An Explorative Study of the Usage of Negotiation Styles in Higher Education

In everyday life, we usually negotiate intuitively with each other. However, especially through important negotiations, e.g., business negotiations, an optimal outcome is desirable. By preparing the negotiation and training how to negotiate in various conflicts, the negotiation knowledge can be improved and thus negotiators can be more successful in negotiations. 112 Students in higher education were supported in a course and an electronic negotiation training. To examine how students learned negotiation styles, a study was conducted to determine the bias between what they learned and how they applied in electronic negotiations. As a result, the students confirmed that they learned negotiation styles, however, most of them could not identify their own and their counterpart’s styles. Thus, a more individualised training in the course and in the electronic training according to the negotiation styles and negotiation strategies has to be adapted

Denaturalized nature - strategies of representation in selected works of Penelope Siopis and William Kentridge.

A Dissertation submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Fine Arts.American critic Hal Foster argues that conceptions of 'the natural' are not universal, they are historically and discursively produced, There is no unmediated presence of 'the natural' in painting. He proposes 'denaturalization' as a form of critical postmodemist aesthetic which questions universalist tendencies in contemporary cultural production" This research examines selected theories and visual. representations of 'the natural' in order to explore different ways in which Foster's notion of denaturalization may be productive in assessing the complexity of critical visual art practice in South Africa. My approach to the topic is largely fragmentary in order to reflect on and engage with the diverse terms of 'the natural' as manifest in visual art practice. To this end I discuss selected works of contemporary South African artists William Kentridge and Penelope'Siopis, While Foster's notion of denaturalization is productive in trying to engage with"critical issues' of art practice it is difficulr, if not impossible to determine if cenaln works conform with either his notion of a postmodernism of resistance or postmodernism of reaction. I will also explore the notion of denaturalization with reference to my practical work.Andrew Chakane 201

Systematic Comparison of Methods in Threat and Risk Analysis of ICT Security in Industry 4.0

Industry 4.0 is the connection of intelligent objects with information technology and thus with the internet. This leads to new fields of application in information technology. To protect intelligent objects security approaches are necessary. Several security standards already exist for ICT, but not for Industry 4.0. The present paper considers standards to conduct threat analysis and risk analysis of ICT security based on a literature review. A catalogue of criteria relevant to such standards for Industry 4.0 is developed which serves as the basis of their evaluation. Thirteen standards are identified as relevant regarding the criteria, among them IT-Grundschutz

Herbert Caro nas lembranças de amigos e conhecidos

This text offers statements of former colleagues and friends of Herbert Caro

Gamified Feedback in Electronic Negotiation Training

Negotiations are a relevant and highly complex business skill. Therefore, extensive training is required to become a good negotiator. Such training is offered by universities for their students and by companies for their employees. The present paper designs gamified feedback features in electronic negotiation training and evaluates their potential and their effects. Following a design science research method, feedback mechanisms in electronic negotiation training are derived from literature. An assessment regarding their relevance for e-negotiation training shows a preparation quiz, set and track goals and expert reviews to be the most useful gamified feedback mechanisms. Dedicated mock-ups implementing these feedback mechanisms are designed and evaluated in semi-structured interviews showing their capability to improve relevant negotiation skills, as well as motivation and competence of the learners. Out of the three mock-ups, the interviewees prefer the feedback mechanisms “expert review” and “set and track goals”; both mechanisms provide a competence-confirming learning experience and an autonomous learning experience

Joint Action Coordination in 2½- and 3-Year-Old Children

When acting jointly with others, adults can be as proficient as when acting individually. However, how young children coordinate their actions with another person and how their action coordination develops during early childhood is not well understood. By means of a sequential button-pressing game, which could be played jointly or individually, the action coordination of 2½- and 3-year-old children was examined. Performance accuracy and variability of response timing were taken as indicators of coordination ability. Results showed substantial improvement in joint action coordination between the age of 2½ and 3, but both age groups performed equally well when acting individually. Interestingly, 3-year-olds performed equally well in the joint and the individual condition, whereas 2½-year-olds did not yet show this adult-like pattern as indicated by less accurate performance in the joint action. The findings suggest that in contrast to 3-year-olds, 2½-year-olds still have difficulties in establishing well-coordinated joint action with an adult partner. Possible underlying cognitive abilities such as action planning and action control are discussed

Effects of Performance Feedback on High School Teachers’ Use of Opportunities to Respond and Positive Feedback: Considering Efficiency in High Need Schools

The transition into high school presents new challenges for adolescents and performance in ninth grade is highly predictive of success throughout the remainder of high school. However, focus on teacher performance has great promise for increasing student engagement in the classroom and raising student achievement. Unfortunately, many of these practices typically are not implemented within classrooms where students are at highest risk for failure. Two studies were implemented to examine the effect of simple performance feedback strategies as a means of increasing teachers’ provision of opportunities for student responses and positive feedback during instruction. Results showed no effect in teacher behavior as a result of performance feedback. A discussion considers the implications of high need schools, efficiency, and the necessary and sufficient strategies for changing teacher behavior