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Marco?A.?HaanEmail author S.?Gerhard?Dijkstra Peter?T.?Dijkstra 《Journal of Cultural Economics》2005,29(1):59-78
For centuries, there have been discussions as to whether only experts can judge the quality of cultural output, or whether the taste of the public also has merit. This paper tries to answer that question empirically, using national finals of the Eurovision Song Contest. We show that experts are better judges of quality in the sense that the outcome of finals judged by experts is less sensitive to factors unrelated to quality than the outcome of finals judged by public opinion. Yet, experts are not perfect; their judgment does still depend on such factors. This is also the case in the European finals of the contest. 相似文献
263.
This paper aims to analyse the practice of knowledge integration (KI) in Collaborative New Product Development (Co-NPD) projects involving multiple partners in an aerospace network. On the basis of a pragmatic approach, a multiple-case study is developed focusing on two Italian aerospace companies involved in a research project aimed to define methodologies and technologies for knowledge collaboration in NPD. Data are gathered with a triangulation technique merging official documents and open-ended and closed-ended interviews administered in the companies’ sites and involving managers, engineers and employees. The paper proposes a systematic treatment of the KI practice describing the types of knowledge, strategies, barriers and intellectual property policies for KI at inter-organizational level. The findings provide insights to address NPD models for aerospace networks where the complexity and value of codified knowledge coming from external sources requires adequate treatments and security standards. 相似文献
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Kok-Aun?TohEmail author Boon-Tiong?Ho Joseph?P.?Riley Yin-Kiong?Hoh 《Educational Research for Policy and Practice》2006,5(3):187-194
The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence
from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data
indicates that measures associated with pre-service teacher preparation are by far the strongest correlates of student achievement
(Darling-Hammond 2000). The research report of Wilson, Floden, and Ferrini-Mundy (2001) also suggests a strong relationship
between teacher preparation and teacher effectiveness. Other research studies similarly indicate that differences in teacher
quality are the most crucial for student achievement when compared with variables such as class size, streaming, or the amount
of homework (Anderson & Helms 2001; Mendro 1998; Powell & Anderson 2002; Rivkin, Hanushek & Kain 2001; Saunders & Horn 1994;
Strong & Tucker 2000) as possible contributory factors. In the pursuit of improved student achievement, we therefore need
to examine seriously the role of teacher variables, ranging from teacher qualifications and their subject matter knowledge,
to what motivates them to take up teaching as a career and as a consequence, how they teach in classrooms. 相似文献
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The Tunisian Educational Reform: From Quantity to
Quality and the Need for Monitoring and Assessment
The Tunisian education system, like that of many other Southern nations of intermediate wealth, finds itself pulled in opposing
directions. While quantitative advances at
different levels of instruction have been easily achieved, a reorientation towards qualitative
matters is nowadays more than ever necessary. Reforms at the secondary level, and the perspectives that they open up in terms
of an improvement in the quality of educational
services for young people, will receive special attention in this article. Radical changes in the traditional status of school
inspectors are needed. Furthermore, a new national agency for monitoring and evaluating students' outcomes and schools' performance
is indispensable. 相似文献
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