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Magic: The Gathering (MTG) is the most played trading card game in the world and has already engaged players for more than 25 years. Regardless of its long standing success, MTG, or similar games, have not been used to explain innovation mechanisms. MTG has the need to innovate to remain competitive within itself, but also to other trading card games. To be competitive within itself, means to have competitive balance, a fair shot at winning for every player involved. Two concepts that make up competitive balance are diversity and technological ambidexterity. Diversity is maintaining an equal distribution of population elements. Technological ambidexterity is the ability for a technology to both have an innovative nature, while also being compatible with the existing population. These concepts, and thus competitive balance, are influenced by three strategies. These strategies are: a change in mixture, a change in absolute values and a change in pattern of mapping. The use of these strategies within MTG and their effects are analysed using longitudinal data of MTG tournaments on four game-modes present within the game. Data on cards and decks were used to measure both diversity and technological ambidexterity. Regression models are estimated for each strategy analysed. The results showed that only the change in mixture strategy had a significant positive effect on competitive balance, whereas the other two strategies did not provide any significant results. These results were partly due to a large correlation between the change in mixture strategy and the other two strategies. This study offers insights in the methods with which (video) games can be used for innovation studies and lays the foundation for future work in this field.

In this chapter, we present findings on teachers’ financial literacy from a Swiss perspective. Analyses of the curricula of different levels and types of Swiss schools reveal that financial literacy should be taught. However, the learning objectives and curriculum contents regarding financial literacy vary in terms of detail and duration. To teach financial literacy, teachers must have the appropriate knowledge. International empirical results show that teachers have low levels of economic and financial literacy. International empirical results for other subjects reveal that formal opportunities to learn provide teachers with content and pedagogical content knowledge to teach economic and financial literacy. However, Swiss teachers’ education and training is currently subject to reforms and remains heterogeneous.

In the aftermath of the 2008 financial crisis, it became obvious that Swiss private households were increasingly exposed to complex and dynamic financial markets. Similarly, they had a higher individual responsibility for financial and retirement planning as the state did not protect them sufficiently from market failure. Since then, if not earlier, there has been a strong political claim in Switzerland to support financial literacy, not only in compulsory education, but also in further education to avoid private debt and to strengthen financial provision. Surprisingly, only a few empirical studies exist which disclose the level of financial literacy in Switzerland and demonstrate the relation between financial literacy and financial behaviour. The purpose of this chapter is thus to analyse how financial education is implemented in Swiss schools, and second to outline to what extent financial literacy among Swiss people has been examined in empirical studies so far.

metacognition in financial education

Prerequisite knowledge of fi rst grade Bachelor students (N = 48) on processes of private consumption and housekeeping (money management) has been assessed by means of knowledge mapping. The study is based on the fact that in German compulsory education, there is no emphasis on economic literacy. Young adults (students), however, have to cope with individual economic planning processes. Most of them succeed based on support from families, friends, and peers. Some may simply refer to successful models experienced within their money socialization or to professional advice. Others, however, fail and become confronted with early indebtedness or even overindebtedness. The percentage of young adults with debtor carriers is growing. That evokes the claim for teaching fi nancial literacy through formal education within compulsory schools. Here, our research has its origin in the question for the knowledge base of young adults within the domain of fi nancial literacy. For going beyond knowledge on the level of simple recall, an approach of knowledge mapping is used. The underlying hypothesis is that despite of the common reference (given by the task and the relations), there will be no shared conceptual structures due to the lack of shared cognitions from formal education.

Bats fly with astounding agility, maneuverability and efficiency. Their flight mechanics are completely different from those of insects and birds and characterized by several unique aeromechanical features including: (1) complex three-dimensional articulated wing structures, (2) flexible wing skeletons, (3) anisotropic, highly elastic wing membrane skins and (4) a network of shear stress sensors distributed over the wing surface. Over the three years of this project we have developed new tools and experimental systems for the study of bat flight. We have documented and quantified key aspects of bat flight behavior and of the mechanical properties of bat wing materials, and investigated key aspects of how the construction of the bat wing enables superior flight performance. Key findings include quantification of the complex but highly intercorrelated motions of the many joints of the bat wing, and delineation of possible wing joint motion combinations that can reproduce full 3D complexity with a simplified control scheme, and description of the complex wakes formed by bats during flight.

MIT has developed the technology for micro-gas turbine generators. These are millimeter- to centimeter-size heat engines fabricated with semiconductor industry micromachining techniques (MEMS), ultimately capable of producing 10-100 W of power in less than a cubic centimeter. Applications include compact power sources offering energy and power densities an order of magnitude better than current battery technology; propulsion for small air vehicles; and a variety of microblowers, compressors, and heat pumps. The work was divided into 8 microscale disciplinary areas: (1) engine systems design, (2) turbomachinery fluid dynamics, (3) combustion, (4) structures, (5) bearings, (6) electromechanics, (7) silicon fabrication technology, and (8) microfabrication of high temperature materials and structures. Advances in the disciplinary technologies enabled the design and construction of a proof-of-principle 'demo engine'. This 20 mm square by 4 mm thick simple cycle gas turbine is designed to produce about 11 grams of thrust or 17 watts of shaft power. The design turbine inlet temperature is 1600 K and the rotational speed is 1.2M rpm. At the conclusion of this MURI, the first engines had been built and were just beginning testing. A companion microturbogenerator is a few months behind the gas turbine., Original contains color plates: All DTIC reproductions will be in black and white.

This effort is directed at research leading to microfabricated motor driven compressors suitable far the pressurization of fuel cells in the 50-150 watt range and microblowers (lower pressure rise, high air flows) for instrument aspiration. Micromachined from silicon, these are high power microelectrical and mechanical systems (MEMS). The design performance for the compressor is pumping 0.1 g/sec of air at a pressure ratio of 2:1 while consuming approximately 15-20 watts of electrical power.