A review of literature and hypotheses on new technology-based firms     

Lynn Bollinger  Katherine Hope  James M. Utterback 《Research Policy》1983,12(1):1-14

This paper examines the existing literature on new technology-based firms in an attempt to understand how such companies contribute to the vitality of an economy and to see which variables are critical in enabling them to do so. From recent research efforts, we have drawn together a set of hypotheses and organized them around four central questions: (1) What do new firms contribute to the economy? (2) What factors contribute to the success of such enterprises? (3) In what cultural contexts do new businesses succeed? and (4) Which government policies are effective in stimulating and supporting new companies? We found that existing studies suggest (1) that new technology-based firms contribute significantly to an economy in terms of exports, employment, taxes paid, research and development, and innovations; (2) that the founders of these new businesses tend to have a strong entrepreneurial heritage, a development- rather research-oriented background, and a high need to achieve and are young and highly educated; (3) that sector differences may be a more important influence on company location than are regional policies; and (4) that no one government program has proven itself to be more than marginally successful in stimulating industrial innovation.  相似文献   

Anti-racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism-related stress     

Elan C. Hope  Vanessa V. Volpe  Alexis S. Briggs  G. Perusi Benson 《Child development》2022,93(3):717-731

This study examines associations between individual racism, anticipatory racism-related stress, and anti-racism activism among Black adolescents (n = 443; M_age = 15.6; 57.4% female) and emerging adults (n = 447; M_age = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti-racism activism on anticipatory racism-related stress. Findings indicated anticipatory racism-related stress may be both a catalyst and consequence of engagement in anti-racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low-risk; high-risk). Supporting youth engagement in anti-racism activism without increasing anticipatory racism-related stress is a key priority for meaningfully advancing scholarship on the development of anti-racism and pursuit of racial justice.  相似文献   

The Role of Student Characteristics in Predicting Retention in Online Courses     

Justin D. Cochran  Stacy M. Campbell  Hope M. Baker  Elke M. Leeds 《Research in higher education》2014,55(1):27-48

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.  相似文献   

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate     

Allison Hope Friedman-Krauss  C. Cybele Raver  Pamela A. Morris  Stephanie M. Jones 《Early education and development》2014,25(4):530-552

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.  相似文献   

Adult humans’ understanding of support relations: an up-linkage replication     

Francisco J. Silva  Merritt I. ten Hope  Ali L. Tucker 《Learning & behavior》2014,42(4):337-347

In an up-linkage replication, three experiments examined adult humans’ folk physics, i.e., their naturally occurring and spontaneous understanding of the physical world, using a violation of expectation (VOE) task and stimuli similar to those used to study chimpanzees’, monkeys’, and rooks’ folk physics. Unlike what has been reported with nonhuman primates, adult humans did not look longer at physically impossible than possible events, though they did rate the physically impossible events as more interesting and novel than the possible events. These results underscore that behavior during a VOE experiment has many possible causes, only one of which may be a subject’s folk physics.  相似文献   

Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters     

Karen E. Diamond  Hope K. GerdeDouglas R. Powell 《Early childhood research quarterly》2008

Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary approach to other instructional strategies for teaching young children about letters. This study examines relations among preschool children's early writing competence, knowledge of letter names, sensitivity to initial sounds in words and understanding of print concepts in a sample of low-income children enrolled in Head Start. Data were collected from the beginning to the end of the school year, which offered the opportunity to examine concurrent development of these early literacy skills. Results revealed that children whose writing was more sophisticated knew the names of more letters, understood more about print concepts and were more sensitive to initial sounds of words. There was evidence of bidirectional influences of writing on growth in letter knowledge, and of letter knowledge on growth in writing competence.  相似文献