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Knowledge-sharing has often been analysed by one-shot game models, where the balance between costs and the value of knowledge exchanges for different exchange partners has been calculated. This paper reviews this literature and discusses five of its assumptions: (1) the assumption of homogeneity of knowledge, (2) the assumption of one-shot solutions, (3) the assumption of knowledge as value, (4) the assumption of knowledge as the only instrument for an actor to influence the payouts, and (5) the assumption of deterministic profits from negotiation results. We propose a more realistic game-theoretical model for analysing knowledge-sharing, based on alternative assumptions, that is, heterogeneity of knowledge, multi-stage negotiations, knowledge value realized via production functions, the need for side payments, and the working of nature and discount factors. Our model may help in establishing new firms on the basis of existing knowledge owned by companies and their employees. 相似文献
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Peter Augustine Lawler 《College Teaching》2013,61(3):105-106
Dozens and dozens of little deaths occur in college classrooms each day as teachers, mostly because of fear, steer themselves and their students away from what is alive and real and toward what is dead, safe, and boring. In this paper, I use a collection of stories to describe a practice that enlivens classroom dynamics that I call “Steering Into the Curve.” 相似文献
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This article reports on the Telecommunications in Primary Science (TIPS) project. A central aim of the TIPS project was to explore the feasibility of tackling problems associated with some primary teachers' lack of confidence and competence in the physical sciences through a computer network linking together a small number of schools and a university. In the course of the project, teachers became convinced of the potential of using the Internet in the classroom and also valued the electronic delivery of pedagogical guidance. 相似文献
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>Charles R. Barman Alan K. Griffiths Peter A. O. Okebukola 《International Journal of Science Education》2013,35(6):775-782
Abstract The purpose of this study was to examine the views of high school students with regard to food chains and food webs. This investigation included 96 randomly selected students from three countries (32 from each country): the USA, Australia and Canada. Each subject was individually interviewed using the interviews about events method. During each interview, the investigators asked the subject a set of standard questions that was developed prior to the beginning of this study. The investigators found that most of the students from all three countries had some difficulty in providing a complete explanation of the complex feeding relationship that occurs within a food web and that some of these students revealed one or more misconceptions about these relationships. 相似文献