Estimating the causal effect of R&D subsidies in a pan-European program

We investigate the effect of Europe's largest multilateral subsidy program for R&D-performing small and medium-sized enterprises. The program applied a specific budget allocation rule, referred to as Virtual Common Pot (VCP), which is designed to avoid cross-subsidization between participating countries. This rule creates exogenous variation in funding status and allows us to identify the causal effect of public R&D grants on firm growth. In addition, we compare the program's effect under the VCP rule with the standard situation of a Real Common Pot (RCP), in which program authorities allocate a single budget according to uniform project evaluation criteria. Our estimates suggest that R&D grants had no average effect on job creation and sales growth, but treatment effects were heterogeneous and positive for high-quality projects. Under an RCP the program would have created 53% more jobs and 48% higher sales.     

体育教科书中图表的设计与表达

分析教科书中图表的分类与功能,考察采用图表辅助教学对学生体育学习的影响,探讨编写与设计体育教科书的图表时应考虑的因素。研究表明:教科书的图表在丰富教科书的内涵、提高教科书的质量和增强学习效果方面发挥着重要作用。     

系统科学视域下多要素心理应激系统过程模型

目前,随着社会的发展,心理应激问题引起了许多学者的关注,各学科从不同的角度对应激进行了探讨,每种理论都提出了不同的观点。首先对已有的心理应激的主要理论模型进行了简介及评述,从系统科学的研究视角,分析了现有应激多因素系统模型的不足,然后运用UML(统一建模语言)视图,提出了基于系统要素的应激过程模型,从全新的视角定义和诠释了应激系统模型框架,从而构建了开放的、可扩展的理论框架。     

Correct Interpretation of Chemical Diagrams Requires Transforming from One Level of Representation to Another

Volunteer non-major chemistry students taking an introductory university chemistry course (n = 17) were interviewed about their understanding of a variety of chemical diagrams. All the students’ interviewed appreciated that diagrams of laboratory equipment were useful to show how to set up laboratory equipment. However students’ ability to explain specific diagrams at either the macroscopic or sub-microscopic level varied greatly. The results highlighted the poor level of understanding that some students had even after completing both exercises and experiments using the diagrams. The connection between the diagrams of the macroscopic level (equipment, chemicals), the sub-microscopic level (molecular) and the symbolic level (equations) was not always considered explicitly by students. The results indicate a need for chemical diagrams to be used carefully and more explicitly to ensure learner understanding. Correspondingly, students need to interpret visual chemical diagrams using meta-visualization skills linking the various levels of representation, and appreciating the role of the diagrams in explanations need to be developed.