Measuring the economic benefits from R&D: improvements in the MMI model of the United Kingdom National Measurement System     

Steven BownsIan Bradley  Paula KneeFiona Williams  Geoffrey Williams 《Research Policy》2003,32(6):991-1002

The benefits and priorities of public funding of R&D programmes are the subject of considerable research and debate and a number of methodologies have been suggested which might allow us to arbitrate on the issues involved. This paper looks at one method that is actually used in practice to evaluate and rank publicly funded R&D programmes in the UK. We describe the improvements that have been made to the mapping measurement impact (MMI) model, which is used by the UK Department of Trade and Industry to assess the economic benefit to industry of different research projects funded as part of the United Kingdom National Measurement System. The model has been in use for more than 5 years as a means to compare publicly funded R&D programmes. It allows evaluation of their benefit and prioritisation of future funding schemes and has potential for wider application in other areas of public R&D investment both inside and outside the UK.  相似文献   

Developing academic talent as a practicing school psychologist: From potential to expertise     

Dante D. Dixson  Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595

In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.  相似文献   

Lexical decision and oral reading by poor and normal readers     

Wim H. J. van Bon  Paula H. Tooren  Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270

The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords.  相似文献   

Interpersonal skills training online versus instructor‐led courses     

Erika R. Gilmore  Paula J. Fritsch 《Performance Improvement》2001,40(10):30-38

  相似文献   

The disavowal of race in communication theory     

Paula Chakravartty  Sarah J. Jackson 《传播与批判/文化研究》2020,17(2):210-219

ABSTRACT

Here, we consider how graduate education in communication fares when it comes to engaging conceptual and theoretical legacies of racial apartheid and modern European and American imperialism. Treating syllabi as a discourse which powerfully represents the field to future scholars, and graduate classrooms as sites of power, we assess foundational theoretical pedagogy through an examination of syllabi from required doctoral seminars across sixteen highly ranked communication, media studies, and mass communication programs in the US. Finding an ongoing disavowal of critical theories of race and imperialism, but hopeful exceptions, we offer recommendations as part of ongoing projects to decolonize university curriculum.  相似文献   

The Development of Simile Comprehension: From Similarity to Scalar Implicature     

Madeleine Long  Vishakha Shukla  Paula Rubio-Fernandez 《Child development》2021,92(4):1439-1457

Similes require two different pragmatic skills: appreciating the intended similarity and deriving a scalar implicature (e.g., “Lucy is like a parrot” normally implies that Lucy is not a parrot), but previous studies overlooked this second skill. In Experiment 1, preschoolers (N = 48; ages 3–5) understood “X is like a Y” as an expression of similarity. In Experiment 2 (N = 99; ages 3–6, 13) and Experiment 3 (N = 201; ages 3–5 and adults), participants received metaphors (“Lucy is a parrot”) or similes (“Lucy is like a parrot”) as clues to select one of three images (a parrot, a girl or a parrot-looking girl). An early developmental trend revealed that 3-year-olds started deriving the implicature “X is not a Y,” whereas 5-year-olds performed like adults.  相似文献   

Southern-European signposts for critical popular adult education: Italy,Portugal and Spain     

Paula Guimaraes  Emilio Lucio-Villegas 《Compare》2018,48(1):56-74

This paper focuses on three Southern European countries, Italy, Portugal and Spain, to explore examples of projects that provide signposts for a critical popular education that contributes to an ongoing democratic process – one whereby citizens are developed as social actors and members of a collectivity rather than simply passive producers/consumers. This approach would serve as an alternative to the traditional ‘top-down’ and current hegemonic economy-oriented discourses. In so doing, the paper seeks to redress an imbalance in the English language adult education and learning literature that often overlooks alternative discourses to the mainstream on and from this part of the world.  相似文献   

Not Babysitting: Work Stress and Well-Being for Family Child Care Providers     

Paula Gerstenblatt  Monica Faulkner  Ahyoung Lee  Linh Thy Doan  Dnika Travis 《Early Childhood Education Journal》2014,42(1):67-75

Family child care providers contend with a number of work stressors related to the dual roles of operating a small business and providing child care in their home. Research has documented many sources of work related stress for family child care providers; however, research examining family child care providers’ experiences outside of the lens of quality of care and child outcomes is dated and scant. This study consisted of three focus groups of 11 family child care providers who shared their perspectives on work related stressors and well-being. Many of the study findings were congruent with previous research in the field; however, a key finding in this study was the importance of family child care providers to assert and establish a professional identity to mitigate work related stress. Recommendations and strategies to assist family child providers in constructing a professional identity are discussed.  相似文献   

Nursing Students' Learning Experience With E-books     

Yingqi Tang  Paula Barnett-Ellis 《The Journal of Academic Librarianship》2017,43(1):67-71

  相似文献   

A handbook for corporate information professionals     

Paula Kiser 《Journal of Business & Finance Librarianship》2017,22(1):68-70

  相似文献