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ABSTRACT Temperature is one of the main factors influencing biological processes of ectothermic species. An optimum temperature of 16-18[degrees]C has been suggested for the development of early life stages of [...]

The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely applicable way. The authors describe key aspects of the program's formulation and implementation, noting the resources and constituencies involved as well as considerations for development of similar programs elsewhere. The lessons learned may help others successfully enhance their own efforts to improve the professionalism of students and build strategic distinction for their colleges of business.

Purpose: This paper aims to contribute to the ongoing debate about the relevance of sustainability in management education through exploration of the needs and expectations of a key group of business schools' stakeholders--senior executives of leading corporations. Design/methodology/approach: The paper presents findings from a survey regarding sustainability within management education returned by executives from a wide span of global companies. The study includes 194 survey responses by senior executives from companies that are signatories of the United Nations Global Compact. Findings: Results from a survey of executives from leading multinational enterprises reveal widespread recognition that sustainability issues are increasingly important for effective management, thus that managers must be appropriately trained for these emerging challenges. Survey results also indicate the kinds of skills and qualities seen as valuable by corporate leaders. Research limitations/implications: It is not possible to extrapolate from this study the aggregate sentiment of all senior business executives, but the sample of 194 respondents is significant. Practical implications: The expressed demand from business leaders provides context for business school faculty and administrators involved in the development of appropriately trained professionals. Originality/value: The study provides indication of demand from a significant subset of influential executives, providing support for the on-going progress of the integration of sustainability topics and training in the curricula of business and other fields.

Forecasting the outputs of dynamic systems develops a richer understanding of relevant inputs and their interrelationships than merely observing them ex post. Academic business simulations foster students' development of this critical competency, but learning outcomes can be significantly augmented with relatively simple, complementary exercises in forecasting. We introduce an in-class forecasting exercise that is easily added to simulations or in any course where students gain from untangling the determinants of quantitative outcomes. The exercise also enhances opportunities for team-building and spirited competition. Implementation details, evidence of effectiveness, and implications are discussed.

This review article offers an introductory overview of a distinctive broadly 'deconstructive' body of work which deserves to be more widely known. Two books in particular, by Claire Colebrook, Tom Cohen and J. Hillis Miller, are an especial focus, with their uncompromising readings of many of the assumptions and evasions in the environmental humanities. These are Theory and the Disappearing Future: On de Man, On Benjamin (London, Routledge, 2012), and Twilight of the Anthropocene Idols (Open Humanities Press, 2016). [ABSTRACT FROM AUTHOR]

It is in this non-place that the appearance of the effects of deconstruction can be situated, and I [...] distinguish this process from a state, from a "deconstructionist" theory, or an unlikely set of "deconstructionist" theorems.[36] Eco-deconstruction would thus take place in the differantial interstice between these two relationships to the academic economy, between a major and a minor science, between an "Eco-Deconstruction I ism i " and an eco-deconstruction that cannot lend itself to any ontological predication, that can never answer the question "What Is Eco-Deconstruction?" i , edited by Vicki Kirby (Edinburgh, Edinburgh University Press, 2017), 1-25; Deborah Goldgaber, I Speculative Grammatology: Deconstruction and the New Materialism i (Edinburgh, Edinburgh University Press, 2021) and Lynes' "The Imagination", Special issue of I Philosophy Today i , "New Concepts for Materialism" 63.4 (2018), 941-55. 33 Derrida, I Paper Machine i , 96. 34 Jacques Derrida, ' I As if i I were Dead: An Interview with Jacques Derrida', in I Applying: To Derrida i , edited by John Brannigan, Ruth Robbins and Julian Wolfreys (Houndmills, Macmillan Press, 1996), 216. The privilege given here to the term "eco-deconstruction" might be above all that deconstruction is the thinking of "closure" - indeed of I operational i closure, a necessarily partial reduction of environmental complexity on the part of the autopoietic organism - and as such relates to such issues as the impossible choice, the non-oppositional logic of the ' I pas au-delà i ' (both the step beyond and its negation or transgression, which Derrida draws from Blanchot) rather than any illusion of marching forward towards a more enlightened future. [Extracted from the article]