Sink or Swim: Learning by Doing in a Supply Chain Integration Activity*     

Akhadian S. Harnowo  Mikelle A. Calhoun  Heather L. Monteiro 《Decision Sciences Journal of Innovative Education》2016,14(1):7-23

Studies show that supply chain integration (SCI) is important to organizations. This article describes an activity that places students in the middle of an SCI scenario. The highly interactive hands‐on simulation requires only 50 to 60 minutes of classroom time, may be used with 18 to about 36 students, and involves minimal instructor preparation. Through the activity, students learn the basics of SCI and then analyze an SCI event to better appreciate the need for collaboration and information sharing. In courses that address supply chain management, instructors can use the activity early in the semester to introduce students to the complexities of supply chain networks. Alternatively, instructors may use the simulation later to provoke a more nuanced discussion.  相似文献   

Erratum     

Heather Wallace 《体育哲学杂志》2013,40(3)

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Activity-based Learning which Misses the Point     

Heather McLaughlin 《Pastoral Care in Education》2013,31(3):27-29

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Training from cradle to grave? Social justice and training for people with learning difficulties     

Sheila Riddell  Stephen Baron  Heather Wilkinson 《教育政策杂志》2013,28(4):531-544

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

A response to ‘Agenda for reform: a critical appraisal‘     

Joseph Murphy 《教育政策杂志》2013,28(2)

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A new professional linkage for educational administrators in developing countries     

Peter James Murphy 《International Journal of Educational Development》1983,3(2):159-162

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Validation of a stages of exercise change questionnaire     

Dannecker EA  Hausenblas HA  Connaughton DP  Lovins TR 《Research quarterly for exercise and sport》2003,74(3):236-247

The purpose of this study was to examine evidence for the validity of a stages of change measure of the Transtheoretical Model for exercise behavior. Participants were 152 university students (53.3% women, 71.6% Caucasian, M age = 19.18 years) who completed processes of change, self-efficacy, decisional balance, stages of change, and exercise behavior questionnaires as well as a maximal treadmill test. Participants in the action and maintenance stages had the highest strenuous (PC/C/P < A/M) and moderate (PC/C < A/M) self-reported exercise behavior. Those in the maintenance stage had the highest estimated aerobic fitness (PC/P < MA). The differences between the early stages (PC, C, and P) and the later stages (A and M) as described by the first function were primarily due to the behavioral process of change. The differences between the extreme stages (PC and M) and the middle stages (C, P, and A) were due to the experiential processes of change and the pros of decisional balance. The hypothesized patterns of stage differences were partially supported. Failure to obtain full support may have been due to methodological issues or inherent difficulties in detecting evidence for the validity of stages of change measures.  相似文献   

Sympathetic Behavior in Young Children     

Lois Barclay Murphy 《Journal of Experimental Education》2013,81(1):79-90

Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.

Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels.  相似文献   

With great power comes great responsibility     

Bernard Gert  Nicholas Evans  Heather Douglas  John Forge 《Metascience》2010,19(1):29-43

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Activities in programmed instruction at the Southwest School for the Deaf     

H Murphy 《American annals of the deaf》1971,116(5):480-483

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