Open the ‘black box’ creativity and innovation: a study of activities in R&D departments. Some prospects for engineering education     

Charlyne Millet  David Oget  Denis Cavallucci 《European Journal of Engineering Education》2017,42(6):1000-1024

Innovation is a key component to the success and longevity of companies. Our research opens the ‘black box’ of creativity and innovation in R&D teams. We argue that understanding the nature of R&D projects in terms of creativity/innovation, efficiency/inefficiency, is important for designing education policies and improving engineering curriculum. Our research addresses the inventive design process, a lesser known aspect of the innovation process, in 197 R&D departments of industrial sector companies in France. One fundamental issue facing companies is to evaluate processes and results of innovation. Results show that the evaluation of innovation is confined by a lack of methodology of inventive projects. We will be establishing the foundations of a formal ontology for inventive design projects and finally some recommendations for engineering education.  相似文献   

Resources for Media Education — an International Selection     

Denis W. Daley 《Educational Media International》2013,50(4):244-246

Abstract

This article describes the progress of an ICEM/ Unesco project which started in late 1986 with the aim of producing an international catalogue of material to support teaching and learning in the field of media education. It was believed that such a catalogue would stimulate the development of media education in countries which were still in the early stages of introducing these studies into the curriculum. A large amount of data was gathered for the catalogue and a first version was given limited circulation in 1988. Following feedback from recipients of this first version and the collection of further data, a second version of the catalogue is now at the final editorial stage and will be circulated widely before the end of 1989. The author outlines some of the problems encountered in the production of the catalogue and suggests some future action which might be undertaken at the end of the current project.  相似文献   

Situated analysis of elite trampolinists' problems in competition using retrospective interviews     

Hauw D  Durand M 《Journal of sports sciences》2007,25(2):173-183

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Bioresistive identification of heat shock protein 90     

Arvind Chandrasekaran  Shanmugasundaram Pakkiriswami  Jian Liang You  Ashwin Acharya  Muthukumaran Packirisamy    Denis Maxwell 《Biomicrofluidics》2008,2(3)

90 kDa heat shock protein (HSP90) is a ubiquitous molecular chaperone and is one of the abundant proteins present in a cell under normal and stressed conditions. The adenosine triphosphate (ATP) binding region of HSP90 is currently under a great degree of study because of the interest of its role in cancer and protein maintenance; the binding of ATP to HSP90 induces a large conformational change in the protein as a result of the activity of different types of stressors within the cells. In the present paper, a simple microfluidic biosensor is proposed for the characterization of ATP-HSP90 interactions through the principle of bioresistive variation. The experimental results prove that the present biosensor system is highly suitable for the detection of heat shock proteins present in a real-time biological sample, which is very useful for in-situ biomedical applications and rapid pathogenic detections.  相似文献   

Teacher Control over Interagency Collaboration: A Roadblock for Effective Transitioning of Youth with Disabilities     

Denis Meadows  Wendi Beamish 《International Journal of Disability, Development & Education》2014,61(4):332-345

Poor post-school outcomes for youth with disabilities have consistently been reported internationally. Interagency collaboration between school systems and post-school services is critical and key to improving post-school life for these youth. An initial Queensland study that benchmarked the teacher practice of 104 transition teachers and associated personnel indicated that interagency collaboration practices had the lowest levels of implementation. These results were the motivation behind a second study which investigated the hypothesis that lack of teacher control over interagency collaboration practice formed a roadblock for effective transitioning of youth with disabilities. Results generally confirmed the hypothesis and provide further understanding about the multi-faceted nature of interagency collaboration and the stakeholders involved in this process. Three interconnected actions are proposed to bypass identified roadblocks. If these actions are put in place, schools should improve their connections with post-school services, teachers should enhance their practice, and students should achieve improved post-school outcomes.  相似文献   

The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence     

Annie Brookman‐Byrne  Denis Mareschal  Andrew K. Tolmie  Iroise Dumontheil 《Mind, Brain, and Education》2019,13(3):211-223

Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.  相似文献   

School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment     

Denis Newman  Jenna Zacamy  Valeriy Lazarev  Li Lin 《Peabody Journal of Education》2017,92(5):675-701

This five-year study focused on school processes that promoted the scaling-up of a high school academic literacy framework, Reading Apprenticeship, developed by WestEd's Strategic Literacy Initiative (SLI). Implementing an innovative strategy for scaling-up involving school-based cross-disciplinary teacher teams, SLI brought the framework to 274 schools across five states. Our study was guided by research literature that viewed scale-up as increasing local ownership and depth of commitment. Our goal was to measure SLI's success in terms of the numbers of students, teachers, and schools reached, and to evaluate the success of SLI's innovation through metrics that would be indicative of the program taking hold in schools, and ultimately, its scalability.

We developed a longitudinal data set based on teacher and principal surveys, participant records, and school demographics that allowed us to measure implementation over time and to identify program and school characteristics that predicted the increase or decrease in participation. We found early indications of uptake and enthusiasm for Reading Apprenticeship, but greater variation in responses across schools by the third year. Using regression analysis, we found that initial teacher participation in team meetings and schoolwide commitment predicted “scaling-in” within a school. We hypothesized that a process, consistent with SLI's use of cross-disciplinary teacher teams, led to increased and sustained program participation. This study contributes to the field of scale-up research through identifying intermediate teacher outcomes that predict scaling-in and that were not as prevalent in an RCT conducted in parallel, illustrating the weakness of large-scale RCTs as an appropriate context for measuring impact of an innovation that is being scaled up.  相似文献   

Language specific speech perception and the onset of reading     

Burnham  Denis 《Reading and writing》2003,16(6):573-609

In two studies the relationship between theonset of reading and language specific speechperception, the degree to which native speechperception is superior to non-native speechperception, was investigated. In Experiment 1with children of 4, 6, and 8 years, languagespecific speech perception occurred maximallyat 6 years and was positively related toreading ability for age and languagecomprehension level. In Experiment 2, with anexpanded range of ages and various stimulus andtask changes, the relationship between readingand language specific speech perception stillheld, and maximal language specific speechperception occurred around the onset of readinginstruction for three different sets of speechcontrasts, but not for a control set ofnon-speech contrasts. The results show thatlanguage specific speech perception is alinguistic rather than an acoustic phenomenon.Results are discussed in terms of early speechperception abilities, experience with oralcommunication, cognitive ability, readingability, alphabetic versus logographiclanguages, phonics versus whole word readinginstruction, and the effect of age versusinstruction.  相似文献   

Handwriting in signing deaf middle-school students and relationship with text composition and spelling     

Denis Alamargot  Marie-France Morin  Érika Simard-Dupuis 《Reading and writing》2018,31(4):1017-1038

We set out to (i) assess the handwriting skills of signing deaf students, and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students matched on chronological age (M = 15.32 years) to write the letters of the alphabet and their firstname and surname from memory as a handwriting assessment, and to compose a text describing their bedroom. Results showed that even though the deaf students formed legible letters in both handwriting tasks, they spent more time producing the alphabet letters, and composed shorter texts that were less fluent and contained more phonologically inaccurate spelling errors. Analysis of correlations between handwriting and text production (including spelling) measures revealed strong and significant relationships for the deaf students. This study showed that handwriting difficulties, in terms of executing the letters of their firstname and surname, as well as retrieving the letters of the alphabet from memory, persist in 15-year-old signing deaf students, and represent a constraint during text production, impairing spelling as well as text content richness and word fluency.  相似文献   

Socialization and cultural development     

Denis Goulet 《Interchange》1979,10(3):1-9

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