Browsing by Subject "standards"

Now showing 1 - 4 of 4
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    The Conceptual Framework for the Professional Education Programs in the College of Education and Human Development: University of Minnesota
    (University of Minnesota, 2005-08) University of Minnesota: College of Education and Human Development
    The primary purposes of the College of Education and Human Development (CEHD) at the University of Minnesota are to advance knowledge in the field of education, to prepare personnel for educational and human development positions, and to provide leadership to educational and human development agencies. The college intends to continue to build on its national reputation in the area of teacher preparation.
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    Indexing Standards and Guidelines for Bibliographic Records
    (University of Minnesota, 1995-12) Minitex
    Indexing Standards and Guidelines for Bibliographic Records, Section F of the Standards & Guidelines for Automated Library Systems, originally approved in September 1998, was developed to specify requirements for three aspects of automated library systems: types of searches; MARC data elements indexed; and system features for accessing indexed data. The revision of these guidelines prepared by the Indexing Standards Working Group in 2004 and completed in 2005 continues to concentrate on these three areas.
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    Toward Authentic Assessment AND Instruction: A Framework for Educators
    (Center for Applied Research and Educational Improvement, 1999)
    Toward Authentic Assessment AND Instruction: A Framework for Educators is a handbook for teachers interested in developing more meaningful teaching and learning experiences in their classrooms. It was developed as part of a project entitled Authentic Pedagogy in the Social Studies (APSS), a collaborative effort between three Minnesota school districts (La-Crescent- Hokah, Minneapolis, and West St. Paul-Mendota Heights-Eagan Public School Districts) and the College of Education and Human Development at the University of Minnesota. The APSS Project, funded by the Minnesota Department of Children, Families and Learning, brought middle and high school social studies teachers from each of three districts together for monthly seminars during the 1998-99 academic year. The day- long seminars focused on how the principles of authentic pedagogy could be translated into classroom practice. Specifically, the goals were that teachers be able to: 1. Translate the theoretical framework that links the Minnesota High Standards, authentic assessment tasks, and authentic instruction into practice; 2. Create meaningful assessments and corresponding rubrics that address the Minnesota High Standards; and 3. Evaluate Minnesota High Standards performance packages and teacher-designed assessment tasks, student work, and one's own teaching in terms of authenticity. This guide describes the content and structure of the seminars, so that others may learn from our experiences.
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    Value Creation, Appropriation, And Product Design Strategies In Technology Ecosystems: Three Essays On The Role Of Complementary Technologies
    (2017-05) Miller, Cameron
    Firms are often embedded in a technology ecosystem comprised of complementary technologies that span multiple product markets. In this dissertation, I examine how complementarity between the firm’s technologies influences its strategies to create and appropriate value in the ecosystem. I investigate this overarching question in two contexts: firm’s participation in compatibility standards and how it designs products for a new market. In Chapter 2 and 3, I explore how complementarity within the firm’s technology portfolio affects how and where it creates and appropriates value from intellectual property disclosures to major compatibility standards. In Chapter 2, I theorize as to how a portfolio of complementary technologies allows the firm to create value from its technological position in an industry standard. I empirically test my prediction using data on major compatibility standards in the information and communications technology industry. I find that firms generate positive returns from disclosure only when they own complementary technologies. In Chapter 3, I extend this argument to study value appropriation. I find that firms focus their appropriation strategy around their complementary technologies. Chapter 4 examines how product complementarities influence product strategy in a new market. I propose that firms with complementary products will enter markets with products that exhibit lower technical performance than firms without complementary products. I also argue that firms choose features that function with their complementary products and will tradeoff non-complementary features when necessary. Examining entry into the nascent smartphone market using a rich set of data on smartphone product technology and features, I find strong support for these conclusions. I identify complementarities within the firm’s product portfolio as an important driver of firm’s product strategy. Through this dissertation, I demonstrate the benefit of a more systemic view of the firm’s portfolio, one that appreciates the relationships between the firm’s various technologies and products, and how these relationships influence the firm’s technology strategy.