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Organizational culture has been shown to influence the success of knowledge management practices. Hofstede's theory specifies that organizational culture is not independent of national culture. A case study of an international subsidiary was conducted to explore the extent to which knowledge sharing is dependent on national culture. Results indicate that language differences can create knowledge blocks, and cross-cultural differences can explain the direction of knowledge flows. 相似文献
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BIO2010 put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on microarray data analysis. We started using Genome Consortium for Active Teaching (GCAT) materials and Microarray Genome and Clustering Tool software and added R statistical software along with Bioconductor packages. In response to student feedback, one microarray data set was fully analyzed in class, starting from preprocessing to gene discovery to pathway analysis using the latter software. A class project was to conduct a similar analysis where students analyzed their own data or data from a published journal paper. This exercise showed the impact that filtering, preprocessing, and different normalization methods had on gene inclusion in the final data set. We conclude that this course achieved its goals to equip students with skills to analyze data from a microarray experiment. We offer our insight about collaborative teaching as well as how other faculty might design and implement a similar interdisciplinary course. 相似文献
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This article considers how primary school staff may be supported with developing their capacity for ‘evidence-informed policy and practice’ (EIPP) through partnerships involving academic researchers. It reports on one such partnership, a collaborative research project focused on improving the transition between key stages of the National Curriculum for pupils in the middle years of schooling. A case study of one participating primary school is presented. The headteacher opportunistically capitalised on the unexpected evidence emerging during the project that the vision for the school held by members of the senior management team had not been communicated to other teachers. The headteacher's response was to initiate a management review involving all staff. It is suggested that this sort of approach to collaborative research involving school staff and academic researchers holds great promise as a starting point for many initiatives to strengthen the evidence base informing school policy and practice. 相似文献
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Yolande Muschamp Kate Bullock Tess Ridge Felicity Wikeley 《British Educational Research Journal》2009,35(2):305-321
This article reports the findings of a project funded by the Joseph Rowntree Foundation, which explored the participation of children in out‐of‐school recreational activities. The experiences of children living in poverty were compared and contrasted with their more affluent peers. The aim of the project was to explore these out‐of‐school activities as sites of learning and to identify the impact of the children's experiences on the development of individual ‘learning identities’. Through in‐depth interviews with 55 children it was concluded that there were substantial differences in levels of participation and in the learning gained from these activities by two different groups of children, and stages in the development of their different dispositions towards the activities were shown. Attempts to identify the roles occupied by the children within a community of practice led the authors to question the extent to which the terms ‘core’ and ‘periphery’ can adequately account for the activity within such a community. 相似文献
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