Classification of Theories about Rock Pressure

The first classificationsw of physical properties of rocks and hypotheses of rock pressure in the world practice are analysed. The analysis of internationally widely known theories about rock pressure and physical processes around mine workings is executed. Classification of theories about rock pressure on classification feature “condition of investigated massif” is constructed. The energy theory that describing capsulation by the massif of underground mine working is offered

Classification of Theories about Rock Pressure

The first classificationsw of physical properties of rocks and hypotheses of rock pressure in the world practice are analysed. The analysis of internationally widely known theories about rock pressure and physical processes around mine workings is executed. Classification of theories about rock pressure on classification feature “condition of investigated massif” is constructed. The energy theory that describing capsulation by the massif of underground mine working is offered

The Effectiveness of University Knowledge Spill-Overs: Performance Differences between University Spin-Offs and Corporate Spin-Offs

While much prior research has focused upon how the Technology Transfer Offices and other contextual characteristics shape the level of university spin-offs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spin-offs exist to date. In this paper we suggest that knowledge transfer from academic research may flow indirectly to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spin-offs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. In fact, the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that not only will the average performance of CSOs be higher than comparable USOs, but the gains from founder’s prior experiences will also be higher among CSOs. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.Spill-Overs

Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC

There has been a rapid growth of massive open online courses (MOOCs) in the global education market in the last decade. Online learning technologies are becoming increasingly widespread in the non-formal education sector and in higher and supplementary vocational education. The use of MOOCs in Russia to support the delivery of educational programmes at university level opens opportunities in terms of expanding the educational choice for students, the development of virtual academic mobility, reduction in the cost of educational services, and improvement in the accessibility of education. However, the effectiveness of using different online learning technologies at university level, and the consequences of their widespread adoption, has not been sufficiently explored. In this research study, a comparative analysis is made of the effects of different online learning models on student educational outcomes in a university setting. A study was undertaken in which different groups of students at the Ural Federal University, Russia, were encouraged to study technical and humanities disciplines using a framework of blended learning, and online learning with tutoring support. The results of the study were compared with the results of a reference (control) group of students who studied the same disciplines in a traditionally taught model. It was found that both models (blended and online) of MOOC implementation demonstrated greater learning gains, in comparison with the traditional model. For engineering and technical disciplines, there was no statistically significant difference between blended or online learning technologies. For the humanities discipline, where the communicative component of the learning process was significant, the blended learning technology produced better results. Conclusions of this empirical research may be useful for heads of educational organizations and teachers in helping them to make strategic decisions about the modernization of university courses by increasing the effectiveness of the implementation of new educational technologies. The results of this research project will be used for implementing the State Priority Project, ‘The Modern Digital Educational Environment of the Russian Federation’