Entry and competitive dynamics in the mobile telecommunications market

We propose an extension of the Gans-Stern [Gans, J.S., Stern, S., 2003. The product market and the market for “ideas”: commercialization strategies for technology entrepreneurs. Research Policy 32 (2), 333-350] framework that includes entry by existing firms. An incumbent firm possessing complementary assets and strong appropriability is in a formidable position [Teece, D.J., 1986. Profiting from technological innovation: implications for integration, collaboration, licensing, and public policy. Research Policy 15 (6), 285-305]. However, a de alio entrant can leverage complementary assets to enter along a new technological trajectory, and then develop appropriability. We illustrate how several mobile telecommunications firms (Ericsson, Nokia and Samsung) pursued this strategy to catch up with the market leader (Motorola). We also identify several shortcomings in Motorola's approach: it was too inward-looking in developing technologies, but ironically not inward-looking enough in exploiting its most valuable patents.     

Nurturing Giftedness Through the Mentor‐Link Programme

Recognising that gifted students need to interact with mentors to achieve their potential, the Chinese High School (CHS) in Singapore launched the Mentor‐Link (M‐L) programme to guide its gifted students in their projects. Gifted students are given the opportunity to interact and share mutual interests and passions with scientists in professional and tertiary institutions. The M‐L programme is structured by guidelines on the roles of students, teacher advisors, mentors and evaluation of projects. Over the last two years, students have done some good projects in the areas of Applied Science, Biology, Innovation, Defence Science, Robotics and Mathematics. Mentoring has provided the CHS gifted programme with an opportunity to deal with the heterogeneity of talents in gifted students and enhance their potential.     

A Grandmothers’ Tea: Evaluation of a Breastfeeding Support Intervention

This study’s purpose was to evaluate an intervention to facilitate grandmothers’ knowledge and support of breastfeeding. A pilot study with a quasi-experimental two-group posttest design was used to evaluate whether the intervention made a difference in grandmothers’ knowledge, attitudes, and intent to recommend breastfeeding. The 26 grandmothers in the intervention group attended A Grandmothers’ Tea program; the 23 grandmothers in the control group received written information. The intervention group had greater posttest knowledge scores than the control group but had no significant differences in attitudes or intent. However, a significant difference was evident between the attitude scores of grandmothers who breastfed their infants and of grandmothers who did not breastfeed their infants regardless of receiving the intervention.     

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.     

Peer Victimization: Cause or Consequence of School Maladjustment?

Past research has shown that peer victimization and school maladjustment are related, but it is unclear whether victimization is a cause or consequence of such difficulties. This study examined whether ( a ) peer victimization is a precursor of school maladjustment, ( b ) the effects are limited to the period of victimization, and ( c ) stable peer victimization experiences compound adjustment difficulties. Toward this end, data were collected on 200 5- and 6-year-old children (105 males, 95 females) in the fall and spring of kindergarten. Findings supported the hypothesis that victimization is a precursor of children's loneliness and school avoidance. Whereas children's feelings of loneliness were more pronounced while victimization was occurring, delayed effects were found for school avoidance. Furthermore, the duration of children's victimization experiences was related to the magnitude of their school adjustment problems.     

The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy

Abstract

The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.     

Developments in the English Language Syllabuses in Singapore

This paper traces developments in English Language syllabuses in Singapore from 1959 to 2001. It discusses the features and emphases of these syllabuses and the place of grammar in English language teaching. It also presents the main features of the English Language Syllabus 2001 and the teaching of grammar at the word, sentence and text levels.

     

A Cross‐validated Study of the Factorial Structure Underlying Intelligence Tests and Piagetian Formal Operational Tests

Based on a stratified sample of 15‐year‐old students in Singapore schools, exploratory factor analysis and confirmatory factor analysis were used to identify and cross‐validate the factorial structure underlying two group intelligence tests and two group Piagetian tests. The structure of the first‐ and second‐order factors underlying the tests was first identified using exploratory factor analysis on the exploratory sample. The confirmatory approach using LISREL was then used to cross‐validate the factor structure on the validation sample. One second‐ and four first‐order factors were found. To allow for easier interpretation of the factors, a Schmid‐Leiman transformation was carried out on the first‐ and second‐order factor matrices of the pooled sample. A hierarchical factor matrix consisting of a general factor and four group factors was found.