Innovations and communication through innovative users: An exploratory mechanism of social networking website     

Chia-Liang HungAuthor Vitae  Jerome Chih-Lung Chou^{Author Vitae} 《International Journal of Information Management》2011,31(4):317-326

The study focuses on which users to target and why and how to inspire their participation by applying combination of von Hippel's lead user and user innovation toolkits with Rogers’ innovation diffusion theories. After an investigation of a social networking website, this study finds that individuals with large number of hits are highly active users of new functions. Moreover, they are likely to use toolkits to customize their personal uses and respond to others’ problems. Therefore, they garner appreciation from others in return, achieve higher ranks in the top hit parade, and obtain better-expected benefits from the website's incentive compensation. This study also evaluates the toolkits’ efficacy in the Web 2.0 context and finds that they are not equivalents. This research offers insights useful for web service providers to target innovative users and create an environment using web toolkits to induce user-generated innovation and achieve better effect of innovation communication.  相似文献   

“求生”——论中华帝国晚期的“司法欺诈”     

巩涛  徐悦红  刘雅玲 《内蒙古师范大学学报(哲学社会科学版)》2009,38(4):38-43

自14世纪以来,专制的发展造成中国体制内部的法律职业江河日下。在或多或少地被边缘化、甚至被禁止范畴内,由于丰富的专业文献、法律职业的团体精神得以保存。可以追溯到13世纪的格言要求法律人利用其技术对于被指控者＂救生＂。这种职业取向秘密行使而为赦免寻求理由,与皇帝特权不无冲突。这样,法律人的专业并不是简单的官僚专门知识,但作为一种知识解释这些似乎整个国家被规制的准则。  相似文献   

Visual abilities distinguish pitchers from hitters in professional baseball     

David Klemish  Benjamin Ramger  Kelly Vittetoe  Jerome P. Reiter  Surya T. Tokdar 《Journal of sports sciences》2018,36(2):171-179

This study aimed to evaluate the possibility that differences in sensorimotor abilities exist between hitters and pitchers in a large cohort of baseball players of varying levels of experience. Secondary data analysis was performed on 9 sensorimotor tasks comprising the Nike Sensory Station assessment battery. Bayesian hierarchical regression modelling was applied to test for differences between pitchers and hitters in data from 566 baseball players (112 high school, 85 college, 369 professional) collected at 20 testing centres. Explanatory variables including height, handedness, eye dominance, concussion history, and player position were modelled along with age curves using basis regression splines. Regression analyses revealed better performance for hitters relative to pitchers at the professional level in the visual clarity and depth perception tasks, but these differences did not exist at the high school or college levels. No significant differences were observed in the other 7 measures of sensorimotor capabilities included in the test battery, and no systematic biases were found between the testing centres. These findings, indicating that professional-level hitters have better visual acuity and depth perception than professional-level pitchers, affirm the notion that highly experienced athletes have differing perceptual skills. Findings are discussed in relation to deliberate practice theory.  相似文献   

Visual Testing: a Viable Instructional Variable     

Jerome Tanner  Francis M Dwyer 《British journal of educational technology : journal of the Council for Educational Technology》1978,9(1):55-58

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Counselor Competence,Interest, and Time Perspective: A Follow-up Note1     

Jerome M. Sattler 《Counselor Education & Supervision》1967,6(3):185-186

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Notes on the cognitive revolution     

Jerome Bruner 《Interchange》1984,15(3):1-8

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The impact of the Prevent duty on schools: A review of the evidence     

Lee Jerome  Alex Elwick  Raza Kazim 《British Educational Research Journal》2019,45(4):821-837

The UK has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent duty came into force in the UK in 2015, placing a legal responsibility on schools and teachers to implement anti-terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article reviews all of the material based on empirical studies in England involving school teachers and students published between 2015 (when the duty was introduced) and the beginning of 2019 (27 articles and reports in total), to consider the impact of the policy on schools. The key themes emerging from our analysis of this evidence base are related to (1) the ways the policy is interpreted within Islamophobic discourses, (2) the emergence of Britishness as a key feature of fundamental British values and (3) the implications of framing Prevent as a safeguarding issue. We argue that the evidence gives support to those who have been critical of the Prevent duty in schools, and that it seems to be generating a number of unintended and negative side-effects. However, the evidence also illustrates how teachers have agency in relation to the policy, and may thus be able to enact the policy in ways which reduce some of the most harmful effects.  相似文献   

Installing a System of Performance Standards for National Assessments in the Republic of Trinidad and Tobago: Issues and Challenges     

Jerome De Lisle 《教育实用测度》2015,28(4):308-329

This article explores the challenge of setting performance standards in a non-Western context. The study is centered on standard-setting practice in the national learning assessments of Trinidad and Tobago. Quantitative and qualitative data from annual evaluations between 2005 and 2009 were compiled, analyzed, and deconstructed. In the mixed methods research design, data were integrated under an evaluation framework for validating performance standards. The quantitative data included panelists’ judgments across standard-setting rounds and methods. The qualitative data included both retrospective comments from open-ended surveys and real-time data from reflective diaries. Findings for procedural and internal validity were mixed, but the evidence for external validity suggested that the final outcomes were reasonable and defensible. Nevertheless, the real-time qualitative data from the reflective diaries highlighted several cognitive challenges experienced by panelists that may have impinged on procedural and internal validity. Additional unique hindrances were lack of resources and wide variation in achievement scores. Ensuring a sustainable system of performance standards requires attention to these deficits.  相似文献   

Blocking as a function of added cue intensity     

Jerome M. Feldman 《Learning & behavior》1975,3(2):98-102

Twelve rats were initially trained to leverpress for water in the presence of a tone. Responses in the absence of the tone were never reinforced. Following this pretraining, a novel light cue was simultaneously compounded with all presentations of the tone as a relevant but redundant predictor of reinforcement. For three different groups of subjects, the light cue was of either bright, moderate, or dim intensity. After compound training, all subjects experienced nonreinforced presentations of each of the two components of the compound. Results indicated that the relative degree of control exerted by the light over behavior increased with increases in light (added cue) intensity.  相似文献   

Relationship between PPVT and WISC-R in children with reading disabilities     

Jerome M. Sattler  Ann L. Bohanan  Marilyn K. Moore 《Psychology in the schools》1980,17(3):331-334

The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children.  相似文献