The transfer of U.S. technology abroad

The causes of the transfer of technology between countries is now seen as an important dimension of the diffusion of new products and processes. Despite its obvious importance, there has been little empirical research investigating the international transfer of technology, although the work of Schiffel and Kitti (Research Policy 7 (1978)) provides a useful foundation on which to build. The research reported below tests the hypothesis that the transfer of technology between countries, as measured by the movement of patented invention, is influenced by both supply side and demand side factors. The principal variables are: patenting activity in the country of origin; the size of the recepient economy; international trade in goods and services; and the operations of multinational producing enterprises. These vaiables explain most of the variation across countries in the transfer of U.S. technology abroad. The worldwide distribution of U.S. based multinational enterprises appear to play an important part in explaining U.S. technology tranfer. On the other hand, the remaining international differences in patent law do not seem to significantly affect patent flows between countries.     

Foreign patent flows to and from the United Kingdom

A substantial part of the stock of technological knowhow in any given country is determined by foreign companies. Flows of technology are reflected in part by the international pattern of patenting behaviour. This paper examines both the patent applications in the UK by foreign countries and UK patent applications abroad. It concludes that each country is exposed to a subset of world-wide technology determined by the profitability of transfer of new knowhow. Profitability is affected by the size of potential supply of new inventions in donor countries, by the attractiveness of markets for knowhow in recipient countries and by the costs of transfer.     

Seminaries and Non-College Students

This is the fourth Lecture of the Edward Corbin Jenkins Lectureship, given by Hedley S. Dimock, at George Williams College, Chicago, on February 28, 1941. The Lectureship was established in 1935 in honor of a pioneer in education, who served as president of George Williams College from 1926 until his retirement in 1935. The purpose of the Lectureship is to carry forward the pioneering spirit and educational philosophy of President Jenkins in recreation and informal education as a significant phase of the modern community. The preceding Lectures were given by Frederick P. Keppel, President of The Carnegie Corporation; Charles W. Gilkey, Dean of University of Chicago Chapel; and Eduard C. Lindeman, Professor of Social Philosophy of the New York School of Social Work. Dr. Dimock is Dean and Professor of Religious Education of George Williams College and a member of the Executive and Editorial Committees of the Religious Education Association. (Editor)     

Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories—behaviorism, social learning theory, prevention science, and systems change—is designed to build a positive school climate by defining and consistently reinforcing positive behavioral norms. SWPBIS focuses on teaching and acknowledging positive behavior and addressing environmental conditions that exacerbate problem behavior. This positive approach changes behavior without the negative interactions associated with punitive discipline while establishing school climates that promote protective factors and mitigate risk factors. Schools implementing SWPBIS have reported less bullying and student victimization, fewer problem behaviors, and increased feelings of safety.     

Civic service through schools: an international perspective

Civic service, which refers to activities that seek to improve the local, national or international community either through community service or service learning, is widespread in secondary schools around the world. Despite this pervasive presence, there are few studies that approach the subject from a cross‐comparison perspective. This article addresses this gap by providing a comprehensive review of the international literature on civic service in terms of history, theory, research and practice. In terms of history and theory, the article brings together the work of several key proponents of civic service who, despite working in different countries and continents, placed civic service high in their educational agenda. In terms of research, it presents the most up‐to‐date research on the potential benefits and pitfalls of civic service. In terms of practice, it lists various limitations related to its implementation and presents possibilities for overcoming these. This section stresses the importance of establishing a respectful and honest relationship with intended beneficiaries to avoid fostering unhealthy social patterns, a key problem of many civic service programs. The article ends with areas for future research.