Differences in the rates of return to R&D for European and US young leading R&D firms     

Michele Cincera  Reinhilde Veugelers 《Research Policy》2014

This paper examines the sources of Europe's lagging business R&D performance relative to the US, particularly the role played by missing young leading innovators in high technology intensive sectors in Europe. It investigates through econometric analysis differences in the rates of return to R&D of European and US large R&D firms. It finds that, while in the US, young firms succeed in realizing significantly higher rates of return to R&D as compared to their older counterparts, including in high-tech sectors, European firms fail to generate significant rates of return, even if they are Yollies and even if they are in high-tech sectors. These findings can at least partly explain why Europe has less R&D intensive young leading innovators in high technology intensive sectors.  相似文献   

Dichotomous conceptualization in the history of science     

H. Floris Cohen 《Metascience》2014,23(1):169-172

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Perennial issues,contemporary variants: comparative education research as a mirror to the social world     

Michele Schweisfurth 《比较教育学》2013,49(4):405-406

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The Classless Nature of School Reform     

Ronald D. Cohen 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):122-126

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Key Educational Factors in the education of students with a medical condition          下载免费PDF全文

Michele Capurso  John L. Dennis 《Support for Learning》2017,32(2):158-179

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented.  相似文献   

The role of profanity and sex variables in interpersonal impression formation     

Marshall M. Cohen  Thomas J. Saine 《Journal of Applied Communication Research》2013,41(2):45-51

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Introductory statement     

Karen C. Cohen 《Journal of Science Education and Technology》1993,2(1):295-296

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The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test     

Allan S. Cohen  Noel Gregg  Meng Deng 《Learning disabilities research & practice》2005,20(4):225-233

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs     

Scott Walter  Michele Eodice 《Research Strategies》2005,20(4):219-225

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Logos—the Professional Journal for the Book World. Quarterly,ISSN 0957 9566. Individual, £30.00; Institutional, £45.00. Whurr Publishers Ltd, 1 Compton Terrace,London NI 2UN.     

Michele Benjamin 《Learned Publishing》1990,3(4):250-250

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