleichen Gratifikationen wie Männer. Diese Herausforderung muss - und zwar unabhängig von der Nachfrage nach neuem Personal in technischen Berufen - schnell gemeistert werden, wenn Wirtschaft und Politik ein ernst gemeintes Interesse an "Frauen in MINT-Berufen" besitzen

Dubbel: Taschenbuch für den Maschinenbau

Der DUBBEL ist seit Generationen das Standardwerk der Ingenieure mit dem Anwendungsschwerpunkt Maschinen- und Anlagentechnik. Er wird laufend neubearbeitet und somit stets auf aktuellem Stand der Technik gehalten. Nicht nur als Lehrmittel, sondern auch als Nachschlagewerk stellt das Buch das Basis- und Detailwissen der folgenden Gebiete bereit: -Mathematik, -Mechanik, -Festigkeitslehre, -Thermodynamik, -Werkstofftechnik, -Konstruktionstechnik, -Mechanische Konstruktionselemente, -Fluidische Antriebe, -lektronische Konstruktionskomponenten, -Komponenten des thermischen Apparatebaus, -Energiete