企业技术竞争情报中的技术守门人及其作用述评

通过对企业"技术守门人"基本内涵及其特征的剖析,全面总结国内外关于"技术守门人"研究的主要观点,并且就 "技术守门人"在企业技术竞争情报活动中对技术信息/知识的搜集获取、甄别过滤、监视评价、传递控制和协调整合这5个方面的作用进行深入研究。     

Physiological comparison of intensity-controlled,isocaloric intermittent and continuous exercise†

VO2 fluctuations are argued to be an important mechanism underpinning chronic adaptations following interval training. We compared the effect of exercise modality, continuous vs. intermittent realized at a same intensity, on electrical muscular activity, muscular oxygenation and on whole body oxygen uptake. Twelve participants (24?±?5 years; VO2peak: 43?±?6?mL·?min^?1·kg^?1) performed (i) an incremental test to exhaustion to determine peak work rate (WR_peak); two randomized isocaloric exercises at 70%WRpeak; (ii) 1 bout of 30 min; (iii) 30 bouts of 1?min work intercepted with 1?min passive recovery. For electromyography, only the CON exercise showed change for the vastus lateralis root-mean-square (+6.4?±?5.1%, P?P?vs. 2.32?±?1.21?mM, respectively, for the CON and INT, P?vs. 356?±?301?sec, respectively, for the CON and INT, P?相似文献   

Planting the seeds … Tending the Garden … Cultivating the Student: Early Childhood Preservice Teachers as Literacy Researchers Exploring Beliefs about Struggling Readers and Diversity

This articles describes a qualitative research project investigating the effects of participation by preservice teachers in a literacy tutorial early intervention program that was based on a constructivist model utilizing self-reflection and inquiry. Seven recurring themes emerged from the data analysis providing little evidence of growth in culturally responsive teaching. The tutors, however, did learn valuable lessons about effective teaching of struggling readers in culturally diverse settings.     

How front-end loading contributes to creating and sustaining the theory-practice gap in higher education programs

In this paper, I show how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely, the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold. First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy of the gap between theory and practice in front-end programs.