Evaluating the impact of R&D tax credits on innovation: A microeconometric study on Canadian firms   总被引：1，自引：0，他引：1  

Dirk Czarnitzki  Petr Hanel  Julio Miguel Rosa 《Research Policy》2011,40(2):217-229

This study examines the effect of R&D tax credits on innovation activities of Canadian manufacturing firms. Over the 1997-1999 period the Federal and Provincial R&D tax credit programs were used by more than one third of all manufacturing firms and by close to two thirds of firms in high-technology sectors. We investigate the average effect of R&D tax credits on a series of innovation indicators such as: number of new products, sales with new products, originality of innovation, etc. using a non-parametric matching approach. Compared to a hypothetical situation in the absence of R&D tax credits, recipients of tax credits show significantly better scores on most but not all performance indicators. We therefore conclude that tax credits lead to additional innovation output.  相似文献   

Energy and macronutrient intake in adolescent sprint athletes: a follow-up study     

Aerenhouts D  Deriemaeker P  Hebbelinck M  Clarys P 《Journal of sports sciences》2011,29(1):73-82

Macronutrient intake, height, weight, and body composition of 60 adolescent sprint athletes were estimated every 6 months over 3 years. Seven-day food records were analysed based on the Belgian and Dutch food databanks. The age of participants at the start of the 3-year study was 14.8 ± 1.6 years for female athletes and 14.7 ± 1.9 years for male athletes. Girls and boys gained height (3.4 ± 4.6 cm and 5.9 ± 6.6 cm respectively) and weight (5.6 ± 3.5 kg and 8.7 ± 5.5 kg respectively), whereas percent body fat remained unchanged in both girls and boys (around 17.0% and 8.5% respectively). Mean protein intake of around 1.5 g · kg?1 body weight was within recommendations on each occasion for both sexes. Carbohydrate intakes between 5 and 7 g · kg?1 body weight support a training programme of moderate intensity. Total and saturated fat intakes were high at the start of the study (girls: 31.8 ± 3.5% and 12.2 ± 2.0% of energy intake; boys: 30.3 ± 4.6% and 12.0 ± 1.9% of energy intake) and it appeared to be difficult to achieve and maintain lower intakes. Consistent low fluid intakes around 40 ml · kg?1 body weight were observed. General non-stringent advice for improvement of the diet resulted in significant favourable changes only for the consumption of wholegrain bread, vegetables, and soft drinks. Dietary habits of adolescent sprint athletes are not always according to guidelines and are relatively stable but repeated advice can induce moderate improvements.  相似文献   

Changes in the basic ICT skills of freshmen between 2005 and 2009: Who’s catching up and who’s still behind?     

Kurt De Wit  Dirk Heerwegh  Jef C. Verhoeven 《Education and Information Technologies》2012,17(2):205-231

In the last decade, ICT use has expanded enormously in most Western countries. In line with this development, we hypothesised that freshmen at university would not only have mastered more ICT skills, but would also use computers more often than their counterparts of 5 years previously. To compare students’ opinions and behaviour between 2005 and 2009, responses to two online questionnaires (N = 714 in 2005 and N = 1529 in 2009) offered at a large university were compared. The main variables of the Technology Acceptance Model (as well as facilitating factors, study motivation and some contextual variables) were used as predictors to explore the possible changes between 2005 and 2009 in the mastering of 19 ICT skills, and the frequency of the use of computers for six different tasks. The results of the study show that freshmen became more proficient in some ICT skills, while proficiency in other skills did not change or even dropped. Gender is still an important factor to predict ICT skills and the frequency of using computers, but it is shown that for some skills female students have caught up with their male counterparts.  相似文献   

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups     

Dirk Hoek  Jan Terwel  Pieter van den Eeden 《Educational Research and Evaluation》2013,19(4):364-389

ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

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History     

Daniel Pope  Dirk Hanson  Piers Brendon 《Communication Booknotes Quarterly》2013,44(7)

THE MAKING OF MODERN ADVERTISING by Daniel Pope (New York: Basic Books, 1983---$18.95)

THE NEW ALCHEMISTS: SILICON VALLEY AND THE MICROELECTRONICS REVOLUTION by Dirk Hanson (Boston: Little, Brown, 1983---$15.95)

THE TIMETABLE OF TECHNOLOGY: A RECORD OF OUR CENTURY'S ACHIEVMENTS (London: Michael Joseph, 1982---$12.95)

THE LIFE AND DEATH OF THE PRESS BARONS by Piers Brendon (New York: Atheneum, 1983---$14.95)  相似文献   

Using Metaphorical Models for Describing Glaciers     

Dirk Felzmann 《International Journal of Science Education》2013,35(16):2795-2824

To date, there has only been little conceptual change research regarding conceptions about glaciers. This study used the theoretical background of embodied cognition to reconstruct different metaphorical concepts with respect to the structure of a glacier. Applying the Model of Educational Reconstruction, the conceptions of students and scientists regarding glaciers were analysed. Students' conceptions were the result of teaching experiments whereby students received instruction about glaciers and ice ages and were then interviewed about their understandings. Scientists' conceptions were based on analyses of textbooks. Accordingly, four conceptual metaphors regarding the concept of a glacier were reconstructed: a glacier is a body of ice; a glacier is a container; a glacier is a reflexive body and a glacier is a flow. Students and scientists differ with respect to in which context they apply each conceptual metaphor. It was observed, however, that students vacillate among the various conceptual metaphors as they solve tasks. While the subject context of the task activates a specific conceptual metaphor, within the discussion about the solution, the students were able to adapt their conception by changing the conceptual metaphor. Educational strategies for teaching students about glaciers require specific language to activate the appropriate conceptual metaphors and explicit reflection regarding the various conceptual metaphors.  相似文献   

Twenty‐first century learning: communities,interaction and ubiquitous computing     

Amy S. C. Leh  Barbara Kouba  Dirk Davis 《Educational Media International》2013,50(3):237-250

Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand‐held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand‐held devices in education and conduct research on its effectiveness in learning.

L’apprentissage au vingt et unième siècle: les communautés, l’interaction et l’ordinateur passe‐partout

La technologie avancée donne leur caractère unique à l’apprentissage, aux communautés et aux interactions et conduit les gens vers l’ère de l’ordinateur passe partout. Le but de cet article est d’apporter une contribution au débat sur l’apprentissage au 21^e siècle. Cet article va passer en revue les publications sur les communautés d’apprentissage, l’apprentissage communautaire, l’interaction, l’apprentissage au 21^e siècle et l’informatique passe partout. Il présente aussi les travaux menés par un enseignant qui a utilisé un ordinateur de poche, un de ces outils du 21^e siècle, dans une classe de 6^e aux Etats‐Unis. Les auteurs pensent que l’apprentissage du 21^e siècle met en jeu cinq types d’interaction différents: a) apprenant/contenu, b)apprenant/enseignant, c)apprenant/apprenant, d)apprenant/interface, et e)apprenant/communauté. Ils recommandent aussi que les professionnels étudient les possibilités des ordinateurs de poche pour l’éducation et mènent des recherches sur leur efficacité en matière d’apprentissage.

Lernen des einundzwanzigsten Jahrhunderts: Gemeinschaften, Interaktion und der allgegenwärtige Einsatz von Computern

Fortschrittliche Technologie macht das Lernen, Gemeinschaften und Interaktionen im 21. Jahrhundert einzigartig und führt die Menschen zu einer Ära allgegenwärtiger Computernutzung. Der Zweck dieses Artikels ist, zur Diskussion über das Lernen im 21. Jahrhundert beizutragen. Das Papier überprüft Literatur über Lernumgebungen, Lernen in Gemeinschaften, Interaktionen, Lernen im 21. Jahrhundert und allgegenwärtige Computerbenutzung. Es zeigt auch den von einem Lehrer durchgeführten Versuch, mit einem “handheld”‐ Gerät, einem der technischen Hilfsmittel des 21.Jahrhunderts, in einer “sixth grade class” in den USA zu arbeiten. Die Autoren behaupten, dass das Lernen in diesem 21. Jahrhundert fünf Arten von Interaktionen umfasst: (a) Lerner – Inhalt, (b) Lerner – Lehrer, (c) Lerner ‐ Lerner, (d) Lerner – Schnittstelle und (e) Lerner ‐ Gemeinschaft. Sie empfehlen auch, dass Fachleute das Potential von “handheld”‐ Geräten im Bildungsbereich untersuchen und eine Einschätzung ihrer Wirksamkeit für das Lernen abgeben.  相似文献   

Understanding the real barriers to technology-enhanced innovation in higher education     

Dirk Schneckenberg 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):411-424

Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning.

Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education.

Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula.

Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education.

Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.  相似文献   

Validation study of a method for assessing complex ill-structured problem solving by using causal representations     

Deniz Eseryel  Dirk Ifenthaler  Xun Ge 《Educational technology research and development : ETR & D》2013,61(3):443-463

The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving.  相似文献   

A review of the role of information communication technology and course design in transitional education practices     

Bart Rienties  Wolter Kaper  Katrien Struyven  Dirk Tempelaar  Leendert van Gastel  Sanne Vrancken 《Interactive Learning Environments》2013,21(6):563-581

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