University and Business Relations: Connecting the Knowledge Economy     

J. Stanley Metcalfe

《Minerva》2010,48(1):5-33

It is commonplace to say that the modern economy is knowledge based but a moment’s reflection points to the vacuity of this notion. For all economies are knowledge based and could not be otherwise. The question is rather how is one kind of knowledge based economy to be distinguished from another? This essay proposes that the answer may lie in three directions: (1) in terms of the variety of knowledge that is engaged; (2) in terms of the processes by which the production of knowledge is organised, and its corollary the resources devoted to knowledge production and dissemination; and, (3) in terms of the purposes to which knowledge is put. In respect of each of these dimensions, the rise of the modern university as a custodian of knowledge in Western economy and society has been of central importance; but universities are not alone in this role, a wide range of other agencies, private firms, public research laboratories for instance play an important role in defining a knowledge economy and have done so increasingly since the turn of the nineteenth century—a first indication of the systemic dimensions of a modern knowledge economy.  相似文献   

English-Spanish Cognates and the Pura Belpré Children's Award Books: Reading the Word and the World     

José A. Montelongo  Anita C. Hernández  Roberta J. Herter 《Multicultural Perspectives》2014,16(3):170-177

English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts.

?The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality.

?There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented.  相似文献   

An internal guidance system: Possible solution to a complex of problems     

J. H. Harless 《Performance Improvement》1978,17(7):12-15

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A teacher center consortium for rural school districts: Goals and rationale     

Roy C. Rodriguez  Dianne S. Mancus  J. Richard Suchman 《Performance Improvement》1978,17(9):23-26

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Instructional design and delivery through matrix management     

William J. Rothwell 《Performance Improvement》1983,22(2):10-37

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An opportunity to shape a new technology the starting of a dialogue     

James J. L'Allier 《Performance Improvement》1983,22(9):3-4

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Suggestions for the delivery of psychological services in secondary schools     

Jack J. Kramer  Richard J. Nagle 《Psychology in the schools》1980,17(1):53-59

The present paper describes the past, current, and suggested future practices in the delivery of school psychological services at the high school level. Because high schools differ from elementary and middle schools (i.e., organizational structure, student characteristics and needs, etc.), school psychologists need to use different approaches in the delivery of services at the secondary level. It is proposed that school psychologists must become integrated into the total social system of the high school to be most effective. Methods for accomplishing this objective, including collaboration with other school personnel and utilization of community resources, are discussed.  相似文献   

A longitudinal comparison of the WISC and WISC-R with special education pupils     

Paulette J. Thomas 《Psychology in the schools》1980,17(4):437-441

The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases.  相似文献   

A brief screening battery for predicting school achievement at ages seven and nine years     

Robert Friedman  John H. Fuerth  Alan B. Forsythe 《Psychology in the schools》1980,17(3):340-346

This article describes the development, utilization, and evaluation of an early screening battery for predicting school success or failure. The battery was administered to the pediatric population of the Southern California Permanente Medical Group, Panorama City Medical Center, at the time of the routine five-year health examination. For 411 children whose school performance was assessed by the teacher at age seven years, the Caldwell Test was the best predictor, but it had significant value for girls only (p<0.0001). In 1,251 children evaluated at age nine years, the Beery-Butkenica Developmental Test of Visual-Motor Integration (VMI) and the Caldwell Test were the best predictors (p⩽0.003). In 600 children for whom we had teacher ratings at ages seven and nine years, the VMI repeated at age seven years significantly predicted academic achievement and reading at age nine years for girls and boys (p = 0.007). Although combining the academic performance with VMI results at age seven years yielded 89% accuracy of prediction at age nine years, the false-positive rate represents a serious practical problem of mislabeling children as school failures.  相似文献   

The Portland Problem Behavior Checklist     

Steven A. Waksman  Robert J. Loveland 《Psychology in the schools》1980,17(1):25-29

The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.  相似文献