Cultivation of Innovative and Entrepreneurial Undergraduates Based on the Concept of Living Lab: Theory and Practice

2009 ◽  
Author(s):  
Huadong Li ◽  
Yanjun Sun ◽  
Shuren Zhang
Keyword(s):  
Theory And Practice ◽  
Living Lab

INNOVATING WITH SERVICE ROBOTS IN HEALTH AND WELFARE LIVING LABS

2017 ◽  
Vol 21 (08) ◽  
pp. 1740013 ◽  
Author(s):  
SEPPO LEMINEN ◽  
MIKA WESTERLUND ◽  
MERVI RAJAHONKA
Keyword(s):  
Health Care ◽  
Conceptual Framework ◽  
Open Innovation ◽  
Theory And Practice ◽  
Service Robots ◽  
Future Research ◽  
Scholarly Research ◽  
Living Lab ◽  
Different Types ◽  
Living Labs

This paper examines diverse service innovations created with service robots in living labs that are an under researched and growing area of scholarly research. In particular, there is a need for research that connects robotics with welfare and health care living labs. This study focusses on the nexus between the different types of robots and services in living labs. It contributes to the literatures of open innovation and living labs by developing a conceptual framework for analysing service innovations enabled by robotics in eight living lab cases. The framework distinguishes four archetypes of service innovations in health and welfare living labs: (i) socialising, (ii) aiding, (iii) entertaining, and (iv) personal assisting. The paper concludes with implications to theory and practice, and suggests directions for future research.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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