Heart of darkness: modeling public–private funding interactions inside the R&D black box

This paper is a first step toward closing the analytical gap in the extensive literature on the results of interactions between public and private R&D expenditures, and their joint effects on the economy. A survey focusing on econometric studies in this area reveals a plethora of sometimes confusing and frequently contradictory estimates of the response of company-financed R&D to changes in the level and nature of this category of public expenditures. Yet, a theoretical framework seldom is provided within which the empirical results are to be interpreted. Some such structure is necessary, in view of the multiple channels through which public research can affect private R&D performance, especially as not all the effects flow in the same direction. A major cause of “inconsistencies” in the empirical literature is the failure to recognize key differences among the various policy “experiments” being considered — depending upon the economy in which they are embedded, and the type of public sector R&D spending that is contemplated. Using a simple, stylized structural model, we identify the main channels of impact of public R&D. We thus can characterize the various effects, distinguishing between short- and long-run impacts that would show up in simple regression analyses of nominal public and private R&D expenditure variables. Within the context of our simple model it is possible to offer interpretations that shed light on recent cross-section and panel data findings at both high (i.e., national) and low (specific technology area) levels of aggregation.     

The time course of the human growth hormone response to a 6 s and a 30 s cycle ergometer sprint

Exercise is a potent stimulus for the release of human growth hormone (hGH), but the time course of the hGH response to sprint exercise has not been studied. The aim of the present study was to determine the time course of the hGH response to a 6 s and a 30 s maximal sprint on a cycle ergometer. Nine males completed two trials, on one occasion performing a single 6 s sprint and on another a single 30 s sprint. They then rested on a couch for 4 h while blood samples were obtained. Three of the participants completed a further control trial involving no exercise. Metabolic responses were greater after the 30 s sprint than after the 6 s sprint. The highest measured mean serum hGH concentrations after the 30 s sprint were more than 450% greater than after the 6 s sprint (18.5 - 3.1 vs 4.0 - 1.5 w g·l -1 , P ? 0.05). Serum hGH also remained elevated for 90-120 min after the 30 s sprint compared with ~ 60 min after the 6 s sprint. There was a large inter-individual variation in the hGH response to the 30 s sprint. In the control trial, serum hGH concentrations were not elevated above baseline at any time. It would appear that the duration of a bout of maximal sprint exercise determines the magnitude of the hGH response, although the mechanism for this is still unclear.     

The uncertainty and fragility of learning to teach: a Britzmanian lens on a student teacher story

This paper turns the kaleidoscopic lens of Professor Deborah Britzman’s writings on a student teacher story of learning to teach. It begins by briefly setting the context for the research. It then explains the study’s ontological and epistemological focus on experience and how student teacher and researchers create expressions of experience through an interpretative process. This leads to the design for interpretation in this study and to an explanation of why the work of Britzman became part of the interpretative layering for understanding student teacher Ciara’s texts. It continues by explicating Britzman’s concept of ‘struggle for voice’ as a metaphor for learning to teach and briefly makes comparison with the work of Bakhtin and his concept of the dialogical imagination. It then presents the layered interpretation in the form of indicative excerpts in a chronological story. Finally it focuses on the salient and pervading theme of affect and offers a brief commentary on its significance in initial teacher education and the need for developing an understanding for the feeling world of learning to teach.     

Contemporary practices in school psychology: A national survey of roles and referral problems

Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.     

Priming institutional change through effective project management:A case study of the Chic project

This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation     

Consequences of Retaliatory Aggression against Siblings and Peers: Urban Minority Children's Expectations

Expectations about the outcomes of retaliation against siblings were compared to those about peers in a group of 10–14-year-old, mostly African-American or Hispanic youth. Boys believed that parents would disapprove more of retaliation against siblings than friends, while girls believed parents would equally disapprove of retaliation against either target. Participants of both genders expected that retaliation would deter additional aggressive actions of friends more than of siblings. Participants expected younger siblings, especially brothers, to feel worse than older siblings following retaliation, and girls expected to feel worse retaliating against younger siblings. Siblings close in age expect fewer negative consequences of retaliation. Children's expectations seem to promote more aggression toward friends than siblings and to promote aggression toward siblings closer in age. No ethnic differences emerged in expectations about conflict. The findings are discussed in relation to research on expectations as a mediator of behavior.     

The private value of software patents

We investigate the value creation or destruction associated with the introduction of software patents in the United States in two ways. The first looks at the cumulative abnormal returns to Information and Communication Technology (ICT) firms around the time of important court decisions that impacted software patents, and the second analyzes the relationship between firms’ stock market value, the sector in which they operate, and their holdings of software patents. We conclude that the market evaluated software patents as a negative development ex ante. Ex post, a greater number of firms in all ICT sectors invested in these patents, and these firms had slightly higher market values than those with no software patents. However, while we obtain clear evidence that the technological importance or quality of patented innovation mattered for the market value of hardware firms both before and after the legal changes, it is less clear that the marginal patent right per se was associated with increases in market value, and there are no significant valuation effects associated with patents for pure software firms after the change.     

Reviews

Post‐compulsory education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher education institutions and providers of sixth form education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues arising out of these partnerships between higher education and sixth form institutions.     

The NSEAD Survey Report 2015–16: Political Reflections from Two Art and Design Educators

In 2015 the (UK) National Society for Education in Art and Design (NSEAD) conducted their biggest and most comprehensive survey to date with art and design educators. Some 1,191 teachers and lecturers employed in early years to further education settings across England and Wales responded to the survey, which aimed to capture how government policy since 2010 has affected art and design education. Four key areas were examined: curriculum provision; value given to the subject within the school community; professional development opportunities; and well‐being and workload. The results are troubling, indicating a systemic marginalisation of art and design across all sectors, evident in a reduction in choice, provision and curriculum time, and evidence of falling standards in student attainment at primary to secondary transfer. We supported the NSEAD with constructing the survey and writing the report and in this article we utilise the Survey Report to fuel a broader discussion about our concerns regarding the demise of art and design education. Value is identified as an essential theme and we posit that our subject, largely due to neoliberalist policy, is currently perceived as a ‘bimbo’: attractive, but unintelligent and frivolous. In this article we pay particular attention to the value of art and design education from a political perspective, challenging narrow government agendas.