SOME PERCEIVED IMPEDIMENTS TO TECHNOLOGY TRANSFER FROM THE HIGHER EDUCATION SECTOR OF THE EUROPEAN COMMUNITY TO INDUSTRY     

F. Keith Sellar 《Higher Education in Europe》1989,14(2):76-83

The effective exploitation of the applicable resources in the Higher Education (H.E.) Sector of the European Community has been accepted as a major factor for future economic prosperity. Member States have, however, to‐date, not obtained the optimal benefit from these resources, as, inter alia, their commercialization and marketing have not been effectively implemented. It has also been recognized that strong and efficient transnational linkages, bringing together research expertise throughout the Community, are essential if the challenges from Japan and the United States are to be met on world markets. The identification and removal of the impediments inhibiting beneficial academic technology transfer are therefore fundamental pre‐requisites for successful utilization and exploitation. Some of the perceived impediments can be categorized as: Basic ‐‐ impediments common to Member States, including the mental/attitudinal gap between the H.E. and the Industrial Sectors; Institutional ‐‐ basic impediments in academic institutions, in particular, the absence of factors needed to generate the required environment for beneficial technology transfer; Industrial ‐‐ impediments, such as the inability to identify the actual needs of Industry; Governmental ‐‐ impediments arising from a lack of assessment of governmental policies, i.e. the ownership of publicly funded research results. The removal of impediments will require empirical studies on their causes, a task which will entail the services of staff trained and experienced in all aspects of academic technology transfer. It will also necessitate cultural and organizational changes both in the H.E. and the Industrial Sectors.  相似文献   

Reacquisition of learned taste aversions     

Sam Revusky  Shannon Coombes 《Learning & behavior》1979,7(3):377-382

In four experiments, it was found that rats subjected to extinction of conditioned taste aversions readily reacquired these aversions when subjected to conditioning once again. Two of the present procedures were very similar to those used by Danguir and Nicolaides in unsuccessful attempts to obtain reconditioning of extinguished taste aversions.  相似文献   

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?     

Ross H. Nehm  Irvin Sam Schonfeld 《Journal of Science Teacher Education》2007,18(5):699-723

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.  相似文献   

Wikipedia and the University,a case study     

Charles Knight  Sam Pryke 《Teaching in Higher Education》2013,18(6):649-659

This article discusses the use of Wikipedia by academics and students for learning and teaching activities at Liverpool Hope University. Hope has distinctive aspects but we consider the findings to be indicative of Wikipedia use at other British universities. First we discuss general issues of Wikipedia use within the university. Second, we examine existing research on Wikipedia use amongst students and academics. Based upon a sample of 133 academics and 1222 students, our principal findings were: (1) 75% of academics and students use Wikipedia; (2) student use is typically confined to the initial stages of assessments; (3) a quarter of academics provide guidance on how to use Wikipedia and (4) 70% of academics use Wikipedia for background information for teaching purposes, something that it is not influenced by whether student use is tolerated or not. Our conclusion is that whilst Wikipedia is now unofficially integrated into universities, it is not ‘the’ information resource as feared by many and that an enlightened minority of academics have attempted to assimilate it into their teaching.  相似文献   

EXPLORES教学模式探析与应用研究     

冷晟  Samuel HUANG  叶文华 《现代教育技术》2013,23(9):114-118

培养具有创新意识,能综合运用所学科学理论和技术手段,具备分析并解决工程问题能力的未来工程师,教学与社会需求紧密集合,缩小从学校步入企业的差距感,是美国辛辛那提大学学者提出的EXPLORES教学理念的核心思想。该文探讨了堆于知识泛化、自主解决问题、工程项目驱动的教学模式。以数字化制造教学为例,打造具有代表性的企业数字化制造车间模拟环境,打破课程界限,引入具有实际工程背景的项目,通过分组合作方式,展开教学实践。以期提高学生对实际工程领域中机械制造技术的认知,使教学更贴近社会需求。为促进学生从高校到工程技术岗位上的无缝转变提供建议与参考。  相似文献   

Telecommunications     

Rufus P. Turner  Sam Fedida  Rex Malik 《Communication Booknotes Quarterly》2013,44(9-10):198-199

Rufus P. Turner's The Illustrated Dictionary of Electronics (Blue Ridge Summit, Pa.: TAB Books, 1980---$19.95/14.95)

Sam Fedida and Rex Malik's The Viewdata Revolution (New York: John Wiley, 1980--- $34.95)

The latest from the Harvard Program on Information Resources Policy (200 Aiken, Harvard University, Cambridge, Mass. 02138)  相似文献   

Tensions in Community Health Improvement Initiatives: Communication and Collaboration in a Managed Care Environment     

Caryn Medved  Kelly Morrison  James Dearing  Sam Larson  Greg Cline  Boris Brummans 《Journal of Applied Communication Research》2013,41(2):137-152

Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions.  相似文献   

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY     

Ernest Pascarella  Louise Bohr  Amaury Nora  Sam Ranganathan  Mary Desler  Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.  相似文献   

The Unquiet Ones: A History of Pakistan Cricket     

Sam Knowles 《国际体育史杂志》2013,30(11-12):1523-1524

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The Theory That Would Not Die: How Bayes’ Rule Cracked the Enigma Code,Hunted Down Russian Submarines and Emerged Triumphant from Two Centuries of Controversy. by McGrayne,Sharon Bertsch     

Howard Wainer  Sam Savage 《Journal of Educational Measurement》2012,49(2):214-219

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