Incongruities as a source of organizational renewal in corporate management of R&D     

Jens Frslev Christensen 《Research Policy》2002,31(8-9)

The heydays of the central R&D laboratory as the ‘dominant design’ of corporate R&D in large technology-intensive companies is over. The last decades have witnessed not only downsizing of central R&D, but also ongoing experimentation and restructuring of the modes of managing corporate R&D. What is the logic behind these ongoing restructurings? The paper argues that different kinds of organizational incongruities constitute critical sources of change in the organization of R&D. The paper seeks to align a contingency and an evolutionary perspective in analyzing two Danish technology-intensive companies characterized by highly different organizational trajectories.  相似文献   

THE EDUCATION OF ENGINEERS IN DENMARK     

N. Krebs Ovesen  Jens Kr. S⊘rensen 《European Journal of Engineering Education》1977,2(2):87-96

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Do Pictures Tell a Different Story? A multimodal frame analysis of the 2014 Israel-Gaza conflict     

Marc Jungblut  Ieva Zakareviciute 《Journalism Practice》2019,13(2):206-228

Pictures play an ever-increasing role in the public’s understanding of mediated events. However, many studies show that visuals remain an understudied field, especially when it comes to multimodal approaches. This remains an important issue in today’s media environment, where visuals and their interaction with textual contents are becoming increasingly important carriers of meaning. The following paper presents results from a multimodal quantitative content analysis of the online coverage of the 2014 Israel–Gaza conflict, wherein an innovative comparative approach to visual and textual frames was applied. We examine the existing frames, identify patterns of visual and textual frame co-occurrence and describe changes of the applied multimodal framing. Overall, a sample of 150 texts and 219 pictures was coded. The study shows that the applied visual and textual frames initially correspond with each other thematically. During the course of the conflict, however, the provided textual and visual framing divert increasingly. While the textual mode more or less upholds its original framing of the events, the visual level intensifies the framing strategy it has adopted since the escalation of the conflict began. As a result, textual coverage focuses more on negotiations and solutions, whereas images become increasingly graphic.  相似文献   

Conceptual representation of actions in sign language     

Dobel C  Enriquez-Geppert S  Hummert M  Zwitserlood P  Bölte J 《Journal of deaf studies and deaf education》2011,16(3):392-400

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Child and adult witnesses: the effect of repetition and invitation-probes on free recall and metamemory realism     

Jens Knutsson  Carl Martin Allwood  Marcus Johansson 《Metacognition and Learning》2011,6(3):213-228

Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance.  相似文献   

Relationships between computational thinking and the quality of computer programs     

Boom  Kay-Dennis  Bower  Matt  Siemon  Jens  Arguel  Amaël 《Education and Information Technologies》2022,27(6):8289-8310

Education and Information Technologies - Computational thinking – the ability to reformulate and solve problems in ways that can be undertaken by computers – has been heralded as a...  相似文献   

Model-based testing with UML applied to a roaming algorithm for Bluetooth devices     

GRABOWSKI Jens  NEUKIRCHEN Helmut  PALS Holger 《Journal of Zhejiang University. Science. B》2004,(11)

INTRODUCTION The Unified Modeling Language (UML)(Eriksson, 2003) is a visual language supporting thedesign and development of complex object-orientedsystems. While UML models focus primarily on thedefinition of system structure and behavior, theyprovide only limited means for describing test ob-jectives and test procedures. Furthermore, thegrowing system complexity increases the need forsolid testing. Thus, in 2001, the Object Manage-ment Group issued a Request for Proposal (U…  相似文献   

An extension to the internal/external frame of reference model to two verbal and numerical domains     

Jens Möller  Lilian Streblow  Britta Pohlmann  Olaf Köller 《European Journal of Psychology of Education - EJPE》2006,21(4):467-487

Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally, (g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept. Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within the domains were not negative.  相似文献   

Some pedagogical observations on using augmented reality in a vocational practicum     

Stan Lester  Jens Hofmann 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):645-656

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Behind the scenes: Unpacking student discussion and critical reflection in lectures     

Kristine Ludvigsen  Rune Johan Krumsvik  Jens Breivik 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2478-2494

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