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Ventricular surface activation time maps are estimated from simulated and measured body surface potential (BSP) maps and extra‐corporal magnetic field maps. In a first step the transfer matrix, relating the primary cardiac sources to the measured potential and/or magnetic field data, is calculated applying the boundary element method. Activation times are determined by minimizing a cost function which is based on this transfer matrix. This optimization method is solved by a quasi Newton method. The critical point theorem is used in order to estimate the starting column matrix.

A promising approach for the solution of the electrocardiographic inverse problem is the calculation of the cardiac activation sequence from body surface potential (BSP) mapping data. Here, a two‐fold regularization scheme is applied in order to stabilize the inverse solution of this intrinsically ill‐posed problem. The solution of the inverse problem is defined by the minimum of a non‐linear cost function. The L‐curve method can be applied for regularization parameter determination. Solving the optimization problem by a Newton‐like method, the L‐curve may be of pronged shape. Then a numerically unique determination of the optimal regularization parameter will become difficult. This problem can be avoided applying an iterative linearized algorithm. It is shown that activation time imaging due to temporal and spatial regularization is stable with respect to large model errors. Even neglecting cardiac anisotropy in activation time imaging results in an acceptable inverse solution.

Knowledge about cognitive operations and processes (COPs) required for success (1=correct, 0=incorrect) on test items or learning tasks is very important for in-depth understanding of the nature of student performance and the development of valid instruments for its measurement. A key problem in obtaining such knowledge is the validation of hypothesized COPs and their role in the measurement properties of test items. To provide validation feedback for both normally achieving students and students with learning disabilities, it is important to obtain information on the validity of the COPs for students at different ability levels and individual test items (or tasks). To address this issue, the present chapter introduces a method of estimating the probability for correct performance on individual COPs at fixed ability levels thus providing validity information across ability levels and individual test items. When item response theory (IRT) estimates of the item parameters are known (e.g., in a test bank of IRT calibrated items or published research), the proposed validation method does not require information about raw (or ability) scores of examinees. This method is illustrated for algebra test items and reading comprehension test items calibrated in IRT.

The purpose of this paper is to offer a comprehensive perspective on different facets of knowledge management and their effects on the performance of knowledge-intensive entrepreneurial ventures.

The empirical setting involves small and medium-sized enterprises located in the State of São Paulo, Brazil. Primary data for 223 knowledge-intensive entrepreneurship (KIE) firms was obtained through questionnaires applied to ventures which applied to the innovative research in small business program, a small business innovation research-like initiative run by the São Paulo Research Foundation. Econometric results assessed the drivers of competitiveness in terms of firm growth, research and development intensification and technology transfer.

Results highlight the complexity involved in establishing effective knowledge management processes in terms of driving KIE performance. Notwithstanding, some interesting insights on the moderation effects of strategic knowledge management (SKM) systems over technical skills could be identified with particular emphasis for the case of academic spin-offs. Ecosystem drivers present a good explanation power for technology transfer practices but fall short in providing answers for firm-level growth dynamics. It is also noteworthy that public and private investments in KIE firms are similarly associated with positive impacts – contrary to the view that private investors perform better than governmental sources in picking promising small ventures.

The assessment has provided novel evidence for a sample of KIE ventures concerning the appraisal of performance drivers associated with three dimensions of knowledge management, namely, technical knowledge, SKM and ecosystem features. Firms’ outcomes were addressed from a multidimensional perspective, thus providing a comprehensive perspective of the events under scrutiny.

This response paper aims to comment on specific aspects of the position paper.

In this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.

The author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.

In trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.

Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.

Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.

The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.

In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.

This is the first paper that outlines the Global Studies curriculum at Graz University.