Public funds and local biotechnology firm creation

A long stream of academic literature has established that public funding towards research and development matters for economic growth because it relates to increases in innovation, productivity and the like. The impact of public funding on the creation of new firms has received less attention in this literature despite theoretical constructs that support such association. In the present paper we study whether indeed there is a relationship between public research funds and local firm births in the context of the U.S. biotechnology industry. In doing so, we introduce a number of changes that strengthen the robustness of our findings when compared with existing literature. These changes include a direct measure of research expenditures and a considerably lengthier longitudinal dataset which allows us to capture a structural relationship and not a chance event. We empirically demonstrate that increases in the level of research funding from the National Institutes of Health towards biotechnology associate with increases in the number of biotechnology firm births at the Metropolitan Statistical Area level. Further, we reveal that public funds towards established firms associate with local firm births considerably more strongly when compared with funds towards universities and research institutes/hospitals. We conclude the paper with academic and policy implications of the present work that highlight the complexity of factors that underlie the creation of local firms in high technology industries.     

Traditional and computer-based screening and diagnosis of reading disabilities in Greek

In this study, we examined the characteristics of reading disability (RD) in the seventh grade of the Greek educational system and the corresponding diagnostic practice. We presented a clinically administered assessment battery, composed of typically employed tasks, and a fully automated, computer-based assessment battery that evaluates some of the same constructs. In all, 261 children ages 12 to 14 were tested. The results of the traditional assessment indicated that RD concerns primarily slow reading and secondarily poor reading and spelling accuracy. This pattern was matched in the domains most attended to in expert student evaluation. Automatic (computer-based) screening for RD in the target age range matched expert judgment in validity and reliability in the absence of a full clinical evaluation. It is proposed that the educational needs of the middle and high school population in Greece will be best served by concentrating on reading and spelling performance--particularly fluency--employing widespread computer-based screening to partially make up for expert-personnel shortage.     

Teachers' Attitudes Towards Children's Behaviour Problems in Nursery Classes in Greece

The study was undertaken in Greece to investigate teachers' perceptions of children's behaviour problems in nursery classes in Greece. A questionnaire developed in an earlier study was applied to a female teacher sample of 154, selected from nursery schools in cities, small towns and rural areas in three distinct geographic locations in Greece. The total sample of pupils in the study was.3.091 (boys N:1.568, girls N:1.523)

The overall prevalence rate identified by teachers for all behaviour problems was 14.3 percent, with 2.1 percent perceived as ‘very serious’ and 5.8 percent ‘serious’ and ‘very serious’. More boys than girls were perceived to have behaviour problems in general (ratio 2:1) and conduct problems in particular. However, almost equal percentage of boys and girls were perceived as showing serious emotional problems. Gender, age, children's academic achievement teachers' teaching experience were found to be significant factors, but the socio‐economic status of the child was insignificant in this study.     

Do defence styles and approaches to learning ‘fit together’ in students’ profiles? Differences between years of study

Abstract

The study aims at investigating students’ learning/defence profiles. It also explores students’ profiles during different years of study. Participants comprised of 425 undergraduates. They completed the ‘Approaches to Study and Skills Inventory’ and the ‘Defense Style Questionnaire’. The students’ academic achievement was measured through grade point average. Cluster analysis revealed three profiles: ‘restricted maturity and dissonant-unorganized’ students, ‘defensive and reproduction oriented’ students, and ‘mature and learning advanced’ students. The profiles correspond to adaptive and maladaptive learning patterns. The study also revealed few (a) differences across the years of study (on strategic approach) and (b) interactions between the three clusters and the years of study (on mature defence style and GPA). The findings are discussed in relation to recent literature. Limitations and future research suggestions are presented.     

Influences on students' perceptions of their personal development during the first three years of college

This study sought to determine whether students' perceptions of their personal growth are related to their college experiences after controlling for their precollege characteristics, whether the amount of reported development varies over the first three years of college, and whether the influences on students' perceived personal development vary from one year to another. Results indicate that students' self-reported personal development is unattributable to their precollege traits and is remarkably constant from the freshman through junior years. Differences between men and women in reported growth are, however, evident. The sources of influence on reported growth vary over the three years; the only common influence is informal contact with faculty.An earlier version of this paper was presented to the annual Forum of the Association for Institutional Research, Toronto, May 1983.     

Developing mathematical ability in primary school through a ‘pull-out’ programme: a case study

This article reports the findings of a case study which examined a pull-out strategy for provision for mathematically able children in a primary school in London. The research investigated how the needs of a group of pupils, identified as able mathematicians, were being met through a special small group that works outside the regular mathematics lessons. Based on the observations of the lessons and the semi-structured interviews with both the pupils and their teacher, this article presents some interesting and useful ways for teaching mathematics to able children through small, pulled-out classes.     

Utilization of communications network potential: Public practices and effects

Technological adoption, with an emphasis on Information and Communications technology (ICT), is considered as a decisive factor for the overall development of each country. For this, the European Commission (EC) has launched a number of policy frameworks, aiming to enhance the usage and to improve the quality of European citizens' lives. However and so far, the results are still below the initial goals. Thus, the EC recently decided to set some additional targets, in order to facilitate a wider adoption of information services and maximize economical and societal benefits.     

Students' physical and psychological reactions to forensic dissection: Are there risk factors?

The reactions of students to forensic dissection encompass psychologico-emotional and physical components. This exploratory study aimed to determine risk factors for students' adverse physical and psychological reactions to forensic dissection. All sixth-year medical students (n = 304) attending the compulsory practical course in forensic medicine in the 2005-2006 academic year were asked to complete a questionnaire at the conclusion of the five-day course. The questionnaire surveyed physical and psychological reactions (outcomes) and 47 student traits, beliefs, and behaviors (risk factors) that might predispose to adverse reactions. Multivariate ordinal logistic regression yielded five independent risk factors for negative psychological reactions: female gender, stereotypic beliefs about forensic pathologists, a less cognitive and more emotional frame of mind relative to forensic dissection, more passive coping strategies, and greater fear of death. The sole independent risk factor for physical symptoms was a less cognitive/more emotional approach to dissection. Students' reactions to forensic dissection integrate a host of inherent and dissection-related risk factors, and future interventions to improve this aspect of medical education will need to take into account the complexities underlying students' experiences with dissection.