排序方式： 共有42条查询结果，搜索用时 15 毫秒
21.
Wolfgang Reinhardt Christian Mletzko Hendrik Drachsler Peter B. Sloep 《Interactive Learning Environments》2013,21(5):594-613
In this article, we describe the rationale, design and evaluation of a widget-based dashboard to support scholars’ awareness of their Research Networks. We introduce the concept of a Research Network and discuss Personal Research Environments that are built of as a development parallel to Personal Learning Environments. Based on the results of an international interview study, we report on the design of a paper prototype of an awareness dashboard (AWESOME). Research in the Internet age has changed; the dashboard is tailor-made for use in modern research. We compared existing scholarly toolsets with our paper prototype. The evaluation of the user tests shows that, on all tested items, AWESOME performs better than the existing toolsets: it is easier to use, less time-consuming, more user-friendly, more supportive with regards to technology and awareness and, finally, helps researchers to carry out their tasks more effectively. 相似文献
22.
Edelman Hendrik Dessauer John P. Kaser David Vandergrift Kay 《Publishing Research Quarterly》1986,2(3):92-94
Publishing Research Quarterly - 相似文献
23.
Jan Hendrik Fisch 《Research Policy》2003,32(8):1381-1396
This paper presents a new communication-economic network model to predict the allocation of R&D activities in MNCs. While traditional models examine the influencing factors of R&D internationalization separately for each country and come to a one-dimensional result, this multi-dimensional approach integrates the influencing factors in a way that allows to identify an efficient configuration of the entire R&D subsystem in many countries at a time. It captures the information flows and employs a genetic algorithm to find a dispersion of R&D activities in which the problems of international communication have the least negative impact. The model is tested with data from seven MNCs covering a range of 48 countries as potential R&D locations. 相似文献
24.
Does schooling affect health behavior? Evidence from the educational expansion in Western Germany 总被引：1，自引：0，他引：1
During the postwar period German states pursued policies to increase the share of young Germans obtaining a university entrance diploma (Abitur) by building more academic track schools, but the timing of educational expansion differed between states. This creates exogenous variation in the availability of upper secondary schooling, which allows estimating the causal effect of education on health behaviors. Using the number of academic track schools in a state as an instrumental variable for years of schooling, we investigate the causal effect of schooling on health behavior such as smoking and related outcomes such as obesity. We find large and robust negative effects of education on smoking for women. These effects can mostly be attributed to reductions in starting rates rather than increases in quitting rates. We also find large negative effects of education on smoking for men. However, the precision of these is not robust to sample specification changes and results for men should thus be interpreted with caution. We find no causal effect of education on reduced overweight and obesity. 相似文献
25.
Chelsea Sue Bahnson Snyders 《Early Childhood Education Journal》2014,42(6):405-414
With the adoption of the Common Core Standards and a renewed emphasis on critical and higher-order thinking skills, exploring the relationship among writing development, self-efficacy beliefs, perseverance, and effort has become essential. The nature of writing workshop not only lends itself to differentiation among students but also provides opportunities to explore authentic texts and tasks. The purpose of this qualitative, multicase study was to explore the development of kindergarten writers within a writing workshop. Research questions focused on writer identity, writing self-efficacy, and growth as kindergarten writers. The participants, two female and one male, were randomly chosen for this study and attended an all-day, 3-days per-week kindergarten program at a public school in the upper Midwest. Student writing interviews, videotaped student–teacher conferences, and student written work served as data sources. The writing workshop framework provided a learning environment that was conducive to the formation of the three children’s writing identities. As students engaged in writing mini-lessons, text inquiries, writing, and sharing writing with peers, student writing stamina and engagement increased. Students utilized techniques and strategies of published writers. Students adopted these qualities in their views of themselves as writers. Suggestions for future research included exploring writing self-efficacy in relation to everyday kindergarten experiences, allowing for sharing and feedback, and addressing the ways in which writing workshop might provide for authentic and rigorous instruction and tasks in kindergarten classrooms. 相似文献
26.
This study demonstrates how action research (AR) that is aimed at scaling-up experiments can be applied to support a strategy formation process (SFP) in a subsidized long-term care network. Previous research has developed numerous AR frameworks to support experiments in various domains, but has failed to explain how to apply AR and action learning (AL) on the strategic level of organizational networks. Given this situation, we used a generic AR framework to explore its usefulness in supporting SFPs. The framework consists of four steps: (1) identifying the problem situation, (2) planning a solution, (3) taking action, and (4) reflecting on the action. The results show that utilizing AL in AR helps actors to reflect on and understand the challenges in forming a joint strategy in a network. We demonstrate that it can help to visualize the process and to create a common ground for discussion, to create a shared vision as well as commitment to scaling-up experiments. These insights should be used in future SFPs in networks. However, the results also show that the key barrier, the lack of executive commitment, was only identified at a late stage. This paper constitutes a first step toward a more sophisticated AR framework for strategy research. The mistakes highlighted here should help others avoid them in the future. 相似文献
27.
Diana Lebherz-Eichinger Remy Schwarzer Michael C. Motal Daniel A. Klaus Andreas Mangold Hendrik J. Ankersmit Gabriela A. Berlakovich Claus G. Krenn Georg A. Roth 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):252-261
Introduction
Sparse data are available about the effect of therapy methods on antibody levels in patients with liver failure. The aim of this study was to determine serum immunoglobulin concentrations in patients with chronic hepatic failure (CHF), acute- (ALF), or acute-on-chronic liver failure (ACLF) and to evaluate the impact of MARS treatment or liver transplantation (LT) on antibody levels.Materials and methods
We followed ten patients with ALF, twelve with ACLF and 18 with CHF. Eight patients with ALF and seven with ACLF underwent MARS therapy, whereas the rest received LT. 13 healthy volunteers served as controls. Serum antibody concentrations were measured using ELISA-technique.Results
Median serum levels of IgA, IgG and IgM were significantly increased in patients with CHF compared to ALF or controls (P < 0.02, P < 0.01, and P < 0.01). IgM and IgG concentrations were also significantly elevated in patients with CHF compared to ACLF (IgM, 3.7 vs. 1 g/L, P < 0.001; IgG, 8.7 vs. 3.1 g/L, P = 0.004). Immediately after LT a significant decrease of IgA (6.9 vs. 3.1 g/L, P = 0.004), IgG (8.7 vs. 5.1 g/L, P = 0.02) and IgM (3.7 vs. 1.8 g/L, P = 0.001) was detected in patients with CHF and antibody levels further decreased the days after LT reaching levels comparable to healthy individuals. MARS treatment had no apparent effect on the immunoglobulin profile in patients with ALF or ACLF.Conclusion
We provide evidence that LT reverses hypergammaglobulinemia in patients suffering from CHF within one day, which could be explained to a reconstituted hepatic antibody clearance, whereas MARS treatment has no immediate effect on immunoglobulin levels.Key words: antibodies, immunoglobulins, liver failure, liver transplantation, artificial liver support system, molecular adsorbent recirculating system 相似文献28.
Hendrik Jürges Kerstin Schneider Martin Senkbeil Claus H. Carstensen 《Economics of Education Review》2012
In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical literacy and curriculum-based knowledge. The findings indicate that central exit exams improve curriculum-based knowledge but do not affect mathematical literacy. Students, although showing a better performance, are less intrinsically motivated in school. 相似文献
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Hendrik Jürges und Kerstin Schneider 《Zeitschrift für Erziehungswissenschaft》2008,11(2):234-252
Zusammenfassung ?konomen haben viel Vertrauen in M?rkte und individuelle Entscheidungen. Jeder Staatseingriff bedarf der Begründung. Das gilt
auch dann, wenn dies einen für die Wohlfahrt eines Landes so wichtigen Bereich wie die Bildung betrifft. Es muss zun?chst
geprüft werden, ob und wo Marktversagen bei individuellen Entscheidungen über Bildungsinvestitionen vorliegt. Weiter bleibt
zu diskutieren, wie der Staat geeignete Rahmenbedingungen für ein Bildungssystem setzen kann. Sollen mehr ?ffentliche Mittel
in den Bildungssektor flie?en? Oder sind vielmehr im Bildungssystem Anreize zu setzen, damit sich sowohl die Lernenden als
auch die Lehrenden intensiver im Bildungsprozess engagieren? Zur Gestaltung von Anreizen gibt es in der bildungs?konomischen
Literatur eine Vielzahl von Ansatzpunkten, von denen in diesem Beitrag exemplarisch (und für Deutschland m?glicherweise besonders
interessant) die Einführung zentraler Abschlussprüfungen und leistungsabh?ngiger Bezahlung von Lehrkr?ften diskutiert werden.
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