Public policy measures to support new technology-based firms in the European Union

This paper provides a review of public policy measures implemented in EU countries to support New Technology-Based Firms (NTBFs) during the 1980s and early 1990s. It identifies five policy areas and provides a synthesis of the policy developments during this period and an assessment of their effectiveness. The policy areas examined are: Science Parks; the Supply of PhDs in Science and Technology, the relationships between NTBFs and Universities/Research Institutions; Direct Financial Support to NTBFs from National Governments; and the Impact of Technological Advisory Services on NTBFs. Although considered independently, these issues are clearly part of an interdependent `system' of policies and we conclude with an overview of the whole policy area, together with our personal recommendations for its improvement.     

From performance management to capacity-building: an escape from the cul de sac?

This article examines the many critiques of educational policies concerning the National Curriculum and the standards and testing regimes for pupils and teachers associated with it. It goes on to suggest that there is a danger of educational researchers and policy-makers arguing themselves into a cul de sac where an unproductive stand-off may prevail. It is argued that a more productive way forward is to be found in a focus on the ‘capacity-building’ of teachers using formative assessment and double-loop learning as the basis for action. This will present a challenge for teachers as well as for policy-makers.     

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.     

“Land of the Long Black Cloud”: Copyright Globalization and Viral Counterpublicity in Aotearoa New Zealand

Viral flows of counterpublicity are an increasingly common occurrence in the global modular network of the modern public spheres. This article applies a public sphere theoretical framework built upon the radical or agonistic tradition and a critical discourse analytical methodological framework to interpret the example of the 2009 New Zealand Internet Blackout, which was mobilized in protest against impending copyright legislation that would have rendered the Aotearoa New Zealand environment one of the harshest in the world. It shows that viral counterpublicity can generate successful counterhegemonic projects and even bring about legislative change, and in doing so, makes the argument that our understanding of what the modern public sphere is should allow for more unruly and contentious forms of democratically legitimate communication.     

Are Africans,Europeans, and Asians Different “Races”? A Guided-Inquiry Lab for Introducing Undergraduate Students to Genetic Diversity and Preparing Them to Study Natural Selection

Many students do not recognize that individual organisms within populations vary, and this may make it difficult for them to recognize the essential role variation plays in natural selection. Also, many students have weak scientific reasoning skills, and this makes it difficult for them to recognize misconceptions they might have. This paper describes a 2-h laboratory for college students that introduces them to genetic diversity and gives them practice using hypothetico-deductive reasoning. In brief, the lab presents students with DNA sequences from Africans, Europeans, and Asians, and asks students to determine whether people from each continent qualify as distinct "races." Comparison of the DNA sequences shows that people on each continent are not more similar to one another than to people on other continents, and therefore do not qualify as distinct races. Ninety-four percent of our students reported that the laboratory was interesting, and 79% reported that it was a valuable learning experience. We developed and used a survey to measure the extent to which students recognized variation and its significance within populations and showed that the lab increased student awareness of variation. We also showed that the lab improved the ability of students to construct hypothetico-deductive arguments.