Contest architecture

A contest architecture specifies how the contestants are split among several sub-contests whose winners compete against each other (while other players are eliminated). We compare the performance of such dynamic schemes to that of static winner-take-all contests from the point of view of a designer who maximizes either the expected total effort or the expected highest effort. For the case of a linear cost of effort, our main results are: (1) If the designer maximizes expected total effort, the optimal architecture is a single grand static contest. (2) If the designer maximizes the expected highest effort, and if there are sufficiently many competitors, it is optimal to split the competitors in two divisions, and to have a final among the two divisional winners. Finally, if the effort cost functions are convex, the designer may benefit by splitting the contestants into several sub-contests, or by awarding prizes to all finalists.     

Designing sales force satisfying selling positions: a conjoint measurement approach

To design selling positions that appeal to both new and incumbent salespersons, management needs to understand salespersons' preferences for job characteristics. The study reported here exemplifies an effort to operationalize salespersons' preferences for job and task characteristics that takes account of both career stage and gender. Findings indicate that salespeople in the sample prefer salary-based compensation and that female salespeople prefer sales jobs that are fixed in location.     

Pricing a Heterogeneous Portfolio Based on a Demand Function

Abstract

Consider a portfolio containing number of risk classes. Each class has its own demand function, which determines the number of insureds in this class as a function of the premium. The insurer determines the premiums based on the number of insureds in each class. The “market” reacts by updating the number of the policyholders, then the insurer updates the premium, and so on. We show that this process has an equilibrium point, and then we characterize this point.     

Enterprise systems’ life cycle in pursuit of resilient smart factory for emerging aircraft industry: a synthesis of Critical Success Factors’(CSFs), theory,knowledge gaps,and implications

The research aims to investigate business value critical success factors (CSFs) of enterprise systems (ES) through their life cycle in pursuit of resilient smart factory for emerging aircraft industry. This article provides an extensive literature analysis of past 22 years based on conscientious criteria of authors: (i) who have published strategic content relevant to CSFs, (ii) received more than 300 citations and (iii) concurrently published two or more papers relevant to ES CSFs. The most cited strategic CSFs were termed as classical CSFs. The 22 CSFs were identified, validated and synthesised for better understanding of success across life cycle by aircraft industry experts. The top 10 empirically verified CSFs have numerous differences with past generic classical CSFs. This article canvases real insights of two distinct views: process and variance approaches of the ES CSFs. The process approach, which is a neglected research area, facilitates the researchers for identification of ES life cycle process coupled with a view of resource deployment when it is needed the most. While the variance approach facilitates practitioners and researchers in finding out which resource (CSF) is relatively more important. The significant findings for ES life cycle can help the practitioners and researchers to make rational decisions throughout the ES life cycle.     

Teamwork in Modern Organizations: Implications for Technology Education

Characteristics of teamwork in modern organizations and workplaces are examined, in order to extrapolate the means for imparting teamwork skills within technology education. Goals and tasks for the team, team composition, team-player styles, phases of team development, communication and interpersonal skills, decision making, leadership, and evaluation of team performance are discussed. Teamwork skills are acquired gradually as a result of experience. Mere provision of a joint task to a group of people does not produce teamwork spontaneously. In order to promote teamwork, technological tasks at school need to include considerable degrees of freedom and decision-making by pupils. When the teacher becomes a facilitator of the process, instead of being primarily a source of knowledge and a decision-maker, team members can determine the assignment of roles in the group by themselves. Evaluation of teamwork in technology education is an integral part of alternative assessment.     

A Hong Kong view of offensive advertising

Considerable research has been conducted on offensive advertising in Western countries. However, not much is known about consumers' views of offensive advertising in an Asian context. This research, which was conducted in Hong Kong, aimed at identifying what product/service advertisements consumers find offensive, what executional styles consumers find offensive, consumers' tolerance of offensive advertisements in different media and the effects of offensive advertisements on consumers' purchase intentions. The results from a survey of 200 consumers showed that chat-line services and funeral services were considered the most offensive products or services to be advertised. When looking at the manner of advertising, sexist themes, indecent language and nudity were found to be the major reasons for the respondents finding advertisements offensive. In general, direct mail was considered to be a medium that prompts lower tolerance by consumers to potentially offensive advertisements while men and women's magazines were considered to be media that prompt higher tolerance to potentially offensive advertisements. Finally, it was found that levels of advertising offensiveness had an effect on purchase intentions.     

The institutional ideas virus: the case of Johan Åkerman

Swedish economists have received impulses from historical or institutuionalist sources on many occasions. A couple of these economists, Gunnar Myrdal and Johan Åkerman, received obvious impulses from American institutionalism. This article deals with the case of Åkerman. To attempt a wall-to-wall chart of institutional influences on an economist is hardly possible. But what is possible is to examine occasions when he was exposed to powerful ‘jolts’, viz in conjunction with studies at an American university. Johan åkerman studied at Harvard in Cambridge in 1919–20. he evetually became – alongside Myrdal – the leading institutional economist.     

腾讯的等待

按腾讯的财力，人员完全可以冲一把，做一个领先者，关键是要改变中根深蒂固的抄字决。     

Robotics projects and learning concepts in science, technology and problem solving

This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2) What type of knowledge pupils address in working on robotics projects? and (3) How do pupils regard or exploit informal instruction of concepts in science, technology and problem solving within a project-based program? Data collection was made through observations in the class, interviews with the pupils, observations of the artifacts the pupils had constructed, and analyses of their reflections on each project. The study revealed that the pupils had often come up with inventive solutions to problems they tackled by intuitively using diverse kinds of heuristic searches. However, they encountered difficulties in reflecting on the problem solving process they had used. In robotics projects, the pupils deal primarily with qualitative knowledge, namely, the ability to identify specific phenomena in a system or factors that affect system performance. The study also showed that pupils are likely to benefit from implementing informal instruction on concepts in science, technology and problem solving into a project-based program. This type of instruction should take place in the context of pupils’ work on their projects, and adopt a qualitative approach rather than try to communicate in the class procedural knowledge learned by rote.     

Problem based learning: application to technology education in three countries

An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.