Universities as partners in U.S. research joint ventures     

Albert N. Link  John T. Scott 《Research Policy》2005,34(3):385-393

This paper investigates the conditions when a research joint venture (RJV) will involve a university as a research partner. We hypothesize that larger RJVs are more likely to invite a university to join the venture as a research partner than smaller RJVs because larger ventures are less likely to expect substantial additional appropriability problems to result because of the addition of a university partner and because the larger ventures have both a lower marginal cost and a higher marginal value from university R&D contributions to the ventures’ innovative output. We test this hypothesis using data from the COoperative REsearch (CORE) database, and those data confirm the hypothesis.  相似文献   

Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation     

Scott F. Beers  William E. Nagy 《Reading and writing》2011,24(2):183-202

  相似文献   

A case of peri-anal varicella and review of the literature     

Barrett S  Burgess S 《Child abuse & neglect》2011,35(4):307-308

  相似文献   

Magic circles: self‐esteem for everyone in Circle Time     

Robin Scott 《Educational Psychology in Practice》2011,27(1):99-101

  相似文献   

Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs     

Jacqueline Leonard  Joy Barnes-Johnson  Scott Jackson Dantley  Charles Kimber 《The Urban Review》2011,43(1):124-150

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.  相似文献   

Team-based learning in anatomy: an efficient, effective, and economical strategy     

Vasan NS  DeFouw DO  Compton S 《Anatomical sciences education》2011,4(6):333-339

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion topics"), an individual self-assessment quiz (IRAT), analysis of the discussion topics, and then the team retaking the same quiz (GRAT) for discussion and deeper learning. Embryology and clinical correlations were given as lectures. Unit examinations consisted of graded IRAT and GRAT. The National Board of Medical Examiners (NBME) Subject Examination was the comprehensive final examination. To evaluate the effect of TBL on student performance we compared the departmental and NBME subject examination scores between the traditional and TBL curricula. We collected five years of data on student performance in TBL-based anatomy and lecture-based preclinical courses. Our results show that departmental and NBME subject examination scores for TBL-based anatomy were higher than those for lecture-based anatomy. We subsequently compared average NBME scores for anatomy with those in other preclinical courses that were lecture-based. Average NBME anatomy scores were significantly higher than those for all the lecture-based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved in the NBME subject examination. Students perceived TBL as a motivator to be a responsible team member and to contribute to collective learning by the team. Further, it reinforced self-directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance.  相似文献   

National Institutes of Health public access policy and the University of Michigan Libraries' role in assisting with depositing to PubMed Central     

Merle Rosenzweig  Anna Ercoli Schnitzer  Jean Song  Scott Martin  Jim Ottaviani 《Journal of the Medical Library Association》2011,99(1):97-99

  相似文献   

Survey results of the training, nutrition, and mental preparation of triathletes: practical implications of findings     

Dolan SH  Houston M  Martin SB 《Journal of sports sciences》2011,29(10):1019-1028

Although triathlon is growing in popularity at a remarkable rate, it has not been extensively studied. The aims of this research were to identify preparation strategies used by triathletes and to categorize these strategies according to gender and consultation with triathlon coaches. Survey data collected from 401 triathletes (207 males, 194 females) revealed training, nutritional, and mental preparation habits. Most participants engaged in strength training, consumed food and/or fluids during and after training, set training and competition goals, and applied mental preparation strategies during training and the hour before racing. Water was the most commonly consumed fluid; positive self-talk was the most used mental strategy. Participants were more likely to consult with a triathlon coach than a nutrition or sport psychology professional. Athletes with more years of experience in triathlon and those competing in longer distances were more likely to consult a triathlon coach. Female triathletes were more likely than male triathletes to train with others, use mental preparation strategies, and report feeling anxious before competitions. More male triathletes reported using nutritional supplements during training than their female counterparts. These findings add to the limited research base on triathletes' training habits, and hopefully will help guide practitioners who work with this group. The results provide guidance for collaborative efforts among training, nutrition, and mental health professionals to best support triathletes.  相似文献   

Concurrent validity of the Polar s3 Stride Sensor for measuring walking stride velocity     

Grigg N  Smeathers J  Wearing S 《Research quarterly for exercise and sport》2011,82(3):424-430

With this research, we sought to establish the accuracy of stride velocity data collected by the s3 Stride Sensor Participants walked along a GAITRite mat at self-selected slow, preferred, and fast velocities, with two s3 Stride Sensors attached to their right foot. The start position was systematically varied such that the GAITRite system would record the second through sixth strides at each walking velocity. Both slow and preferred walking velocities were underestimated by 14% relative to the GAITRite (p < .05), while independent of walking velocity, Strides 2 and 3 were underestimated by 26% and 9% (p < .05), respectively. Researchers should use caution when interpreting data collected at slow and preferred walking velocities and during the first three strides.  相似文献   

信息传播媒体对农村小学生学习成绩的影响——以电视、电脑和手机为例     

庞晓鹏  曾俊霞  罗斯高  张林秀  史耀疆  王蕾 《广播电视大学学报》2014,(1):116-125

利用大规模随机抽样调查数据,分析了农村小学生看电视、用电脑和手机等信息传播媒体对他们学习成绩的影响,发现周间和周末使用这些传播媒体对学习成绩影响不同。看电视可以满足他们的娱乐和信息需求,周末适量地收看电视节目与他们的学习成绩之间呈现正相关关系;由于电脑和手机在农村小学生手中只充当游戏机的功能,使用这些媒体的时间与他们的学习成绩之间存在负相关关系,并且使用这些媒体的时间和对学习成绩的影响在男女生之间存在显著差异。  相似文献