This paper investigates the performance of universities in the transfer of technology using a unique university-level dataset for Spain. The results suggest that universities with established policies and procedures for the management of technology transfer perform better. Universities with large and experienced technology transfer offices (TTOs) generate higher volumes of contract research, but the TTO characteristics appear to matter less for university performance in terms of licensing and creation of spin-offs. Furthermore, universities with a science park perform better than those without, which suggests that the agglomeration of knowledge close to universities has a positive effect on universities’ technology transfer performance. 相似文献
E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative. 相似文献
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools. 相似文献
Early childhood educators often deliberate the difference between the use of arts versus crafts in the classroom as learning
opportunities. This paper discusses the distinct differences between the two and how encouraging young children to engage
within art making provides great opportunity for personal and communal exploration, expression, and discussion. Open-ended
activities that focus on the process, and not necessarily the end product, provide children with authentic, differentiated,
and holistic methods of exploration and learning. Fostering a willingness to creatively engage within an aesthetic problem-solving
process that allows children to select, represent, and explain their thoughts and actions will help them develop skills necessary
for success in an unknown future. 相似文献
This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child. 相似文献
Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public. 相似文献
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.
We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.
We draw on interviews with PE-teachers in Swedish primary, secondary and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; (1) Security touch, which is characterized by intentions to handle the fragile; (2) Denoting touch, which is characterized by intentions to handle learning content and (3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose. 相似文献
We tested the hypothesis that backward downhill walking (eccentric component) impairs both voluntary activation and muscle contractile properties in the plantar flexors and delays recovery as compared to a gradient and distance-matched uphill walk. Fourteen males performed two 30-min walking exercises (velocity: 1?m/?s; grade: 25%; load: 12% of body weight), one downhill (DW) and one uphill (UP), in a counterbalanced order, separated by 6?weeks. Neuromuscular test sessions were performed before, after, 24-, 48- and 72-h post-exercise, including motor nerve stimulations during brief (5?s) and sustained (1?min) maximal isometric voluntary contractions of the plantar flexors. DW (?18.1?±?11.1%, P?.001), but not UP (?6.0?±?7.7%, P?=.15), decreased torque production during brief contractions for at least three days post-exercise (P?.05). Voluntary activation during brief contractions decreased after DW (P?.05), but not UP, and recovered by 24?h. Both UP (?9.3?±?9.0%, P?=?.024) and DW (?25.6?±?10.3%, P?.001) decreased torque production during sustained contractions but voluntary activation (P?=?.001) was lower in DW than UP. Peak twitch torque and maximum rates of torque development and relaxation were equally reduced after UP and DW (P?.05), and recovered by 24?h. DW induced an increase in muscle soreness with peak values observed 48?h post-walking (P?.001), whereas post-UP exercise changes were non-significant (all P?>?.05). Using a direct comparison, the capacity to drive the plantar flexors during sustained contractions remains sub-optimal during the three-day recovery period in response to non-exhaustive, downhill backward walking in reference to an uphill exercise matched for distance covered. 相似文献