The reconfiguration of National Innovation Systems—the example of German biotechnology     

Robert Kaiser  Heiko Prange 《Research Policy》2004,33(3):395-408

The concept of the National System of Innovation (NSI) has been applied in order to analyze the interrelation of institutions and technological development. It has been diversified as a growing number of studies recognized the emergence of autonomous innovation systems at various territorial levels. Focusing on German biotechnology, this article takes an alternative perspective arguing that functions of the NSI became part of a multi-level governance system. By proposing a multi-level approach, which directs on the dynamic reconfiguration of NSIs towards the subnational as well as the international level, we are trying to bridge the gap between innovation system approaches that analytically highlight one specific territorial level only.  相似文献   

Physical education for health and wellbeing: a discourse analysis of Scottish physical education curricular documentation     

Nollaig McEvilly  Martine Verheul  Matthew Atencio  Mike Jess 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):278-293

This paper provides an analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children.  相似文献   

Prediction of adult height in girls: The Beunen-Malina-Freitas method     

Gaston P. Beunen†  Robert M. Malina  Duarte L. Freitas  Martine A. Thomis  José A. Maia  Albrecht L. Claessens 《Journal of sports sciences》2013,31(15):1683-1691

Abstract

The purpose of this study was to validate and cross-validate the Beunen-Malina-Freitas method for non-invasive prediction of adult height in girls. A sample of 420 girls aged 10–15 years from the Madeira Growth Study were measured at yearly intervals and then 8 years later. Anthropometric dimensions (lengths, breadths, circumferences, and skinfolds) were measured; skeletal age was assessed using the Tanner-Whitehouse 3 method and menarcheal status (present or absent) was recorded. Adult height was measured and predicted using stepwise, forward, and maximum R ² regression techniques. Multiple correlations, mean differences, standard errors of prediction, and error boundaries were calculated. A sample of the Leuven Longitudinal Twin Study was used to cross-validate the regressions. Age-specific coefficients of determination (R ²) between predicted and measured adult height varied between 0.57 and 0.96, while standard errors of prediction varied between 1.1 and 3.9 cm. The cross-validation confirmed the validity of the Beunen-Malina-Freitas method in girls aged 12–15 years, but at lower ages the cross-validation was less consistent. We conclude that the Beunen-Malina-Freitas method is valid for the prediction of adult height in girls aged 12–15 years. It is applicable to European populations or populations of European ancestry.  相似文献   

Cultural Constructions of Childhood and Early Literacy     

Tricia David  Kathy Goouch  Martine Jago 《Literacy》2001,35(2):47-53

This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected.  相似文献   

Using an analogy in the introduction of a portfolio     

Jan van Tartwijk  Martine van Rijswijk  Hanneke Tuithof  Erik W. Driessen 《Teaching and Teacher Education》2008

Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students’ understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students’ understanding. Their understanding correlated with their appreciation of this instrument.  相似文献   

The impact of film reviews on the box office performance of art house versus mainstream motion pictures     

Gerda Gemser  Martine Van Oostrum  Mark A. A. M. Leenders 《Journal of Cultural Economics》2007,31(1):43-63

Critics and their reviews can play an important role in consumer decision making in general, and film choice in particular. In this study, we propose that consumers of art house movies are being led by film reviews when making a film choice (influence effect), whereas consumers of mainstream movies are hypothesized to rely mainly on other sources of information. Thus, in the latter case the review does not influence the moviegoer, but may still be a reflection of the ultimate success of the movie (predictor effect). Using the Dutch film industry as our empirical setting, we study the effects of reviews on the opening weekend and on the cumulative box office revenue. Our research shows that the number and size of film reviews in Dutch newspapers directly influence the behavior of the art-movie-going public in their film choice. The number and size of film reviews of mainstream movies, on the other hand, only predict movie performance.

Gerda GemserEmail:

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