Knowledge sharing in open source software project teams: A transactive memory system perspective     

Xiaogang Chen  Xue Li  Jan Guynes Clark  Glenn B. Dietrich 《International Journal of Information Management》2013

The extant studies have not empirically examined the possible team cognitive mechanisms that facilitate knowledge sharing in OSS teams, even though knowledge sharing is a cognitive task and an OSS team is a complex cognitive system. To fill this research gap, we adopt the perspective of transactive memory system (TMS) to explore the relationships among TMS, knowledge sharing, communication quality, and technical achievement of OSS teams. By analyzing data from 95 OSS projects with the partial least squares (PLS) method, our study demonstrates that several TMS dimensions have positive impacts on knowledge sharing behaviors and communication quality. Moreover, communication quality positively influences technical achievement of OSS teams. These findings provide useful implications for literature and practice.  相似文献   

A comparison of the capacity of ice hockey goaltender masks for the protection from puck impacts     

Sarah Nur  Marshall Kendall  J. Michio Clark  T. Blaine Hoshizaki 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):459-469

Goaltenders in ice hockey are the only players that are on the ice for the entire game. Their position exposes them to impacts from collisions with other players, falls to the ice, and puck impacts. In competitive ice hockey leagues, head injuries resulting from puck impacts have been reported with some cases resulting in ending the player’s career. Considerable research has been conducted to assess the performance of hockey helmets; however, few have assessed the performance of goaltenders’ masks. The purpose of this study was to compare the capacity of four goaltenders’ masks for the protection from puck impact as measured by head acceleration and peak force. A Hybrid III headform was fitted with four different goaltender masks and impacted with a hockey puck in three locations at 25 m/s. The masks were found to vary in the level of protection they offered as the mask with the thickest liner resulted in lower forces than the thinnest mask for side impacts; however, the thinnest mask resulted in the lowest force for front impacts. Despite performance differences at specific locations, no one mask proved to be superior as peak acceleration and peak force values did not exceed the thresholds necessary for concussion.  相似文献   

An agenda for higher education     

Clark Kerr 《Higher Education》1982,11(5):593-600

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A Self‐Management Strategy for Increasing Implementation of Behavioural Procedures by Residential Staff     

Ted Glynn  Beryl Clark  Wendy Vaigro  Susie Lawless 《International Journal of Disability, Development & Education》1984,31(3):209-222

Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff.  相似文献   

Letters     

Richard E. Clark 《Educational technology research and development : ETR & D》1979,27(1):78-80

Conclusions One of the things particularly disturbing about managing our doctoral programs is the growing realization that our professionals must be more highly trained than those working in the traditional social or physical sciences. It takes longer (and I suspect it is more difficult) to produce the hybrid professional capable of and committed to contributing to educational practice. Our students must be as knowledgeable as the doctoral candidate in (for example) psychology and in addition must acquire a set of skills that deal with enhancing practice in a great variety of settings. It also is disturbing to realize that our doctoral students probably won’t acquire this capability unless faculty members begin to model the skills and approaches they expect their students to acquire. I have consciously ignored a number of areas (curriculum, focus for courses and assessment, and delineation of desirable competencies and performances). At the moment my concern is to communicate my strong belief that we must grow away from the training of people primarily concerned with technical skills in developing instruction, evaluating programs, managing resource centers, and producing films and television programs and focus on the training of people skilled in inquiring about problems and their solutions. Presumably these people would be able to arrive at some solutions that would be useful regardless of their career choices—research, development, production, and/or administration. All student activities involving the actual development of instruction should be conducted in an atmosphere of constant inquiry and critical discussion of the usefulness of the concepts being acquired and the process being employed.  相似文献   

The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs          下载免费PDF全文

Madeline Clark  Jeff Moe  Danica G. Hays 《Counselor Education & Supervision》2017,56(4):259-273

The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included.  相似文献   

Book reviews     

T. R. McConnell  Clark Kerr  Barbara Goldschmid  Marcel L. Goldschmid  Rolf Westermann  Robert G. Cope  J. N. Wolfe  Richard E. Sherrell  Gareth Williams 《Higher Education》1975,4(4):487-502

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Infants parse dynamic action   总被引：6，自引：0，他引：6  

Baldwin DA  Baird JA  Saylor MM  Clark MA 《Child development》2001,72(3):708-717

As observers of human behavior, infants are faced with a complex flow of motion in which pauses are rare and only occasionally coincide with boundaries between intentional actions. Two studies investigated whether, despite such complexity, 10- to 11-month-old infants (N = 16 for each study) possess skills for parsing ongoing behavior along boundaries correlated with the initiation and completion of intentions. After being familiarized with digitized sequences of continuous everyday action, infants showed renewed interest in test versions in which motion paused in the midst of an actor's pursuit of intentions (interrupting test videos). In contrast, pauses that suspended motion at intention boundary points (completing test videos) sparked no such renewed interest on infants' part. Moreover, basic salience differences between the two types of test videos were not the source of infants' increased interest when intentions were interrupted (Study 2). These findings demonstrate that infants readily detect disruptions of the structure inherent in intentional action, and hence parse ongoing behavior with respect to such structure. Such parsing skill is likely a prerequisite to the development of genuine intentional understanding.  相似文献   

Negotiating the transition to middle school: the role of self-regulatory processes     

Rudolph KD  Lambert SF  Clark AG  Kurlakowsky KD 《Child development》2001,72(3):929-946

The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience.  相似文献   

The American mixture of higher education in perspective: four dimensions     

Clark Kerr 《Higher Education》1990,19(1):1-19

Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education.  相似文献