New Technologies     

Robert Johansen  Brigitte L. Kenney  Martin Clifford  Peg Kay  Patricia Powell 《Communication Booknotes Quarterly》2013,44(5)

TELECONFERENCING AND BEYOND: COMMUNICATIONS IN THE OFFICE OF THE FUTURE, by Robert Johansen (New York: McGraw Hill - Data Communications. 1984—price not given

CABLE FOR INFORMATION DELIVERY: A GUIDE FOR LIBRARIANS, EDUCATORS AND CABLE PROFESSIONALS, edited by Brigitte L. Kenney (White Plains, New York: Knowledge Industry Publications, 19847mdash;$34.50/ $27.50)

THE COMPLETE GUIDE TO SATELLITE TV, by Martin Clifford (Blue Ridge Summit, Pennsylvania: Tab Books, 1984—$11.50 pape

FUTURE INFORMATION PROCESSING TECHNOLOG1 1983, edited by Peg Kay and Patricia Powell (Washington, D.C.: Government Printing Office, August 1983- $6.50, paper),  相似文献   

Questionable Research Practices in Experimental Communication Research: A Systematic Analysis From 1980 to 2013     

Jörg Matthes  Franziska Marquart  Brigitte Naderer  Florian Arendt  Desirée Schmuck  Karoline Adam 《Communication methods and measures》2015,9(4):193-207

Questionable research practices (QRPs) pose a major threat to any scientific discipline. This article analyzes QRPs with a content analysis of more than three decades of published experimental research in four flagship communication journals: Journal of Communication, Communication Research, Journalism & Mass Communication Quarterly, and Media Psychology. Findings reveal indications of small and insufficiently justified sample sizes, a lack of reported effect sizes, an indiscriminate removal of cases and items, an increasing inflation of p-values directly below p < .05, and a rising share of verified (as opposed to falsified) hypotheses. Implications for authors, reviewers, and editors are discussed.  相似文献   

Editorial     

Pierre Luisoni  Brigitte Dluermoz 《Prospects》2006,36(3):245-246

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Innovation and network structural dynamics: Study of the alliance network of a major sector of the biotechnology industry   总被引：3，自引：0，他引：3  

Brigitte Gay  Bernard Dousset 《Research Policy》2005,34(10):1457-1475

We study the large-scale topology and dynamics of maps of alliances in a major segment of the biotechnology industry. The results point to the joint dynamics of network and innovation. The study demonstrates that the network is scale-free. Competition for links translates into a dynamic exponent that seems to follow the fitter-get-richer model of network growth, with preferential attachment to firms holding key technologies. This network also shows a small-world effect. This work highlights the strategic importance of understanding the growth dynamics and structure of collaboration networks for the building of leading positions in industries led by sustained radical change.  相似文献   

Flaunting one's academic pedigree? Self‐presentation of students from elite French schools     

Hugues Draelants  Brigitte Darchy‐Koechlin 《British Journal of Sociology of Education》2011,32(1):17-34

This article starts from the puzzle that although French elite institutions enjoy extremely positive and attractive images, students from these schools generally choose to conceal their academic pedigree in their daily interactions. We show that, in a context of growing inequalities of access to grandes écoles, the strategy of hiding one's student identity may be understood as the desire to avoid six core threats associated with declaring one's association with an elite school: not conforming to group norms, confirming a negative reputation, not living up to a positive reputation, reducing one's identity, losing control of one's identity, and threatening the identity of the other. The conclusions highlight the implications of this microsociological study on a host of much wider questions useful in better understanding the ambivalent relations that exist between French society and its elites issued from the grandes écoles.  相似文献   

A conversation of teachers: In search of professional identity   总被引：1，自引：0，他引：1  

Brigitte Smit  Elzette Fritz  Valencia Mabalane 《The Australian Educational Researcher》2010,37(2):93-106

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko &; Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape.  相似文献   

On the Nature of the Semiotic Structure of the Didactic Action: The Joint Action Theory in Didactics Within a Comparative Approach     

Gérard Sensevy  Brigitte Gruson  Dominique Forest 《Interchange》2015,46(4):387-412

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Modellierung und kartographische Visualisierung von Geodaten mit XML-basierten Sprachen     

Brigitte Mathiak  Andreas Kupfer  Karl Neumann 《Informatik - Forschung und Entwicklung》2005,6(2):24-32

Mit den XML-basierten Sprachen GML, XSLT und SVG lassen sich Geodaten nicht nur anwendungsorientiert modellieren, sondern auch karten?hnlich visualisieren. In dieser Fallstudie zeigen wir das, indem wir realistische Geodatenbest?nde der Landesvermessungs?mter zun?chst mit der Geography Markup Language (GML) nachmodellieren. So mit GML strukturierte Daten werden dann mit der Extensible Stylesheet Language for Transformation (XSLT) auf Elemente der Sprache Scalable Vector Graphics (SVG) abgebildet. Dabei wird der Prozess der kartografischen Visualisierung durch XSLT-Konstrukte modelliert und auch gleichzeitig implementiert. Als Ergebnis erhalten wir Grafiken, die den entsprechenden Karten der Landes?mter zumindest nicht un?hnlich sind.  相似文献   

How to Support and to Bring About the Shift from Teaching to Learning through Academic Staff Development Programmes: Examples and Perspectives     

Brigitte Berendt 《Higher Education in Europe》1998,23(3):317-329

This article opens with a survey of developments indicative of the shift from teaching to learning. It then surveys the situation in the 1990s and answers questions relevant to the encouragement of effective teaching. It continues by dealing with the question of how to encourage the shift from teaching to learning by means of staff development programmes for higher education teaching personnel. The author presents successful concepts that she developed in the context of a pilot study undertaken between 1975 and 1979. She applied them within workshops not only in her own university but in numerous eastern European and African universities and at the University of the Philippines in 1997 and 1998. A final section summarizes some perspectives for the UNESCO World Conference on Higher Education: Higher Education in the Twenty‐First Century‐‐"Vision and Action' that was held in Paris from 5 to 9 October 1998.  相似文献   

The use of migration-related competencies in continuing education: individual strategies,social and institutional conditions     

Ariane Sadjed  Brigitte Kukovetz 《Studies in Continuing Education》2015,37(3):286-301

Focusing especially on biographical competencies that are gained through the experience of migration and socialisation in a certain country or cultural context, this article analyses how professionals define and deploy these ‘migration-related competencies’ when it comes to employment in the field of adult education in Austria. By means of selected example cases individual strategies are discussed vis-à-vis institutional frameworks of adult education and processes of exclusion towards migrants in general. Considering questions of representation and othering, the circumstances under which the utilisation of migration-related competencies is experienced as beneficial or problematic are examined. Furthermore, educational institutions of the majority society display different modes of recognising and acknowledging migration-related competencies. In a context, in which the official acknowledgement of these practices by institutions and transparent policies towards diversity orientation are lacking, the possession and demonstration of migration-related competencies has shown to be a highly ambivalent and individualised process.  相似文献