A Classroom Tariff-Setting Game

The author outlines a classroom tariff-setting game that allows students to explore the consequences of import tariffs imposed by large countries (countries able to influence world prices). Groups of students represent countries, which are organized into trading pairs. Each group's objective is to maximize welfare by choosing an appropriate ad valorem tariff that may be changed intermittently throughout the game. The game is built on a computable general-equilibrium model, which allows each nation's utility and terms of trade under alternative tariff regimes to be expressed quantitatively. The exercise encourages students to consider terms-of-trade improvements and efficiency losses resulting from large-country tariffs and provides a framework to discuss the Nash equilibrium of a tariff war. The game is a useful supplement to traditional teaching methods.     

Nonparametric learning rules from bandit experiments: The eyes have it!

How do people learn? We assess, in a model-free manner, subjectsʼ belief dynamics in a two-armed bandit learning experiment. A novel feature of our approach is to supplement the choice and reward data with subjectsʼ eye movements during the experiment to pin down estimates of subjectsʼ beliefs. Estimates show that subjects are more reluctant to “update down” following unsuccessful choices, than “update up” following successful choices. The profits from following the estimated learning and decision rules are smaller (by about 25% of average earnings by subjects in this experiment) than what would be obtained from a fully-rational Bayesian learning model, but comparable to the profits from alternative non-Bayesian learning models, including reinforcement learning and a simple “win-stay” choice heuristic.     

iSDS: a self-configurable software-defined storage system for enterprise

ABSTRACT

Storage is one of the most important aspects of IT infrastructure for various enterprises. But, enterprises are interested in more than just data storage; they are interested in such things as more reliable data protection, higher performance and reduced resource consumption. Traditional enterprise-grade storage satisfies these requirements at high cost. It is because traditional enterprise-grade storage is usually designed and constructed by customised field-programmable gate array to achieve high-end functionality. However, in this ever-changing environment, enterprises request storage with more flexible deployment and at lower cost. Moreover, the rise of new application fields, such as social media, big data, video streaming service etc., makes operational tasks for administrators more complex. In this article, a new storage system called intelligent software-defined storage (iSDS), based on software-defined storage, is described. More specifically, this approach advocates using software to replace features provided by traditional customised chips. To alleviate the management burden, it also advocates applying machine learning to automatically configure storage to meet dynamic requirements of workloads running on storage. This article focuses on the analysis feature of iSDS cluster by detailing its architecture and design.     

Using Electronic Response Systems in Economics Classes

College instructors and students participated in a pilot project at the University of Akron to enhance student learning through the use of a common teaching pedagogy, peer instruction. The teaching pedagogy was supported by the use of technology, an electronic personal response system, which recorded student responses. The authors report their experiences in using this technology-enhanced teaching pedagogy and provide another example of an active and collaborative learning tool that instructors can use to move beyond “chalk and talk.” Preliminary survey results from students participating in this pilot project are also reported.     

Oligopoly and Merger: A Simple Classroom Game

Professor Miller describes a game which has been used in intermediate price theory courses as well as in introductory classes. Two versions are presented—a duopoly and a six-firm market, both with undifferentiated product and a known market demand schedule. Students are also asked to make a monopoly of the six firms by forming a trust or holding company. Miller contends that the game is more stimulating than lectures aud suspects that it will result in longer retention.     

The Use of Narrative Interview in Teaching Principles of Macroeconomics

The author describes the design and implementation of one experiential learning assignment used in a principles of macroeconomics course. The learning exercise provides an active role for students and results in a relational experience that provides traditional undergraduate students with a frame of reference with which to interpret the impact of macroeconomic events and policy on their daily lives.     

岭南文化嵌入性对珠三角本土企业组织学习的影响

组织学习对企业的自主创新乃至整体进化具有重大影响,而组织学习在很大程度上是嵌入一定文化环境的珠三角本土企业的组织学习不可避免地受到岭南文化嵌入性的影响,而这种影响有很大一部分是"阻碍性"的岭南文化的偏向闭锁凝滞、拙于自我创造、缺乏价值理性、排斥正统正规、忽略正式组织等局限性在珠三角本土企业组织学习的取向上留下了明显烙印,并具体反映在知识来源、知识传播、学习主体、学习幅度和学习效果等方面     

Does success diminish competitive responsiveness? Reconciling conflicting perspectives

Previous research provides conflicting evidence of the association between the past performance of a business and its competitive responsiveness, with researchers observing both positive and negative relationships. To clarify this issue, the authors test a model using survey data from the retailing industry. The model delineates direct and indirect mediated paths through ability to respond, motivation to respond, and awareness of competitors’ actions to show how past performance can have both positive and negative influence on competitive responsiveness. However, the overall impact of past performance of an organization on its competitive responsiveness is positive. The implications of these findings for research, practice, and theory are discussed. Satish Jayachandran (satish@moore.sc.edu) is an assistant professor of marketing in the Moore School of Business at the University of South Carolina. His research interests are focused on issues related to the market responsiveness of firms. His research has been published in theJournal of Marketing and theJournal of the Academy of Marketing Science. He was a recipient of the Harold H. Maynard Award for 2001 from theJournal of Marketing. He was nominated a young scholar by the Marketing Science Institute in 2003. Rajan Varadarajan (varadarajan@tamu.edu) is Distinguished Professor of Marketing and holder of the Ford Chair in marketing and e-commerce at Texas A & M University. His teaching and research interests are in the areas of strategy, international marketing, and e-commerce. His research on these topics has been published in theJournal of Marketing, theJournal of the Academy of Marketing Science, theAcademy of Management Journal, Strategic Management Journal, Sloan Management Review, California Management Review, Business Horizons, theJournal of Business Research, and other journals.     

元认知理论与学生自主学习能力培养

基于元认知理论的本质和大学公共英语教学的特点,对学生进行元认知的培养,有助于提高学生管理和支配自己学习的能力。在大学生自主学习中应加强对元认知的培养和训练。     

网络环境下英语课程立体化教学模式的探索与研究

现代教育技术的发展促进了高等教育的革命,在网络环境下英语教学为适应时代特点、适应学生学习特点发生了新的教学方法及教学模式的变化.通过对学生学习特点的研究,结合传统学习方式,提出了英语立体化教学模式.这种教学模式更加针对学生语言学习心理因素,将语言学习拓展到"课堂-网络-生活".在学习过程中,学生们可以更加多向度、全方位、立体化的感受目的语.