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991.
In an increasingly information rich environment, it is important to teach students decision-making alongside information gathering and management methods. This paper examines the implementation of evidence-based decision-making in a first year introduction to management course at a large university in the Midwestern United States. Students learned decision awareness, decision-making process creation and decision practice alongside areas of management and basic business principles. Students perceived increased skill in decision-making, both individually and in groups. This venture has implications for others looking to help students not only learn experientially, but also improve critical thinking in practice. 相似文献
992.
Newly hatched ducklings were imprinted to one stimulus and then given prolonged visual exposure to a second discriminable stimulus. Filial behavior toward the second stimulus developed more slowly when the original imprinting stimulus was occasionally presented during exposure to the second stimulus than when the original stimulus was withheld during such exposure. Results were interpreted in terms of a possible motivational aftereffect following presentations of the original imprinting stimulus. 相似文献
993.
994.
Campbell TF Dollaghan CA Rockette HE Paradise JL Feldman HM Shriberg LD Sabo DL Kurs-Lasky M 《Child development》2003,74(2):346-357
One hundred 3-year-olds with speech delay of unknown origin and 539 same-age peers were compared with respect to 6 variables linked to speech disorders: male sex, family history of developmental communication disorder, low maternal education, low socioeconomic status (indexed by Medicaid health insurance), African American race, and prolonged otitis media. Abnormal hearing was also examined in a subset of 279 children who had at least 2 hearing evaluations between 6 and 18 months of age. Significant odds ratios were found only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors. 相似文献
995.
Daniel Uribe James D. Klein Howard Sullivan 《Educational technology research and development : ETR & D》2003,51(1):5-19
The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research
exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate
the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based
instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or
alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated
collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that
dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes
toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation
of computer-mediated collaboration in distance learning are discussed.
During article preparation, he was a PhD student at Arizona State University (ASU), Tempe.
The views expressed in this article are those of the authors and do not reflect the official policy or position of the United
States Air Force, Department of Defense, or the United States government. 相似文献
996.
Upgrading the technological capabilities of foreign transnational subsidiaries in developing countries: The case of electronics in Thailand 总被引:1,自引:0,他引:1
Although substantial research shows the importance of transnational corporations (TNCs) to export-led growth in some developing countries, it cannot be assumed that TNC subsidiaries will automatically upgrade their capabilities through time or in a uniform fashion. This paper explores the pattern and pace of a sample of exporting TNC subsidiaries operating in the electronics industry in Thailand, showing how the different architectures of global value chains (centralised versus decentralised) shaped the technological progress of subsidiaries in this country. The case evidence suggests a wide variety in upgrading through time, with some subsidiaries failing to develop capabilities and remaining as ‘assembly only’ plants. Other more dynamic plants developed process engineering and product design skills, investing heavily in capability building. One common determinant in capability building appears to be the overall technology strategy of the global value chain leader (or parent company). In those subsidiaries which did not upgrade beyond assembly, technology decisions and processes were tightly controlled within the parent headquarter locations in relatively centralised international value networks. By contrast, the more dynamic plants exercised more discretion over local capability building. The latter operated in relatively decentralised networks, more open to domestic policies to encourage upgrading. The study suggests that governments should tailor upgrading policies not only according to the approximate level of capabilities attained by local subsidiaries, but also according to how receptive subsidiaries are to upgrading, arguing that capability building and policy receptiveness go hand-in-hand. Other countries hoping to upgrade the quality of foreign direct investment might also wish to focus policies on the more technologically capable, ambitious and receptive categories of foreign subsidiary. 相似文献
997.
998.
Gamze Ozogul Zane Olina Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(2):181-201
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献
999.
Howard P. Parette Nichole M. Boeckmann Jack J. Hourcade 《Early Childhood Education Journal》2008,36(2):161-170
This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential
to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness,
alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early
childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and
interactive activities. 相似文献
1000.