An interpretative model from the elasticity theory to explore knowledge integration in new product development

This paper presents a conceptual model to explore the knowledge integration (KI) practices of internal and external company actors involved in the New Product Development (NPD) process of the aerospace industry. The model is based on the linkage of elasticity principles, particularly Hooke’s Law, to Knowledge Management theory. KI practices are considered as a force pushing the NPD process and are metaphorically described as the spring addressed by Hooke’s law. The integration of the knowledge of internal and external company actors impacts NPD, reducing the dimensions of the whole process, in terms of phases, through the application of the concurrent engineering approach. The whole NPD process is improved in terms of the reduction of uncertainty and complexity, and with an ‘integrated energy’ that sustains the pressure of the fast-changing competitive environment. The model is explored to provide an interpretation of the conceptualisation phase of a new aerospace product development process. Qualitative data were collected and analysed. Insights regarding the applications of the model and the theoretical implications are also provided for applications in other industries.     

低能电子破坏DNA

高能电离辐射穿过细胞时会损害DNA，这已不足为奇。每个高能粒子的能量是可见光光子能转的100万倍。然而．近期的实验证明．即使电离辐射释放的是能量很低的电子，同样会破坏RNA和DNA中的核心分子成份。这一结果意味着人们将掌握低水平辐射产生的生物学效应．并改进放射性疗法。     

Writing expository essays from social studies texts: a self-regulated strategy development study

Reading and Writing - This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students’ ability to write expository essays after reading social studies...     

Livening up the classroom: using audience response systems to promote active learning

Audience response system (ARS) technology offers considerable promise for bringing more interactivity and engagement to the classroom. Since gaining momentum in the late 1990s, ARS use has been promoted for its ability to provide immediate feedback, focus student attention, identify gaps in knowledge, and enhance student involvement. This inexpensive technology is potentially of great value for improving the educational experience of students and instructors alike. doi:10.1300/J115v26n01_08.     

Pigeons exhibit higher accuracy for chosen memory tests than for forced memory tests in duration matching-to-sample

Following training to match 2- and 8-sec durations of feederlight to red and green comparisons with a 0-sec baseline delay, pigeons were allowed to choose to take a memory test or to escape the memory test. The effects of sample omission, increases in retention interval, and variation in trial spacing on selection of the escape option and accuracy were studied. During initial testing, escaping the test did not increase as the task became more difficult, and there was no difference in accuracy between chosen and forced memory tests. However, with extended training, accuracy for chosen tests was significantly greater than for forced tests. In addition, two pigeons exhibited higher accuracy on chosen tests than on forced tests at the short retention interval and greater escape rates at the long retention interval. These results have not been obtained in previous studies with pigeons when the choice to take the test or to escape the test is given before test stimuli are presented. It appears that task-specific methodological factors may determine whether a particular species will exhibit the two behavioral effects that were initially proposed as potentially indicative of metacognition.     

Communities of practice,social learning and networks: exploiting the social side of coach development

Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this article explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions, which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.     

Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed.