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61.
Radical, breakthrough innovations create not only great industrial possibilities, but also great social uncertainties. When a breakthrough medical technology is discovered, the question arises as to whether to accept the possible risks involved, or to defer implementing the innovation until more data is available, and, specifically, until others have taken up the innovation and demonstrated both its efficacy, its relative safety and market acceptance. Specifically, when a firm discovers a new candidate substance for a first in its class drug, how to evaluate the potential risks becomes a key predicament for management. This paper focuses on the role of a firm's social networks and national innovation system context in influencing the social epistemology around potential breakthrough innovations. Through an examination of the processes of drug development related to the same candidate substance in a Japanese firm and an American firm, we suggest that, in addition to organizational capabilities at the corporate level, social capital, specifically formed under a certain innovation system, plays a key role in leading to the successful introduction of breakthrough innovations. 相似文献
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1 为何工业企业(科学应用型)对员工和新雇候选者有高的期待和标准 工业企业的股东在资本设备(物质和人力)上投入巨资,希望不仅能保持这些资产,而且能通过好的、独特的产品获取巨额利润,同时不断提升股东价值. 相似文献
64.
The Visual Aural Digit Span (VADS) and the Bender Visual Motor Gestalt Test (Bender) were studied with regard to their ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged 6 through 9 were administered a battery of tests, including the verbal section of the WISC-R. Analysis of covariance with IQ controlled showed that the Bender and the VADS were able to discriminate between achievement groups for vocabulary and math concepts. The Bender discriminated between math problem-solving groups, but neither test could discriminate between reading comprehension groups. Age was a significant variable for the Bender and all VADS subtests except Aural-Written. Correlational analysis indicated that although the VADS was related to Verbal IQ, it is related only minimally to the Bender when age is controlled. 相似文献
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66.
AbstractThe Green Ninja Film Academy (GENIE) is an interdisciplinary curriculum development project that examines the efficacy of combining climate science concepts and practices with digital storytelling for middle school youth. We present findings from iterative enactments of this design-based research project in 2017 (N?=?296) and 2018 (N?=?539). On average, youth increased scores on assessments of science content and practices while demonstrating competencies in filmmaking and science explanations. Further, an inverse correlation was seen between initial identification with the environment and change in environmental identification throughout the unit. Results suggest that integration of creative filmmaking into a climate science curriculum aligned to the Next Generation Science Standards can increase engagement and science proficiency particularly for youth who initially show less engagement in environmental science. 相似文献
67.
Lindy K. Parker Catherine Y. Chang Kimere K. Corthell Maggie E. Walsh Greg Brack Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125
All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research. 相似文献
68.
We used Signal Detection methodology to examine how cognitiveset affects mothers' response to an infant cry. We asked whether a cry from a "difficult" versus an "easy" infant would elicit a change in sensitivity or response bias in mother processing of these cries. Thirty-eight mothers of 4- to 6-month-old infants participated in a Signal Detection task in which they were asked whether they could detect differences between a standard cry and 1 to 4 cry variants. Cry variants differed from the standard cry in small, systematic changes in fundamental frequency. The task was conducted in 2 parts; each part constituted a condition wherein mother received a cognitive set manipulation that labeled the identical cry as coming from either a'difficult'or an "easy" infant. An increase in mothers' sensitivity was associated with the "difficult" infant cognitive set. We examined as well how a coping strategy(illusion of control) affected cry signal processing. Mothers who Exhibited high illusory control were least -sensitive in detecting differences between cries. Two information-prcessing, measures response time and heart rate, were also collected and showed that greater sensitivity was associated with more efficient processing of the cry signal. 相似文献
69.
Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience. 相似文献
70.
This paper reviews the work of four early radical educators: the cultural nationalist Rabindranath Tagore (1861–1941), Asia’s first Nobel Laureate; Bertrand Russell (1872–1970), Cambridge mathematician and philosopher; the Irish educationalist and insurgent Patrick Pearse (1879–1916) and Leonard Elmhirst (1893–1975), co-founder of Dartington Hall school in England. Each represents a type of radicalism that is particular to his own era but resonates in twentieth-century educational provision and policy. Each articulated his political vision through the establishment of a school and all contributed to modern pedagogical practice. The paper argues that ideological and methodological similarities not only compel us to consider them as radical founders, whose ideas are in many ways identical, but to identify them as pivotal theorists in early conceptualisations of education as dissent and disengagement, as a means of decoupling thought and habit from the mainstream of educational practice, colonial imposition or curricular conservatism. In particular, the paper concentrates upon the work of the Irish educationalist and political radical Patrick Pearse and, employing his educational writings and practice as a template for dissension, demonstrates that it was both typical of and reflected the wider tone of early formulations of education as dissent. 相似文献