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231.
Wolfgang Becker 《Research Policy》2004,33(2):209-223
The aim of the paper is to investigate in a simultaneous equation framework the role of R&D cooperation in the innovation process—in context with other factors—from two specific aspects. First, analysis focuses on the impact of R&D cooperation on firms’ innovation input and output. Second, analysis is undertaken as to how the number of cooperation partners affects the innovation behaviour of firms. Starting with the discussion of theoretically expected effects of successful R&D cooperation on the innovation activities of firms, the importance of inter-organizational arrangements in R&D is empirically investigated in respect of firms in the German manufacturing industry. The estimation results can be summarized as follows: joint R&D is used to complement internal resources in the innovation process, enhancing the innovation input and output measured by the intensity of in-house R&D or the realization of product innovations. On the input side, the intensity of in-house R&D also stimulates the probability and the number of joint R&D activities with other firms and institutions significantly. 相似文献
232.
Wolfgang HUBER Uli MAYR ANDreas UMGELTER Michael FRANZEN Wolfgang REINDL RolAND M.SCHMID Florian ECKEL 《Journal of Zhejiang University. Science. B》2018,(7)
目的:通过对危重病人在入院后24小时内和整个重症监护过程中窦性心律和控制呼吸情况的调查,分析每搏量变异在评估危重病人容量反应的适用性,并探究每搏量变异度在败血症、肝硬化和胰腺炎病人中的适用性。创新点:通过探究窦性节律和控制呼吸情况评估每搏量变异度在重症监护病人临床上的适用性,弥补重症监护病人窦性节律和控制呼吸情况数据的空白。方法:在进行1241次热稀释法血流量测量前,对88位病人的窦性节律和控制呼吸情况进行调查。结论:每搏量变异度在主要的医疗重症监护病房中的适用性只约为25%~35%。两项强制性指标的流行性在重症监护病房的情况随时间的延长而降低。此外,每搏量变异度在胰腺炎和肝功能衰竭患者中的适用性尤其低。 相似文献
233.
Wolfgang Schneider Matthias Schlagmüller Mechtild Visé 《European Journal of Psychology of Education - EJPE》1998,13(1):91-103
This paper consists of two major parts. First, research exploring possible interactions between metamemory and domain-specific knowledge in influencing children’s text recall and comprehension is briefly summarized. Overall, the findings indicate that metacognitive knowledge does make a difference even in cases where domain-specific knowledge is rich. Second, a recent experiment conducted in our lab and investigating the generalizability of this conclusion for sort-recall tasks is described in more detail. Third — and fourth-grade soccer experts and novices were first given a comprehensive metamemory questionnaire and then administered a sort-recall tasks using two different picture lists: whereas one list included items from various semantical categories (e.g., animals, clothes), the other list was composed of soccer pictures that could be classified in several categories such as players, kicks, or equipment. The results showed that although domain-specific knowledge had a strong impact on recall of the soccer list, general metacognitive knowledge made an independent contribution, particularly for the group of soccer experts. More specifically, good metamemory positively affected the recall of experts but had no impact on novices’ memory performance. 相似文献
234.
235.
Wolfgang Polasek 《Resonance》2000,5(8):26-42
This paper describes the contribution of the four famous Bernoullis (Jacob, Johann, Daniel and Nicolaus) to the development of the theory of probability between 1670 and 1760. Their contributions are evaluated from a modern day position of probability theory and statistics. We argue that abstract formulation of problems and mathematical solution concepts for abstract problems and seemingly special questions have a long term impact on the diversification of science. In the appendix, reference is also given to the ongoing work of the Bernoulli Edition in Basel. 相似文献
236.
237.
ABSTRACT A peer‐prompted social skills programme was introduced to two teachers in a local Head Start preschool programme, and changes in standardised social skills, observed play and problem behaviours were examined. The first teacher was given continuing classroom consultation and training directly addressing the use of the social skills programme. The second teacher was given an equivalent amount of consultation, but no consultant‐initiated efforts were made to support the use of the programme. Significant improvement in standardised measures of social skills and observed levels of associative/co‐operative play behaviour were found only in the skill‐specific consultation classroom. No changes were found for problem behaviour for either classroom. The data suggest that reinforcing the children for appropriate social interactions is not sufficient. Rather, peer support and consultation must be available for the teacher to produce significant changes in the children's behaviour. 相似文献
238.
Donsbach Wolfgang; Neijens Peter; Traugott Michael W. 《Int. Journal of Public Opinion Research》2009,21(1):1-2
This issue contains a fine variety of articles: a historicalstudy, two studies in which theories and data are combined,a methodological study, and three research notes. The issueis completed with a book review, an overview of recent booksand articles in the field of public opinion, and WAPOR news. The first article 相似文献
239.
240.
Cathal Ryan Michael Bergin Sylvia Titze Wolfgang Ruf Stefan Kunz John S. G. Wells 《European Journal of Education》2018,53(4):600-610
The implementation within Europe of a credit system for vocational education and training known as ECVET is a European Commission priority. The potential for permeability between the ECVET and European Credit Transfer and accumulation System (ECTS) was foreseen in the Recommendation to establish ECVET in 2009, while the Bruges Communique of 2010 called for the promotion of flexible links between vocational and higher education and increased coherence between ECVET and ECTS. To this end a significant number of EU-funded projects were undertaken to explore compatibility between ECVET and ECTS. This article reviews the findings of these projects and reflects on their success in terms of achieving this policy goal. These bridging projects identified several points of compatibility between the two credit systems and produced valuable tools and frameworks to facilitate such permeability. Achieving credit equivalency between ECVET and ECTS does not appear feasible, rather the evidence points to using a learning outcomes-based equivalency framework. However, this article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and the lack of co-ordinated efforts to implement these findings at a national or pan European level. 相似文献