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141.
The dynamics of national innovation systems (NISs) are a source of considerable academic and policy interest, especially when to address new competitive challenges they involve changing institutions and relationships within successful systems. This paper examines the case of Taiwan which is embarking on a new phase in its approach to building its national innovative capacity through creating the infrastructure for a biotechnology industry. By examining the process and mechanisms by which new biotechnology innovation networks are being created, and contrasting their development with existing networks, we analyse the dynamics of Taiwan's NIS. The paper reviews the prospects for this new phase in Taiwan's transition from ‘imitation’ to ‘innovation’. The paper aims to add to the understanding of how innovation systems evolve. It is concerned with the contributors, processes and challenges of NIS evolution and the form and meaning of its dynamic changes. 相似文献
142.
This study investigated differences between two approaches to chained equipercentile (CE) equating (one‐ and bi‐direction CE equating) in nearly equal groups and relatively unequal groups. In one‐direction CE equating, the new form is linked to the anchor in one sample of examinees and the anchor is linked to the reference form in the other sample. In bi‐direction CE equating, the anchor is linked to the new form in one sample of examinees and to the reference form in the other sample. The two approaches were evaluated in comparison to a criterion equating function (i.e., equivalent groups equating) using indexes such as root expected squared difference, bias, standard error of equating, root mean squared error, and number of gaps and bumps. The overall results across the equating situations suggested that the two CE equating approaches produced very similar results, whereas the bi‐direction results were slightly less erratic, smoother (i.e., fewer gaps and bumps), usually closer to the criterion function, and also less variable. 相似文献
143.
144.
Tim Fredrick 《Changing English: An International Journal of English Teaching》2006,13(1):151-159
The author conducted an action research study in his ninth grade English classroom in order to help the boys in his class to be more engaged. He decided to enable students to make more choices in the reading and writing activities so that both boys' and girls' literacies could be valued. He used independent reading and literature circles to help boys find books that met their diverse interests, and designed writing assignments which enabled students to choose topics which matched their out‐of‐school interests. Boys and girls benefited from such choice. He observed boys, especially, engaging in more literate behaviours—such as talking about books and sharing each others' writing. 相似文献
145.
Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity. 相似文献
146.
147.
Nikolic-Jaric M Romanuik SF Ferrier GA Cabel T Salimi E Levin DB Bridges GE Thomson DJ 《Biomicrofluidics》2012,6(2):24117-2411715
Dielectric particles flowing through a microfluidic channel over a set of coplanar electrodes can be simultaneously capacitively detected and dielectrophoretically (DEP) actuated when the high (1.45 GHz) and low (100 kHz–20 MHz) frequency electromagnetic fields are concurrently applied through the same set of electrodes. Assuming a simple model in which the only forces acting upon the particles are apparent gravity, hydrodynamic lift, DEP force, and fluid drag, actuated particle trajectories can be obtained as numerical solutions of the equations of motion. Numerically calculated changes of particle elevations resulting from the actuation simulated in this way agree with the corresponding elevation changes estimated from the electronic signatures generated by the experimentally actuated particles. This verifies the model and confirms the correlation between the DEP force and the electronic signature profile. It follows that the electronic signatures can be used to quantify the actuation that the dielectric particle experiences as it traverses the electrode region. Using this principle, particles with different dielectric properties can be effectively identified based exclusively on their signature profile. This approach was used to differentiate viable from non-viable yeast cells (Saccharomyces cerevisiae). 相似文献
148.
Tim McMahon 《Assessment & Evaluation in Higher Education》2010,35(2):223-239
Peer‐assessment was used within a negotiated curriculum in a module on training and development at ECTS level 3. The students on the programme were exclusively day‐release and all had a major responsibility for the management and delivery of work‐based training programmes. Analysis of student evaluations, supplemented by those of university assessors and the external examiner, showed that the learning on the programme was transformative in that it changed the way students perceived their own abilities and their potential to make improvements in their work both as students and trainers. Peer‐assessment encouraged critical reflection, helped develop skills of autonomous learning and provided feedback that took account of individual learning needs. Weaker students benefited from the talents of their more able peers. Students planned, monitored and assessed their learning activities in a way that significantly increased motivation and raised academic standards. The learning achieved led to a transformation of personal and professional perspective on the part of the students leading to greater personal autonomy. 相似文献
149.
150.
This study, based on case studies of three online newsrooms, seeks to understand the patterns of how journalists use social media in their news work. Through 150 hours of observations and interviews with 31 journalists, the study found that journalists are normalizing social media while also reworking some of their norms and routines around it, a process of journalistic negotiation. They are balancing editorial autonomy and the other norms that have institutionalized journalism, on one hand, and the increasing influence exerted by the audience—perceived to be the key for journalism's survival—on the other. In doing so, journalists are also seeing a reworking of their traditional gatekeeping role, finding themselves having to also market the news. 相似文献