Effects of foreign acquisitions on R&D activity: Evidence from firm-level data for France

This paper investigates the causal effect of foreign acquisitions on the research and development (R&D) activities of domestic target firms over the period 1994–2004. Using accounting data on French innovative manufacturing firms, we implement appropriate difference-in-difference estimation techniques associated with a matching propensity score procedure. We find that the acquisitions of French firms by foreign companies boost R&D spending. There is a simultaneous rise in the external and in-house R&D expenditures of French acquired firms. R&D is more contracted out to local research providers, in particular to local public laboratories and universities. The increase in internal R&D spending benefits to development, but also basic and applied research. Finally, the growth of the R&D budget is not only financed by internal resources but also receives financing from external partners, especially parent companies. Thus, our results call into question the idea that foreign takeovers hamper the R&D development of target firms and are detrimental to the national innovation system of the host country. First, acquisitions appear to bring efficiency gains enough to counterbalance the various costs of integration and market power effects, pushing firms to invest more in R&D. Acquisitions do not seem to incite managers to take shorter term and more financial driven decisions at the expense of R&D. Second, when motivated by technology sourcing and overseas R&D development, acquisitions might be used to access the specific know-how of target firms and to tap into the knowledge of the national innovation system. Then, purchaser firms could be more likely to develop the innovative capability of target firms and to strengthen their linkages with local partners than to reduce them and relocate R&D abroad.     

Protective effect of endolithic fungal hyphae on oolitic limestone buildings

This study presents characterizations of weathering forms of the same oolitic limestone from four quarries and eight monuments exposed on various environmental conditions focusing on the waterproofing effect of endolithic organic matter. Patinas were analyzed by X-ray diffraction (XRD), scanning electron microscopy with energy dispersive X-ray spectrometry (SEM-EDX), capillarity coefficient through weathered and unweathered sides, gypsum content and porous network morphology by epoxy resin molding. Study of weathering forms on old quarries indicates that lichens colonization (Verrucaria nigrescens and Caloplaca aurantia) can fill the superficial porous network with a dense network of lichenised fungal hyphae. Capillary coefficient measurement on natural and calcinated samples showed that endolithic organic matter can waterproof the stone and could act as a sulfate contamination barrier. Similar endolithic organic layer due to ancient lichens growth are found on some antique monuments of the Nîmes downtown and could explain their well-preserved state, unlike decayed 19th century churches that were never colonized by lichens.     

Just Getting By? Francophone Belgian Journalists Dealing with Dutch-language Sources in Their Public Broadcasting Service

ABSTRACT

In this article, we examine how the Dutch language is used when francophone Belgian journalists prepare and produce their reports—during all stages of the process—up until the actual broadcast. We conducted 16 qualitative interviews with TV news journalists employed by the Belgian French-speaking public broadcaster. Taking as a starting point the highly variable level of Dutch in the newsroom, we highlight four practices used by journalists when they have to cover a news story in Flanders or interview a Dutch speaker: avoidance, mutual assistance, specific efforts to deal with linguistic difficulties and what we call a “tactical use” of Dutch with the sources. This study reveals practices that are by no means a demonstration of excellent language skills. Journalists’ frequent lack of knowledge is compensated by a certain pragmatism: they aim to illustrate how their daily routines tackle a concrete problem in a relatively informal, flexible, and collective manner. Finally, we explore to what extent these practices impact journalistic performance and how the use of the Dutch language in the newsroom reflects the language divide in Belgium’s journalistic landscape.     

Sustaining professional learning communities: Case studies

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally, the study addresses the relationship between professional learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.     

A Long-Term Effect of Perceptual Individuation Training on Reducing Implicit Racial Bias in Preschool Children

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, M_age = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children.     

Perception of spin and the interception of curved football trajectories

Using plain white and chequered footballs, we evaluated observers’ sensitivity to rotation direction and the effects of ball texture on interceptive behaviour. Experiment 1 demonstrated that the maximal distance at which observers (n = 8) could perceive the direction of ball rotation decreased when rotation frequency increased from 5 to 11 Hz. Detection threshold distances were nevertheless always larger for the chequered (decreasing from 47 to 28 m) than for the white (decreasing from 15 to 11 m) ball. In Experiment 2, participants (n = 7) moved laterally along a goal line to intercept the two balls launched with or without ±4.3 Hz sidespin from a 30-m distance. The chequered ball gave rise to shorter movement initiation times when trajectories curved outward (±6 m arrival positions) or did not curve (±2 m arrival positions). Inward curving trajectories, arriving at the same ±2 m distances from the participants as the non-curving trajectories, evoked initial movements in the wrong direction for both ball types, but the amplitude and duration of these reversal movements were attenuated for the chequered ball. We conclude that the early detection of rotation permitted by the chequered ball allowed modulation of interception behaviour without changing its qualitative characteristics.     

Writing for the discipline in the discipline?

This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing.     

Game location and aggression in rugby league

The present study examined the relationship between aggression and game location in rugby league. We videotaped a random sample of 21 professional rugby league games played in the 2000 Super League season. Trained observers recorded the frequency of aggressive behaviours. Consistent with previous research, which used territoriality theories as a basis for prediction, we hypothesized that the home team would behave more aggressively than the away team. The results showed no significant difference in the frequency of aggressive behaviours exhibited by the home and away teams. However, the away teams engaged in substantially more aggressive behaviours in games they lost compared with games they won. No significant differences in the pattern of aggressive behaviours for home and away teams emerged as a function of game time (i.e. first or second half) or game situation (i.e. when teams were winning, losing or drawing). The findings suggest that while home and away teams do not display different levels of aggression, the cost of behaving aggressively (in terms of game outcome) may be greater for the away team.