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61.
Higher Education - The overrepresentation of female students in study abroad programmes across the Western world represents one of the major gaps in scientific research on study abroad. In this... 相似文献
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Combining both interview data and empirical analyses at the patent and firm levels, we explore the value-appropriation and value-creation implications of R&D collaboration resulting in the co-ownership of intellectual property (i.e. co-patents). We make an explicit distinction between three different types of co-patenting partners: intra-industry partners, inter-industry partners, and universities. Our findings indicate that the value-appropriation challenges of IP sharing are clearly evident with intra-industry co-patenting, where partners are more likely to encounter overlapping exploitation domains. Co-patenting with universities is associated with higher market value, since appropriation challenges are unlikely to play a role and collaboration may signal novel technological opportunities. Although we find some evidence that co-patenting corresponds to higher (patent) value, patents co-owned with firms are significantly less likely to receive self-citations, indicating constraints on the future exploitation and development of co-owned technologies. 相似文献
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Vicky Vandenbossche Joris Van de Velde Stind Avet Wouter Willaert Stian Soltvedt Noeska Smit Emmanuel Audenaert 《Anatomical sciences education》2022,15(4):731-744
High-fidelity anatomical models can be produced with three-dimensional (3D) scanning techniques and as such be digitally preserved, archived, and subsequently rendered through various media. Here, a novel methodology—digital body preservation—is presented for combining and matching scan geometry with radiographic imaging. The technique encompasses joining layers of 3D surface scans in an anatomical correct spatial relationship. To do so, a computed tomography (CT) volume is used as template to join and merge different surface scan geometries by means of nonrigid registration into a single environment. In addition, the use and applicability of the generated 3D models in digital learning modalities is presented. Finally, as computational expense is usually the main bottleneck in extended 3D applications, the influence of mesh simplification in combination with texture mapping on the quality of 3D models was investigated. The physical fidelity of the simplified meshes was evaluated in relation to their resolution and with respect to key anatomical features. Large- and medium-scale features were well preserved despite extensive 3D mesh simplification. Subtle fine-scale features, particular in curved areas demonstrated the major limitation to extensive mesh size reduction. Depending on the local topography, workable mesh sizes ranging from 10% to 3% of the original size could be obtained, making them usable in various learning applications and environments. 相似文献
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Pirjo Aunio Jarkko Hautamäki Nina Sajaniemi Johannes E. H. Van Luit 《British Educational Research Journal》2009,35(1):25-46
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, (special) educational support for low‐performing children is discussed. 相似文献
67.
Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献
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Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
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Monique Pijls Rijkje Dekker Bernadette Van Hout-Wolters 《Educational Studies in Mathematics》2007,65(3):309-329
The study focused on the interaction between two secondary school students while they were working on computerized mathematical
investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn
from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for
students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work.
Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained
more mathematical level raising than the student who did not explain her work frequently or criticize herself. 相似文献
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