Assessing end-use relevance of public sector research organisations     

Catherine Lyall  Ann Bruce  Marion Firn 《Research Policy》2004,33(1):73-87

Measuring the effective impact of research and its relevance to society is a difficult undertaking but one that the public sector is keen to embrace. Identifying end-users of research and capturing their views of research relevance are challenging tasks and not something that has been extensively reported. The evaluation of end-use relevance demands a shift in organisational mindset and performance indicators away from readily quantifiable outputs towards a consideration of more qualitative end-user outcomes that are less amenable to measurement, requiring both a greater tolerance of ambiguity and a willingness to learn from the evaluation process.  相似文献   

Electronic Commerce in Retailing: Differences Across Retail Formats     

Jonathan W. Palmer 《The Information Society》1997,13(1):75-91

  相似文献   

香港大学学术库——机构知识库的应用扩展     

Liu  Eliot Z H  Palmer  David T 《大学图书馆学报》2015,33(4):68-75

香港大学学术库是香港大学的机构知识库,是响应大学知识交流政策而建立的知识管理系统。凭借丰富的数据来源以及合理的设计机制,学术库已成为颇具影响力的香港大学人才和科研成果的展示平台,成为校内外学术交流的中心,为学术评估和声誉管理提供了基础。  相似文献   

Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda     

Ruth J. Palmer  Andrea N. Hunt  Michael Neal  Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.  相似文献   

Rethinking knowledge hierarchies – bridging the gulf between theory and practice: the case of Frankfurt airport’s billing department     

Dieter H?FrüauffEmail author  Marion?Kahrens  Karim?Menacere  Yusra?Mouzughi 《知识管理研究与实践》2015,13(1):59-70

This paper examines the value of concrete empirical data in enhancing our understanding of knowledge hierarchies (KHs). Theoretical debate has generated different insights and perspectives, but the term (KH) remains a misconstrued principle. In today’s age of austerity, managing complex administrative processes in an airport billing environment, while striving for effectiveness and efficiency is challenging. These billing processes are influenced by the existing organisational KH. This study sheds light on the hybrid forms of KH: first, the theoretical impact: through data, information and knowledge as KH; second, the stakeholders’ understanding of their role within business processes. The method adopted for this study is influenced by the nature of the problem to be addressed. It uses a qualitative approach, analysing the billing processes and conducting interviews to gauge the stakeholders’ perceptions in order to demonstrate that there are significant variations in understanding organisational key roles.  相似文献   

Stress,Anxiety, and School Burnout Post COVID-19: A Study of French Adolescents     

Aurélie Simoës-Perlant  Marion Barreau  Caroline Vezilier 《Mind, Brain, and Education》2023,17(2):98-106

This study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health problems, such as depression or suicidal thoughts. In this study, four hundred and ninety-three adolescents completed an online questionnaire consisting of the School Burnout Inventory, the Echelle Toulousaine de Stress Scolaire perçu and the School refusal evaluation was developed. The results show a very high percentage of suffering among teenagers. The young people most affected are high school students and more particularly students in 10th and 12th grade, with nearly three-quarters of them suffering from school burnout and/or high school stress, without any distinction between the sexes or the type of schooling.  相似文献   

哲学诠释学的实用性   总被引：4，自引：0，他引：4  

R.帕尔默  孙丽君 《安徽师范大学学报(人文社会科学版)》2006,34(3):259-265

对哲学无用的指控可以追溯到西方哲学的源头,然而哲学有着其自身的实用性。伽达默尔哲学诠释学的实用性主要体现在:可以为人文科学辩护;导致了宽容;批评了科学方法并指出其局限性;对技术的有限性进行批判;探讨了对话的前提和本质。  相似文献   

Conflict in the Dyadic Play of 3-Year-Old Children     

Marion O'Brien  Carolyn Roy  Anne Jacobs  Mery Macaluso  Vicki Peyton 《Early education and development》1999,10(3):289-313

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献   

An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries     

Joy A. Palmer  Jennifer Suggate  Barbara Bajd  Paul Hart K.P.  Roger K.P. Ho  J.K.W. Ofwono‐Orecho 《Environmental Education Research》1998,4(4):445-464

This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.  相似文献   

Residual force enhancement due to active muscle lengthening allows similar reductions in neuromuscular activation during position- and force-control tasks     

Rhiannon Marion  Geoffrey A. Power 《运动与健康科学(英文)》2020,9(6):670-676

BackgroundResidual torque enhancement (rTE) is the increase in torque observed during the isometric steady state following active muscle lengthening when compared with a fixed-end isometric contraction at the same muscle length and level of neuromuscular activation. In the rTE state, owing to an elevated contribution of passive force to total force production, less active force is required, and there is a subsequent reduction in activation. In vivo studies of rTE reporting an activation reduction are often performed using a dynamometer, where participants contract against a rigid restraint, resisting a torque motor. rTE has yet to be investigated during a position task, which involves the displacement of an inertial load with positional control.MethodsA total of 12 participants (6 males, 6 females; age = 22.8 ± 1.1 years, height = 174.7 ± 8.6 cm, mass = 82.1 ± 37.7 kg; mean ± SD) completed torque- and position-matching tasks at 60% maximum voluntary contraction for a fixed-end isometric contraction and an isometric contraction following active lengthening of the ankle dorsiflexors.ResultsThere were no significant differences in activation between torque- and position-matching tasks (p = 0.743), with ∼27% activation reduction following active lengthening for both task types (p < 0.001).ConclusionThese results indicate that rTE is a feature of voluntary, position-controlled contractions. These findings support and extend previous findings of isometric torque-control conditions to position-controlled contractions that represent different tasks of daily living.  相似文献