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141.
142.
Evaluating the impact of R&D tax credits on innovation: A microeconometric study on Canadian firms 总被引:1,自引:0,他引:1
This study examines the effect of R&D tax credits on innovation activities of Canadian manufacturing firms. Over the 1997-1999 period the Federal and Provincial R&D tax credit programs were used by more than one third of all manufacturing firms and by close to two thirds of firms in high-technology sectors. We investigate the average effect of R&D tax credits on a series of innovation indicators such as: number of new products, sales with new products, originality of innovation, etc. using a non-parametric matching approach. Compared to a hypothetical situation in the absence of R&D tax credits, recipients of tax credits show significantly better scores on most but not all performance indicators. We therefore conclude that tax credits lead to additional innovation output. 相似文献
143.
John P. McIlroy de la Rosa Manuel Casares Porcel Patricia A. Warke 《Journal of Cultural Heritage》2013,14(4):346-353
The exposure of historic stone to processes of lichen-induced surface biomodification is determined, first and foremost, by the bioreceptivity of those surfaces to lichen colonization. As an important component of surface bioreceptivity, spatiotemporal variation in stone surface temperature plays a critical role in the spatial distribution of saxicolous lichen on historic stone structures, especially within seasonally hot environments. The ornate limestone and tufa stairwell of the Monastery of Cartuja (1516), Granada, Spain, exhibits significant aspect-related differences in lichen distribution. Lichen coverage and diurnal fluctuations in stone surface temperature on the stairwell were monitored and mapped, under anticyclonic conditions in summer and winter, using an infrared thermometer and Geographical Information Systems approach. This research suggests that it is not extreme high surface temperatures that determine the presence or absence of lichen coverage on stonework. Instead, average stone surface temperatures over the course of the year seem to play a critical role in determining whether or not surfaces are receptive to lichen colonization and subsequent biomodification. It is inferred that lichen, capable of surviving extreme surface temperatures during the Mediterranean summer in an ametabolic state, require a respite period of lower temperatures within which they can metabolize, grow and reproduce. The higher the average annual temperature a surface experiences, the shorter the respite period for any lichen potentially inhabiting that surface. A critical average temperature threshold of approximately 21 °C has been identified on the stairwell, with average stone surface temperatures greater than this generally inhibiting lichen colonization. A brief visual condition assessment between lichen-covered and lichen-free surfaces on the limestone sections of the stairwell suggests relative bioprotection induced by lichen coverage, with stonework quality and sharpness remaining more defined beneath lichen-covered surfaces. The methodology employed in this paper may have further applications in the monitoring and mapping of thermal stress fatigue on historic building materials. 相似文献
144.
In this article, Rosa Bruno‐Jofré and Jon Igelmo Zaldívar examine Ivan Illich's own critique of Deschooling Society, and his subsequent revised critique of educational institutions and understanding of education, within the context of both his personal intellectual journey and the general epistemological shift that started to take shape in the early 1980s. Bruno‐Jofré and Zaldívar consider how, over time, Illich refocused his quest on examining the roots (origin) of modern certitudes (such as those related to education) and explored how human beings are integrated into the systems generated by those “certainties.” Illich engaged himself in historical analysis rather than providing responses to specific contemporary problems, while maintaining an interest in the relation between the present and the past. Under the metaphors of the word, the page, and the screen, he identified three great mutations in Western social imaginaries and the reconstruction of the individual self. Bruno‐Jofré and Zaldívar argue that while his written work, including Deschooling Society, generally had an apophatic character, his critique of education, particularly in the late 1980s and 1990s, is intertwined with his analysis of the parable of the Good Samaritan and his belief that modernity is an outcome of corrupted Christianity. 相似文献
145.
AbstractThis paper examines whether the difficulties in collaboration identified in the sessions of five consultants working with teachers and whether the consultants’ high participation (a type of hyper-responsibility) are related to the ongoing episode of the problem solving process, the origin of the request, and the topic of the session. Results show that collaboration difficulties tend to be more frequent when consultants and teachers discuss teaching-learning processes and that the consultants’ hyper-responsibility is more common: (a) when they are looking for solutions, (b) when they start some action with the support of the tradition of the educational setting or the support of the regulation, and (c) when they are discussing career guidance and mentoring. 相似文献
146.
Lindsay B. Wheeler Bridget K. Mulvey Jennifer L. Maeng Mila Rosa Librea-Carden Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925
ABSTRACTGraduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted. 相似文献
147.
Amélia Veiga Maria João Rosa Diana Dias Alberto Amaral 《European Journal of Education》2013,48(3):454-470
This article analyses the impacts of the Portuguese quality assurance system on academic cultures, using the Cultural Theory proposed by Douglas (1970, 1982) and developed by Thompson, Ellis and Wildavsky (1990) as an explanatory framework for Portuguese academics' preference formation in relation to quality assessment. The Portuguese higher education system has been undergoing a change of paradigm by moving from traditional collegial system to a legal framework influenced by New Public Management. The former institutional context, where academic collegiality was the basis of democratic decision, promoted the egalitarian way of life, where the group dimension is stronger. However, recent legislation has promoted two different logics. On the one hand it has decreased the influence of the group dimension by favouring individualistic values and beliefs. On the other, it has reinforced the grid dimension through greater centralisation of power and separation of roles of universities and polytechnics, thus promoting the hierarchic way of life. The new legislation framework has produced changes that have strongly modified traditional governance structures and mechanisms and are likely to affect academics' perceptions of quality assurance processes and impacts as much as they influence the development of beliefs and values. 相似文献
148.
Rosa Marina Afonso Bélen Bueno Manuel Joaquim Loureiro Henrique Pereira 《Educational gerontology》2013,39(12):1063-1080
This paper analyzes the impact of a reminiscence program on the psychological well-being and ego integrity of elderly people with depressive symptomatology. Ninety people aged 65 and over participated in a quasi-experimental design with pretest and posttest evaluations. They were assigned to one of three groups: (a) experimental group (reminiscence sessions); (b) control group or (c) control-placebo group (weekly relaxation sessions). The results indicate that only the experimental group had significant increases in its overall psychological well-being and ego integrity. This suggests that the promotion of instrumental and integrative reminiscences is an important therapeutic tool for psychological well-being in elderly people with depressive symptomatology. 相似文献
149.
150.
Annals of Dyslexia - Our work over the past eleven years with children with specific reading disability seen in a hospital mental hygiene clinic, in private practice, and in the public schools has... 相似文献