The global implementation of the 'winner's competitive cycle'

The purpose of this paper is to revisit the winning cycle's model proposed by Abegglen and Stalk to investigate the competitive strategies being deployed by Japanese firms

Questioning The Fidelity Of The Next Generation Science Standards For Astronomy And Space Sciences Education

Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country consider adopting them. In order to facilitate national buy-in and adoptions, Achieve, Inc., the non-profit corporation awarded the contract for writing the NGSS, has repeatedly asserted the development of the Standards to be a state-driven and transparent process, in which the scientific content is taken "verbatim", from the 2011 NRC report, Frameworks for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This paper reports on an independently conducted fidelity check within the content domain of astronomy and the space sciences, conducted to determine the extent to which the NGSS science content is guided by the Frameworks, and the extent to which any changes have altered the scientific intent of that document. The side-by-side, two-document comparative analysis indicates that the science of the NGSS is significantly different from the Frameworks. Further, the alterations in the science represent a lack of fidelity, in that they have altered the parameters of the science and the instructional exposure (e.g., timing and emphasis). As a result the NGSS are now poised to interfere with widely desired science education reform and improvement. This unexpected finding affords scientists, educators, and professional societies with an opportunity, if not a professional obligation, to engage in positively impacting the quality of science education by conducting independent fidelity checks across other disciplines. This could provide a much needed formal support and guidance to schools, teachers, curriculum developers, and assessment providers

The Development And Validation Of The Test Of Astronomy STandards (TOAST)

The Test Of Astronomy STandards (TOAST) is a comprehensive assessment instrument designed to measure students general astronomy content knowledge. Built upon the research embedded within a generation of astronomy assessments designed to measure single concepts, the TOAST is appropriate to measure across an entire astronomy course. The TOASTs scientific content represents a consensus of expert opinion about what students should know from three different groups: the American Association for the Advancement of Science, the National Research Council, and the American Astronomical Society. The TOASTs reliability and validity are established by results from Cronbach alpha and classical test theory analyses, a review for construct validity, testing for sensitivity to instruction, and numerous rounds of expert review. As such the TOAST can be considered a valuable tool for classroom instructors and discipline based education researchers in astronomy across a variety of learning environments

Reaching for global in the Japanese cosmetics industry, 1951 to 2015: the case of Shiseido

This article examines the various factors that have shaped the internationalisation of the Japanese cosmetics industry over six decades of economic transformation from 1951 to 2015. Whilst Japanese cosmetics companies have expanded overseas, their focus has largely been in Asia. This article advances a multifactorial explanation that analyses a number of factors that led to regionalisation, including foreign consumers’ perception of Japan, managerial perceptions and strategies toward export markets, as well as the challenges pertaining to cross-border mergers and acquisitions activities by Japanese firms. Using Shiseido as the case example, the article offers a highly-textured account rooted in an understanding of the evolving historical setting, cautions against simple explanations and extends previous discussions concerning the reasons behind the regional orientation of the Japanese cosmetics industry

Feral Cats: An Overview

Humans and cats have a long and complex history together. Since the nineteenth century, contradictory ideas about the need to protect and care for cats have moved us toward a shift in ideas, values, and behaviors to a more benign perception of cats than was generally the case in previous centuries. In some quarters, but not all, even feral cats have begun to be seen as worthy of our study and humane treatment. In many countries, the welfare of all cats has become a focus of public concern, but nowhere is the shift in values reflected more than in the focus on feral cats—defined as unowned and unsocialized cats. Feral cats likely exist everywhere humans have traveled, whether deliberately introduced to control rodents and other pests, when they accidentally escape the home, or when they have been deliberately abandoned

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- EGGS Exam of GeoloGy Standards. EGGS addresses 11 concepts derived from a systematic analysis of the overlapping ideas from national science education reforms: NGSS, AAAS Benchmarks, Earth Science Literacy Principles, and NRC National Science Education Standards.  Leveraging best-practices for creating and field-testing items, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students’ reading ability, specifically targets students’ misconceptions, and covers the range of topics most geology educators expect general education students to know. EGGS is argued to be valid and reliable with college introductory science survey students based on standard measures, including clinical interviews with students and expert review

Surveying Geology Concepts In Education Standards For A Rapidly Changing Global Context

Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children

Unpacking celebrity brands through unpaid market communications

This paper explores the role of unpaid communications (newspaper and online reporting, blogs, associated comments and tweets) in informing consumer decisions on celebrity brands. The research tests “the old model of celebrity endorsement” (Chahal, 2013) in a new context using new media. Despite the ample literature (Erdogan, 1999; Keller, 2008) on celebrity appeal, the impact of unpaid messages remains underexplored. The paper addresses this gap, confirming that unpaid messages in relation to celebrity events enhance endorsement potential for associated, but not unrelated, products. We unpack celebrity brands by showing that message communication during and after celebrity events can change media profiles and fans’ perceptions of celebrity brands and we show the transformation effect that new media offer for celebrity endorsement

Implementing evidence-informed policy into practice for health care professionals managing people with low back pain in Australian rural settings: A preliminary prospective single-cohort study

Objective: To provide access to professional development opportunities for health care professionals, especially in rural Australian regions, consistent with recommendations in the Australian National Pain Strategy and state government policy. Design and Setting: A preliminary prospective, single-cohort study design, which aligned health policy with evidence-informed clinical practice, evaluated the implementation and effectiveness of an interprofessional, health care provider pain education program (hPEP) for management of nonspecific low back pain (nsLBP) in rural Western Australia. Intervention: The 6.5-hour hPEP intervention was delivered to 60 care providers (caseload nsLBP 19.8% ± 22.5) at four rural WA regions. Outcome Measures: Outcomes were recorded at baseline and 2 months post-intervention regarding attitudes, beliefs (modified Health Care Providers Pain and Impairment Relationship Scale [HC-PAIRS]), Back Pain Beliefs Questionnaire [BBQ]), and self-reported evidence-based clinical practice (knowledge and skills regarding nsLBP, rated on a 5-point Likert scale with 1 = nil and 5 = excellent).Results: hPEP was feasible to implement. At 2 months post-hPEP, responders' (response rate 53%) improved evidence-based beliefs were indicated by HC-PAIRS scores: baseline mean (SD) [43.2 (9.3)]; mean difference (95% CI) [−5.9 (−8.6 to −3.1)]; and BBQ baseline [34.3 (6.8)]; mean difference [2.1 (0.5 to 3.6)]. Positive shifts were observed for all measures of clinical knowledge and skills (P < 0.001) and increased assistance with planning lifestyle changes (P < 0.001), advice on self-management (P = 0.010), and for decreased referrals for spinal imaging (P = 0.03). Conclusions: This policy-into-practice educational program is feasible to implement in rural Western Australia (WA). While preliminary data are encouraging, a further randomized controlled trial is recommended

Impact Of Redesigning A Large-Lecture Introductory Earth Science Course To Increase Student Achievement And Streamline Faculty Workload

A Geological Perspective is a general education survey course for non-science majors at a large southwestern research extensive university.  The class has traditionally served 600 students per semester in four 150-student lectures taught by faculty, and accompanied by optional weekly study groups run by graduate teaching assistants.  We radically redesigned the course to 1) improve student learning and, simultaneously, 2) reduce faculty effort.   Previously optional study groups were replaced by weekly mandatory break-out sessions, run largely by undergraduate peer mentors.  Twice weekly, lectures are brief with a large portion of class time allocated to active learning in small groups.  Completing quizzes on-line reduced grading and allowed students more flexibility.  Evaluation of the redesign (mixed methods, quasi-experimental, two-group, pre-test-post-test, multiple-measures study design) revealed no significant improvements in learner outcomes insofar as the instruments could measure. However, qualitative results reveal that overall students greatly valued their learning experience under the redesign.  In addition, the redesign reduced the departmental cost of the class offering per student by more than half.