The influence of strategic patenting on companies’ patent portfolios     

Knut Blind  Katrin Cremers 《Research Policy》2009,38(2):428-436

This paper analyses whether strategic motives for patenting influence the characteristics of companies’ patent portfolios. We use the number of citations and oppositions to represent these characteristics. The analysis is based on survey data from German companies, which are combined with EPO data covering applications from 1991 to 2000. We find clear evidence that the companies’ patenting strategies are related to the characteristics of their patent portfolios. First, companies using patents in the traditional way to protect their technological knowledge base receive a higher number of forward citations for their patents. Second, the motive of offensive - but not of defensive - blocking is related to a higher incidence of oppositions, whereas companies using patents as bartering chips in collaborations receive fewer citations and fewer oppositions to their patents.  相似文献   

Some Doubts About Character Measuring     

Henry Neumann 《Religious education (Chicago, Ill.)》2013,108(7):620-626

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Students’ Conceptions About ‘Radiation’: Results from an Explorative Interview Study of 9th Grade Students     

Susanne Neumann  Martin Hopf 《Journal of Science Education and Technology》2012,21(6):826-834

One basis of good teaching is to know about your students?? preconceptions. Studies about typical ideas that students bring to the science classroom have been and continue to be a major field in science education research. This study aims to explore associations and ideas that students have regarding ??radiation??, a term widely used in various fields and necessary to understand fundamental ideas in science. In an explorative study, the perceptions of 50 high school students were examined using semi-structured interviews. The students were 14?C16?years old and were chosen from 7 different high schools in an urban area in Austria. Following an interview guideline, students were asked about their general associations with the term ??radiation?? as well as about their general understanding of different types of radiation. A qualitative analysis of these interviews following the method of Flick (2009) revealed that the students?? associations were, to a great extent, very different from the scientific use of the term. Several conceptions that could inhibit students?? learning processes could be identified. Consequences for the teaching of the topic ??radiation?? in science lessons, which are based on these preconceptions, are presented in the conclusion.  相似文献   

Meinprof.de – Portal zur Ausübung des "vornehmensten Menschenrechts"?     

Sybille Neumann 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(5):139-148

Der nachfolgende Beitrag setzt sich mit der Frage auseinander, welche rechtlichen Grenzen für die über Internetportale erfolgende Verbreitung von Kritik an Hochschuldozenten bestehen. Dabei wird das Portal meinprof.de in den Blick genommen, auf dem Studierende ihre Dozenten und deren Veranstaltungen bewerten und kommentieren k?nnen. überprüft wird die Zul?ssigkeit der Verbreitung der Kritik und Kommentare am Ma?stab des deutschen und europ?ischen Rechts. Der Beitrag konzentriert sich zwar auf den deutschen Rechtskreis, die behandelte Frage ist wegen des Bestehens des vergleichbaren Portals meinprof.at und der Aknnüpfungen an internationales Recht aber von generellem Interesse. Die rechtliche Beurteilung solcher Plattformen h?ngt davon ab, welche Bedeutung man den Pers?nlichkeitsrechten im Verh?ltnis zur Meinungsfreiheit beimisst. Die Verfasserin pl?diert dafür, den Schutz des allgemeinen Pers?nlichkeitsrechts zu st?rken.  相似文献   

Diversity,Doctoral Education and Policy     

Ruth Neumann 《高等教育研究与发展》2002,21(2):167-178

This paper argues the importance of diversity for research and doctoral education and the key role of policy in encouraging it. It considers the impact of higher education policy on diversity in doctoral education through the three prevailing themes of cost, concentration and relevance, illustrating in each instance both positive and negative influences. It is a time of dynamic change where the role and purposes of doctoral study and the role and production of knowledge in society are changing. Policy plays an important part in leading and shaping this development.  相似文献   

The linguistic milieu of Norwegian children with hearing loss     

Arnesen K  Enerstvedt RT  Engen EA  Engen T  Høie G  Vonen AM 《American annals of the deaf》2008,153(1):65-77

The article is based on a national survey in Norway of the linguistic situation of deaf children. Parents, teachers, and children were asked to make judgments on topics related to the children's language milieu at home and at school by means of detailed questions using two response methods: a language inventory and rating scales. The inventory is more detailed than those in other studies and required all three groups to consider not only the use of the two native languages, Norwegian and Norwegian Sign Language, but other forms combining sign and speech. The data revealed that languages used with the children included both native languages as well as various mixtures depending on context, situation, and the nature and purpose of the communication. The results are considered from the perspective of the amount and quality of language input and intake necessary for language acquisition and literacy.  相似文献   

School-based assessment in the 1986 NSW higher school certificate     

Brian Low  Moya Adams  Sam Ball  George Cooney  Ruth Neumann 《The Australian Educational Researcher》1988,15(3):11-23

The paper reports an evaluation of the introduction of a school-based assessment component into the 1986 NSW Higher School Certificate. A research team from Macquarie University and the University of Sydney monitored the processes of assessment policy development in eight Sydney schools during 1985 and 1986. These case studies of process and product were supplemented in 1986 by studies in ten NSW country high schools. A survey of teachers and students in a random sample of 58 high schools in NSW was completed towards the end of 1986. The results of the case studies and the survey are discussed within the following framework: Information Flow from the Board of Senior School Studies to the Schools; Policy Development in Schools; Features of Assessment Policies and their Implementation; and the Impact of Assessment on Classroom Practices and Relationships in the Classroom.  相似文献   

The reward-support framework and faculty commitment to their university     

Yoram Neumann  Edith Finaly-Neumann 《Research in higher education》1990,31(1):75-97

The present study examined faculty commitment to their university across hard and soft sciences and across pure and applied fields. Within each field, faculty commitment was separately examined for each career stage and for each level of research productivity. Furthermore, this study assessed (separately for each field) the relative powers of rewards and support variables, derived from the exchange framework, in explaining faculty commitment. A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education, was surveyed by means of a questionnaire. The major findings of the study suggest that the reward-support framework plays a meaningful role, although distinctly different for hard and soft sciences, in determining faculty commitment to their university in each of the four fields. The relative power of rewards in explaining faculty commitment is stronger in hard sciences and weaker in soft sciences whereas a reversed pattern is found for support indicators. In addition, faculty commitment to their university varies across fields, career stages, and levels of research productivity (only for hard sciences).  相似文献   

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students     

Tobias Tempel  Roland Neumann 《Journal of Experimental Education》2016,84(4):702-722

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In Experiment 2, all participants initially memorized words related to failure, but one experimental condition subsequently required the intentional forgetting of these words, thereby, decreasing the words’ activation in memory. The performance of highly test-anxious participants in unannounced cognitive ability tests following the memorizing phase profited from the activation of failure-related concepts. Experiment 3 replicated this finding by contrasting a condition priming failure–related concepts with a neutral control condition. The results point to a mechanism of suppressing worrying thoughts that is detrimental to test performances of highly test-anxious persons. Bringing the feared threat of failure to their awareness prevents that suppression.  相似文献   

MULTILEVEL ANALYSIS OF THE EFFECTS OF STUDENT AND INSTRUCTOR/COURSE CHARACTERISTICS ON STUDENT RATINGS   总被引：2，自引：0，他引：2  

Fadia Nasser  Knut A. Hagtvet 《Research in higher education》2006,47(5):559-590

Multilevel SEM was used to examine the extent to which student, instructor, and course characteristics affect student ratings. Data were gathered from 1867 students enrolled in 117 courses at a large teacher training college in Israel. Four alternative two-level models that differ in only the nature of the relationship among interest in the course subject, expected grade, and student ratings were tested. Two of the models were judged as less appropriate, one because it failed to support the spurious relationship assumed between expected grade and student ratings, and the other on grounds of poor model-data fit. The other two models were equally good both in terms of the model-data fit and the amount of variance in student ratings that is accounted for by each of them. Both models supported the mediation effect of expected grade in the relationship between interest in the course subject and student ratings.  相似文献