MacroMicrofoundationandtheBehaviorAnalysis(宏观经济学南开大学,龚刚)
学数学英语作文
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When it comes to learning mathematics,there are several key strategies and approaches that can be employed to enhance understanding and proficiency in this subject.Here are some steps and tips to consider when writing an essay on learning mathematics:1.Introduction to Mathematics:Begin your essay by introducing the importance of mathematics in our daily lives and its applications in various fields such as science, engineering,economics,and more.2.Importance of a Strong Foundation:Emphasize the significance of a solid foundation in basic arithmetic before moving on to more complex concepts.This includes understanding numbers,operations,and simple algebra.3.Developing ProblemSolving Skills:Discuss how learning mathematics is not just about memorizing formulas but also about developing analytical and problemsolving skills. Provide examples of how these skills can be applied in reallife situations.4.The Role of Practice:Highlight the importance of consistent practice in mastering mathematical concepts.Explain how practice helps in reinforcing learning and improving speed and accuracy in solving problems.5.Understanding the Conceptual Approach:Stress the importance of understanding the why behind mathematical operations rather than just the how.This conceptual understanding helps in retaining information and applying it to new problems.6.Utilizing Technology:Mention the role of technology in making the learning process more interactive and accessible.Discuss various tools such as online tutorials, educational apps,and software that can aid in learning mathematics.7.Overcoming Challenges:Address common challenges that students face while learning mathematics,such as fear of failure,lack of confidence,or difficulty in understanding abstract concepts.Offer suggestions on how to overcome these obstacles.8.The Importance of Patience and Perseverance:Explain that learning mathematics requires patience and perseverance.Its a subject that often involves trial and error,and its important to not get discouraged by initial difficulties.9.Seeking Help and Collaboration:Encourage students to seek help from teachers,peers, or tutors when they encounter difficulties.Discuss the benefits of collaborative learning and how it can enhance understanding.10.RealWorld Applications:Provide examples of how mathematical concepts are applied in various professions and everyday scenarios.This can help students see the relevance and practicality of what they are learning.11.Conclusion:Conclude your essay by summarizing the key points and reiterating the importance of a wellrounded approach to learning mathematics.Encourage a positive attitude towards the subject and the belief that anyone can improve their mathematical skills with the right mindset and effort.Remember to use clear and concise language,provide relevant examples,and maintain a logical flow of ideas throughout your essay.This will help your readers understand the complexities and beauty of mathematics,and inspire them to approach the subject with enthusiasm and curiosity.。
macroeconomicsstephenwilliamsonmanual-hd…
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依达拉奉右莰醇注射液对急性前循环脑梗死血管介入术后开通良好患者的脑保护作用
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ing in treatment of chronic heart failure patient [J].Chinese Journal of General Practice,2020,18(9):1504-1507,1550.陈远园,刘庆生,彭伟献,等.益气化瘀汤辅助治疗对慢性心力衰竭患者微血管损伤和心室重构及代谢重构的影响[J].中华全科医学,2020,18(9):1504-1507,1550.[25]Blanda V ,Bracale UM,Di Taranto MD,et al.Galectin -3in cardio-vascular diseases [J].Int J Mol Sci,2020,21(23):9232.[26]Rabkin SW,Tang JKK.The utility of growth differentiation fac-tor -15,galectin -3,and sST2as biomarkers for the diagnosis of heart failure with preserved ejection fraction and compared to heart failure with reduced ejection fraction:a systematic review [J].Heart Fail Rev,2021,26(4):799-812.[27]Ye S,Luo W,Khan ZA,et al.Celastrol attenuates angiotensin Ⅱ-in-duced cardiac remodeling by targeting STAT3[J].Circ Res,2020,126(8):1007-1023.[28]Dai C,Luo W,Chen Y ,et al.Tabersonine attenuates angiotensin Ⅱ-in-duced cardiac remodeling and dysfunction through targeting TAK1and inhibiting TAK1-mediated cardiac inflammation [J].Phytomedi-cine,2022,103(1):154238.[29]Gu J,Qiu M,Lu Y ,et al.Piperlongumine attenuates angiotensin -Ⅱ-in-duced cardiac hypertrophy and fibrosis by inhibiting Akt-FoxO1sig-nalling [J].Phytomedicine,2021,82(1):153461.[30]Nie YY ,Song YL,Lu YH,et al.The effect of Xinbao pill and Wulingpowder on serum ang Ⅱand Gal -3protein levels in chronic heart fail-ure patients with Yang Deficiency and Water Pan syndrome [J].Chi-nese Archives of Traditional Chinese Medicine,2022,40(12):222-225.聂颖颖,宋业琳,卢英红,等.心宝丸合五苓散对阳虚水泛型慢性心力衰竭血清Ang Ⅱ、Gal -3蛋白水平的影响[J].中华中医药学刊,2022,40(12):222-225.(收稿日期:2023-09-26)依达拉奉右莰醇注射液对急性前循环脑梗死血管介入术后开通良好患者的脑保护作用高亚军1,宋倩2,刘春霞3,吴瑞1,郭改艳1延安大学附属医院神经内科1、检验科2、放射科3,陕西延安716000【摘要】目的研究依达拉奉右莰醇注射液对急性前循环脑梗死血管介入术后开通良好患者的脑保护作用。
南宁2024年02版小学6年级上册D卷英语下册试卷(含答案)
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南宁2024年02版小学6年级上册英语下册试卷(含答案)考试时间:80分钟(总分:100)B卷一、综合题(共计100题共100分)1. 听力填空题:I believe in the importance of family. They are my biggest __________.2. 听力题:The ______ is the deepest part of the ocean, found in trenches.3. 听力题:The main gas that makes up the Earth's atmosphere is ______.4. current) affects navigation and marine life. 填空题:The ____5. 听力题:A flame is a visible part of a ______ reaction.6. 听力题:She is ___ her shoes. (tying)7. 听力题:My friend has a passion for ____ (cooking).8. 填空题:A ____(carbon footprint) measures environmental impact.9. 填空题:The __________ is a large body of water surrounded by land. (湖泊)10. 听力题:The main component of a compound is usually present in the greatest ______.11. 填空题:We often have picnics under the ______ (树). It’s a great way to enjoy ______ (大自然).12. 选择题:What is the name of the famous national park located in Wyoming?A. YellowstoneB. YosemiteC. Grand CanyonD. Zion答案:A13. 填空题:A parakeet can learn to mimic ______ (声音).14. 填空题:I like to play with my toy _____.15. 填空题:The _____ (flowerbed) is filled with colorful blooms.16. 听力题:The ancient Sumerians are credited with creating the first form of _______.17. 听力题:A simple machine helps us do _______.18. 填空题:Brazil is famous for its ________ (巴西以其________而闻名) and carnival.19. 选择题:What is the opposite of bright?A. DullB. LightC. ClearD. Dim答案:D20. 听力题:The _______ of sound can vary based on its environment.21. 填空题:The _______ (The Treaty of Versailles) ended WWI and imposed harsh penalties on Germany.22. 选择题:What is the capital of Kenya?b. Mombasac. Kisumud. Nakuru答案:a23. 选择题:What do we call an animal that eats both plants and meat?A. HerbivoreB. CarnivoreC. OmnivoreD. Insectivore24. 填空题:I love to __________ (动词) with my __________ (玩具名) every day.25. 听力题:I love ________ to music.26. 听力题:The Sun's energy comes from nuclear ______.27. 填空题:The ________ was a renowned leader in the civil rights movement.28. 听力题:An indicator changes color in the presence of an ______.29. 听力题:The symbol for neodymium is _____.30. 选择题:What is 8 x 2?A. 10B. 12C. 14D. 1631. 填空题:My pet ______ (狗) loves to play with other pets.32. 选择题:Which day comes after Monday?A. SundayB. TuesdayC. Wednesday答案:B33. 听力题:A ______ is a natural feature that can provide insights into geology.34. 听力题:The burning of fossil fuels releases carbon ______.35. 填空题:I saw a ________ jump over a fence.36. 选择题:Which bird is known for its colorful plumage?A. PigeonB. PeacockC. SparrowD. Crow答案: B37. 填空题:My favorite activity is ______ (骑马).38. 选择题:What do you call a piece of music played at a formal event?A. AnthemB. BalladC. SymphonyD. March答案:C39. 听力题:A chemical reaction can be classified as endothermic or ______.40. 填空题:I enjoy ______ (参加) art competitions.41. 听力题:A _______ can help to measure the force needed to move an object.42. 听力题:Reactions that absorb energy from the surroundings are called ________ reactions.43. n be found in the _________. (森林) 填空题:Snakes cShe is dancing at the ___. (party)45. 填空题:I can ______ (处理) conflicts peacefully.46. 填空题:A horse can run very ______ (快).47. 听力题:I found a _______ (coin) on the ground.48. 填空题:The ancient Egyptians practiced complex ________ (宗教仪式).49. 听力题:He enjoys reading ___. (comics)50. 选择题:How many continents are there?A. FiveB. SixC. SevenD. Eight51. 填空题:A ________ (草原) is home to many animals.52. 填空题:The _______ (狗) barks at strangers.53. 选择题:Which animal is known for being very intelligent?A. GoldfishB. DogC. SlothD. Turtle答案: B54. 填空题:The giraffe has a very long _________ (脖子).55. 听力题:The process of ______ can contribute to the nutrient cycle.What is the weather like when it snows?A. HotB. ColdC. WarmD. Rainy答案: B57. 填空题:A _____ (小马) can be very gentle with children.58. 选择题:What is the main ingredient in pizza?A. DoughB. CheeseC. SauceD. All of the above答案: D59. 听力题:The ________ (analysis) shows trends.60. 选择题:What is the name of the famous dog in the cartoon "Snoopy"?A. CharlieB. WoodstockC. SnoopyD. Garfield答案:C61. 选择题:What is the name of the famous mountain range in South America?A. RockiesB. AndesC. AlpsD. Himalayas答案: B. Andes62. 听力填空题:I love traveling to experience different lifestyles and __________.63. 填空题:My teacher has a __________ (温暖的) smile.64. 填空题:_____ (insects) play a role in plant reproduction.What do we call the place where animals are kept for public display?A. ZooB. AquariumC. Pet storeD. Farm答案: A. Zoo66. 填空题:The first successful vaccine was developed by ________ (詹纳).67. 听力题:A __________ is a common example of a base.68. 填空题:The children are _______ (在玩游戏).69. 填空题:The ________ (生态友好) practices benefit all.70. 听力题:She has a new ________.71. 填空题:The _____ (birch) tree has beautiful bark.72. 选择题:What do caterpillars turn into?A. BeetlesB. ButterfliesC. MothsD. Flies答案: B73. 选择题:Which tool is used for cutting paper?A. HammerB. ScissorsC. RulerD. Screwdriver答案:B74. 选择题:What do you call a place where you can borrow books?A. StoreB. LibraryC. SchoolD. Park答案:B75. 选择题:What is the capital of New Zealand?A. AucklandB. WellingtonC. ChristchurchD. Dunedin76. 填空题:My sister is a _____ (演员) who loves comedy.77. 选择题:What is the name of the famous author of "Harry Potter"?A. J.R.R. TolkienB. J.K. RowlingC. C.S. LewisD. Stephen King答案: B78. 填空题:Plants need _____ (水) to grow healthy and strong.79. 听力题:The Milky Way is the name of our ______.80. 听力题:A solar cell converts sunlight into ______ energy.81. 填空题:I love _______ (我的家) because it is very _______ (舒适).82. 听力题:Some _______ are used for making salads.83. 填空题:I enjoy _____ (writing) about plants.84. 听力填空题:I believe in setting goals. My short-term goal is to __________. My long-term goal is to __________. Working towards these goals motivates me every day.85. 听力题:There are ___ (five/six) apples in the basket.86. 听力题:A mountain range is a series of connected ______.87. 选择题:What is the name of the famous American author known for his works on adventure?A. Mark TwainB. Ernest HemingwayC. F. Scott FitzgeraldD. John Steinbeck答案:A88. 填空题:My favorite ________ is purple.89. 听力题:The boy likes to play ________.90. 填空题:A __________ (化学安全) is crucial in laboratory settings to prevent accidents.91. 听力题:The flowers are _____ in the sunshine. (smiling)92. 填空题:The ________ (生态系统保护) is paramount.93. 选择题:What do we call a young female deer?A. FawnB. CalfC. KidD. Foal答案:A94. 听力题:The brightest star in the constellation Canis Major is ______.95. 听力题:The chemical formula for iron (III) oxide is _______.96. 选择题:What do you call a story that is told using pictures?A. ComicB. NovelC. BiographyD. Journal答案:A97. 选择题:What do you call a person who studies plants?A. BotanistB. ZoologistC. GeologistD. Chemist98. 选择题:What do we call the study of human societies and cultures?A. AnthropologyB. SociologyC. PsychologyD. History答案: A99. 听力题:I see a ___ (cloud/sky) above.100. 听力题:The dog is ______ in the yard. (barking)。
比较研究方法_戴维_科利尔
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比较研究方法①[美]戴维·科利尔著章远译戴维·科利尔(David Collier)生于1942年,是比较政治学以及方法论等研究领域的知名美国学者。
本篇《比较研究方法》原收录于埃达·W.费尼弗特(Ada W.Finifter)主编的《政治科学:学科的现状(二)》文集之中,全文是在早前收录于《比较政治的动力:全球研究视角》(1991年出版)文集中同名文章的修正和补充。
在本文中,戴维·科利尔综述了20世纪60年代晚期到90年代初期比较研究方法的不同观点。
科利尔认为标准的“比较研究方法”指的是针对小规模样本、或者说少量案例的研究方法,这种研究方法显然适用632①In Ada W.Finifter,ed.,Political Science:The State of the Discipline II(Washington D.C.:American Political Science Association,1993).本文是早先发表的Dankwart A.Rustow and Kenneth Paul Erickson,eds.,Comparative Political Dynamics:Global Research Perspective(New York:Harper Collins,1991)的修正版本。
利帕特引发的经典争论:比较研究方法于缺少大规模案例的政治现象研究。
因此在政治学学科领域,科利尔肯定比较研究方法才是分析工具中的最基本选项。
科利尔以阿伦·利帕特(Arend Lijphart)发表于1971年的《比较政治学和比较研究方法》为分析起点。
从文中的图1中可以明晰地看出,利帕特对比较研究和个案研究、实验研究以及统计研究三种研究方法进行了优劣评估。
利帕特的评估标准有两个,分别是判定竞争性的对立假说,也即涉及能否对样本进行控制;另一个标准是获得有关数据的难易程度。
个人科研情况简介
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个人科研情况简介胡捷,男,34岁,一直从事腐蚀电化学、混凝土耐久性和钢筋混凝土腐蚀与防护的研究工作。
目前,项目申请人主持一项国家自然科学基金青年项目、一项广东省自然科学基金项目和一项高性能土木工程材料国家重点实验室开放课题的研究工作;近几年来,作为骨干成员参与一项国家自然科学基金项目(编号:50471027/E011101)、一项美国自然科学基金项目(编号:CBET-0933246)和一项荷兰IOP(Innovation program)基金项目(编号:IOP SHM08743)的研究工作。
曾获第十三届全国青年腐蚀与防护科技论文讲评会特等奖,第七届中国腐蚀与防护协会优秀论文奖和第一届武汉市自然科学优秀论文三等奖,已发表论文20余篇,其中SCI收录论文16篇(第一作者9篇,二区4篇),EI收录论文2篇(第一作者1篇)。
近三年承担的科研项目:1.新型核壳型纳米缓蚀剂的制备与优化及其对钢筋混凝土腐蚀的自修复作用与机理,国家自然科学基金青年基金项目,25万元,2013年1月-2015年12月(项目负责人)2.胶囊型有机纳米缓蚀剂对钢筋混凝土腐蚀的自修复作用,广东省自然科学基金博士启动基金项目,3万元,2012年10月-2014年9月(项目负责人)3.基于核壳型有机纳米缓蚀剂的钢筋混凝土腐蚀自修复作用研究,高性能土木工程材料国家重点实验室开放课题,5万元,2013年7月-2015年7月(项目完成人)4.Nano-Materials with Tailored Properties for Self-healing of Corrosion Damages inReinforced Concrete,荷兰IOP(Innovation program)基金项目,30欧元,2009年8月-2011年8月(第二完成人)近三年发表的代表性论文:1. J. Hu, D.A. Koleva, Y. Ma, E. Schlangen, K. van Breugel, P. Petrov. The influence of admixed polymeric micelles on the microstructural properties and global performance of cement-based materials. Cement and Concrete Research, 42: 1122-1133, 2012. (IF=3.11, 二区)2. J. Hu*, D.A. Koleva, P. Petrov, K.van Breugel. Polymeric vesicles for corrosion control in reinforced mortar: Electrochemical behavior, steel surface analysis and bulk matrix properties. Corrosion Science, 65: 414–430, 2012. (IF=3.62, 二区)3. J. Hu*, D.A. Koleva, J.H.W. de Wit, H. Kolev, K. van Breugel, Corrosion performance of carbon steel in simulated pore solution in the presence of micelles. Journal of Electrochemical Society, 158 (3): C76-C87, 2011. (IF=2.59, 二区)4. J. Hu,Y. Ma, L. Zhang, F. Gan, Y.S. Ho. A historical review and bibliometric analysis of research on lead in drinking water field from 1991 to 2007. Science of the Total Environment, 408: 1738-1744, 2010. (IF=2.83, 二区)5. J. Hu*, D.A.Koleva, K.van Breugel. Corrosion performance of reinforced mortar in the presence of polymeric nano-aggregates: Electrochemical behavior, surface analysis and properties of the steel/cement paste interface. Journal of Materials Science, 47: 4568-4578, 2012. (IF=2.13, 三区)6. J. Hu, F. Gan, S. Triantafyllidou, C.K. Nguyen, M.A. Edwards. Copper-induced metal release from lead pipe into drinking water. Corrosion, 68 (11): 1037-1048, 2012. (IF=1.77, 三区)7. J. Hu, D.A. Koleva, Y. Ma, E. Schlangen, K. van Breugel. Early Age Hydration, Microstructure and Micromechanical Properties of Cement Paste Modified with Polymeric V esicles. Journal of Advanced Concrete Technology, 11: 291-300, 2013. (IF=0.55, 四区)8. J. Hu, H. Zhu, Y. Ma, T. Yi, X. Mao, A. Lin, F. Gan. Corrosion protection of stainless steel by separate polypyrrole electrode in acid solutions. Materials and Corrosion - Werkstoffe und Korrosion, 62 (1): 68-73, 2011. (IF=1.21, 四区)9. J. Hu*, D.A. Koleva, K. van Breugel. Effect of admixed micelles on the microstructure alterations of reinforced mortar subjected to chloride induced corrosion. Procedia Engineering, 14: 344-352, 2011. (EI)。
1-莱恩-超分子化学家
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简-马里-莱恩(Jean-Marie Lehn)简-马里-莱恩(Jean-Marie Lehn)教授1939年出生于法国罗塞姆。
1963年获得法国斯特拉斯堡大学理学博士学位,随后在哈佛大学从事博士后研究,主要工作室维生素B12的全合成。
回到斯特拉斯堡后,他开始在有机化学和物理化学的交叉前沿领域开展研究工作,后来将一部分研究兴趣放到生物学过程上。
1968年,他合成了一种笼状的分子,可以与多种金属离子形成内包复合物。
以此为开端,他开始研究“分子识别”的化学基础,也就是受体分子识别和选择性绑定底物的方式,这是许多生物学过程的基础。
1970年,他成为斯特拉斯堡路易斯-巴斯德大学化学系教授;1979成为巴黎法兰西学院教授。
1987年,Lehn教授凭借在此领域的研究工作与D.J. Cram和C.J. Pedersen一起分享了诺贝尔化学奖。
法国科学院院士。
莱恩(Lehn)教授的工作开创了一个全新的化学研究领域,他称之为“超分子化学”,他也凭借在此领域的杰出工作被称为“超分子化学之父”。
超分子化学主要研究两个或两个以上的化学分子通过分子间作用力形成复杂组装体的过程和性质,而传统的分子化学研究的是原子通过共价键作用形成的分子的性质。
他的研究从分子识别拓展到了超分子催化和传输过程,后来也拓展到超分子电子学和光学分子器件的设计和构建。
因此,他的研究发展主线主要关注合适的组分分子通过自组织自发组装形成可编程化的具有确定结构的超分子组装体。
最近,通过引入可逆的共价键给超分子体系引入了动态变化的特征,他创立了“组合动态化学”并发展成自适应化学。
莱恩(Lehn)教授迄今为止已经发表了800多篇学术论文。
他是世界各地多个学术组织的会员,包括法国科学院院士,美国国家科学院外籍院士,美国艺术和科学院外籍荣誉会员,中国科学院外籍院士等。
他获得了包括诺贝尔化学奖在内的许多国际性的大奖和荣誉。
附件1、2----附件1、超分子化学概要宇宙在进化的过程中通过自组织生成了越来越复杂的直至有生命和思想的物质。
Becoming a Scientist The Role of Undergraduate Research in Students ’ Cognitive, Personal,
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Becoming a Scientist:The Roleof Undergraduate Research in Students’Cognitive,Personal, and Professional DevelopmentANNE-BARRIE HUNTER,SANDRA URSEN,ELAINE SEYMOUR Ethnography&Evaluation Research,Center to Advance Research and Teaching in the Social Sciences,University of Colorado,Campus Box580,Boulder,CO80309,USAReceived9November2005;revised2May2006;accepted2June2006DOI10.1002/sce.20173Published online12October2006in Wiley InterScience().ABSTRACT:In this ethnographic study of summer undergraduate research(UR)expe-riences at four liberal arts colleges,where faculty and students work collaboratively on aproject of mutual interest in an apprenticeship of authentic science research work,analysisof the accounts of faculty and student participants yields comparative insights into thestructural elements of this form of UR program and its benefits for parison ofthe perspectives of faculty and their students revealed considerable agreement on the nature,range,and extent of students’UR gains.Specific student gains relating to the process of “becoming a scientist”were described and illustrated by both groups.Faculty framed these gains as part of professional socialization into the sciences.In contrast,students emphasizedtheir personal and intellectual development,with little awareness of their socialization intoprofessional practice.Viewing studyfindings through the lens of social constructivist learn-ing theories demonstrates that the characteristics of these UR programs,how faculty practiceUR in these colleges,and students’outcomes—including cognitive and personal growth and the development of a professional identity—strongly exemplify many facets of these theo-ries,particularly,student-centered and situated learning as part of cognitive apprenticeshipin a community of practice.C 2006Wiley Periodicals,Inc.Sci Ed91:36–74,2007Correspondence to:Anne-Barrie Hunter;e-mail:abhunter@Contract grant sponsor:NSF-ROLE grant(#NSF PR REC-0087611):“Pilot Study to Establish the Nature and Impact of Effective Undergraduate Research Experiences on Learning,Attitudes and Career Choice.”Contract grant sponsor:Howard Hughes Medical Institute special projects grant,“Establishing the Processes and Mediating Factors that Contribute to Significant Outcomes in Undergraduate Research Experiences for both Students and Faculty:A Second Stage Study.”This paper was edited by former Editor Nancy W.Brickhouse.C 2006Wiley Periodicals,Inc.BECOMING A SCIENTIST37INTRODUCTIONIn1998,the Boyer Commission Report challenged United States’research universities to make research-based learning the standard of students’college education.Funding agencies and organizations promoting college science education have also strongly recommended that institutions of higher education provide greater opportunities for authentic,interdis-ciplinary,and student-centered learning(National Research Council,1999,2000,2003a, 2003b;National Science Foundation[NSF],2000,2003a).In line with these recommen-dations,tremendous resources are expended to provide undergraduates with opportunities to participate in faculty-mentored,hands-on research(e.g.,the NSF-sponsored Research Experience for Undergraduates[REU]program,Howard Hughes Medical Institute Science Education Initiatives).Notwithstanding widespread belief in the value of undergraduate research(UR)for stu-dents’education and career development,it is only recently that research and evaluation studies have produced results that begin to throw light on the benefits to students,faculty,or institutions that are generated by UR opportunities(Bauer&Bennett,2003;Lopatto,2004a; Russell,2005;Seymour,Hunter,Laursen,&DeAntoni,2004;Ward,Bennett,&Bauer, 2002;Zydney,Bennett,Shahid,&Bauer,2002a,2002b).Other reports focus on the effects of UR experiences on retention,persistence,and promotion of science career pathways for underrepresented groups(Adhikari&Nolan,2002;Barlow&Villarejo,2004;Hathaway, Nagda,&Gregerman,2002;Nagda et al.,1998).It is encouraging tofind strong convergence as to the types of gains reported by these studies(Hunter,Laursen,&Seymour,2006).How-ever,we note limited or no discussion of some of the stronger gains that we document,such as students’personal and professional growth(Hunter et al.,2006;Seymour et al.,2004) and significant variation in how particular gains(especially intellectual gains)are defined. Ongoing and current debates in the academic literature concerning how learning occurs, how students develop intellectually and personally during their college years,and how communities of practice encourage these types of growth posit effective practices and the processes of students’cognitive,epistemological,and interpersonal and intrapersonal de-velopment.Although a variety of theoretical papers and research studies exploring these topics are widely published,with the exception of a short article for Project Kaleidoscope (Lopatto,2004b),none has yet focused on intensive,summer apprentice-style UR experi-ences as a model to investigate the validity of these debates.1Findings from this research study to establish the nature and range of benefits from UR experiences in the sciences,and in particular,results from a comparative analysis of faculty and students’perceptions of gains from UR experiences,inform these theoretical discussions and bolsterfindings from empirical studies in different but related areas(i.e.,careers research,workplace learning, graduate training)on student learning,cognitive and personal growth,the development of professional identity,and how communities of practice contribute to these processes. This article will presentfindings from our faculty andfirst-round student data sets that manifest the concepts and theories underpinning constructivist learning,development of professional identity,and how apprentice-style UR experience operates as an effective community of practice.As these bodies of theory are central tenets of current science education reform efforts,empirical evidence that provides clearer understanding of the actual practices and outcomes of these approaches inform national science education pol-icy concerns for institutions of higher learning to increase diversity in science,numbers of students majoring in science,technology,engineering,or mathematics(STEM)disci-plines,student retention in undergraduate and graduate STEM programs and their entry 1David Lopatto was co-P.I.on this study and conducted quantitative survey research on the basis of our qualitativefindings at the same four liberal arts colleges.Science Education DOI10.1002/sce38HUNTER ET AL.into science careers,and,ultimately,the production of greater numbers of professional scientists.To frame discussion offindings from this research,we present a brief review of theory on student learning,communities of practice,and the development of personal and professional identity germane to our data.CONSTRUCTIVIST LEARNING,COMMUNITIES OF PRACTICE,AND IDENTITY DEVELOPMENTApprentice-style URfits a theoretical model of learning advanced by constructivism, in which learning is a process of integrating new knowledge with prior knowledge such that knowledge is continually constructed and reconstructed by the individual.Vygotsky’s social constructivist approach presented the notion of“the zone of proximal development,”referencing the potential of students’ability to learn and problem solve beyond their current knowledge level through careful guidance from and collaboration with an adult or group of more able peers(Vygotsky,1978).According to Green(2005),Vygotsky’s learning model moved beyond theories of“staged development”(i.e.,Piaget)and“led the way for educators to consider ways of working with others beyond the traditional didactic model”(p.294).In social constructivism,learning is student centered and“situated.”Situated learning,the hallmark of cultural and critical studies education theorists(Freire,1990; Giroux,1988;Shor,1987),takes into account students’own ways of making meaning and frames meaning-making as a negotiated,social,and contextual process.Crucial to student-centered learning is the role of educator as a“facilitator”of learning.In constructivist pedagogy,the teacher is engaged with the student in a two-way,dialog-ical sharing of meaning construction based upon an activity of mutual ve and Wenger(1991)and Wenger(1998)extended tenets of social constructivism into a model of learning built upon“communities of practice.”In a community of practice“newcomers”are socialized into the practice of the community(in this case,science research)through mutual engagement with,and direction and support from an“old-timer.”Lave and Wenger’s development of the concept and practice of this model centers on students’“legitimate pe-ripheral participation.”This construct describes the process whereby a novice is slowly,but increasingly,inducted into the knowledge and skills(both overt and tacit)of a particular practice under the guidance and expertise of the master.Legitimate peripheral participation requires that students actively participate in the authentic practice of the community,as this is the process by which the novice moves from the periphery toward full membership in the community(Lave&Wenger,1991).Similar to Lave and Wenger’s communities of practice, Brown,Collins,and Duguid(1989)and Farmer,Buckmaster,and LeGrand(1992)describe “cognitive apprenticeships.”A cognitive apprenticeship“starts with deliberate instruction by someone who acts as a model;it then proceeds to model-guided trials by practition-ers who progressively assume more responsibility for their learning”(Farmer et al.,1992, p.42).However,these latter authors especially emphasize the importance of students’ongoing opportunities for self-expression and reflective thinking facilitated by an“expert other”as necessary to effective legitimate peripheral participation.Beyond gains in understanding and exercising the practical and cultural knowledge of a community of practice,Brown et al.(1989)discuss the benefits of cognitive ap-prenticeship in helping learners to deal capably with ambiguity and uncertainty—a trait particularly relevant to conducting science research.In their view,cognitive apprenticeship “teaches individuals how to think and act satisfactorily in practice.It transmits useful, reliable knowledge based on the consensual agreement of the practitioners,about how to deal with situations,particularly those that are ill-defined,complex and risky.It teachesScience Education DOI10.1002/sceBECOMING A SCIENTIST39‘knowledge-in-action’that is‘situated”’(quoted in Farmer et al.,1992,p.42).Green(2005) points out that Bowden and Marton(1998,2004)also characterize effective communities of practice as teaching skills that prepare apprentices to negotiate undefined“spaces of learning”:“the‘expert other’...does not necessarily‘know’the answers in a traditional sense,but rather is willing to support collaborative learning focused on the‘unknown fu-ture.’In other words,the‘influential other’takes learning...to spaces where the journey itself is unknown to everyone”(p.295).Such conceptions of communities of practice are strikingly apposite to the processes of learning and growth that we have found among UR students,particularly in their understanding of the nature of scientific knowledge and in their capacity to confront the inherent difficulties of science research.These same issues are central to Baxter Magolda’s research on young adult development. The“epistemological reflection”(ER)model developed from her research posits four categories of intellectual development from simplistic to complex thinking:from“absolute knowing”(where students understand knowledge to be certain and view it as residing in an outside authority)to“transitional knowing”(where students believe that some knowledge is less than absolute and focus onfinding ways to search for truth),then to“independent knowing”(where students believe that most knowledge is less than absolute and individuals can think for themselves),and lastly to“contextual knowing”(where knowledge is shaped by the context in which it is situated and its veracity is debated according to its context) (Baxter Magolda,2004).In this model,epistemological development is closely tied to development of identity. The ER model of“ways of knowing”gradually shifts from an externally directed view of knowing to one that is internally directed.It is this epistemological shift that frames a student’s cognitive and personal development—where knowing and sense of self shift from external sources to reliance upon one’s own internal assessment of knowing and identity. This process of identity development is referred to as“self-authorship”and is supported by a constructivist-developmental pedagogy based on“validating students as knowers, situating learning in students’experience,and defining learning as mutually constructed meaning”(Baxter Magolda,1999,p.26).Baxter Magolda’s research provides examples of pedagogical practice that support the development of self-authorship,including learning through scientific inquiry.As in other social constructivist learning models,the teacher as facilitator is crucial to students’cognitive and personal development:Helping students make personal sense of the construction of knowledge claims and engagingstudents in knowledge construction from their own perspectives involves validating thestudents as knowers and situating learning in the students’own perspectives.Becoming socialized into the ways of knowing of the scientific community and participating in thediscipline’s collective knowledge creation effort involves mutually constructing meaning.(Baxter Magolda,1999,p.105)Here Baxter Magolda’s constructivist-developmental pedagogy converges with Lave and Wenger’s communities of practice,but more clearly emphasizes students’development of identity as part of the professional socialization process.Use of constructivist learning theory and pedagogies,including communities of practice, are plainly evident in the UR model as it is structured and practiced at the four institutions participating in this study,as we describe next.As such,the gains identified by student and faculty research advisors actively engaged in apprentice-style learning and teaching provide a means to test these theories and models and offer the opportunity to examine the processes,whereby these benefits are generated,including students’development of a professional identity.Science Education DOI10.1002/sce40HUNTER ET AL.THE APPRENTICESHIP MODEL FOR UNDERGRADUATE RESEARCH Effective UR is defined as,“an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline”(NSF,2003b, p.9).In the“best practice”of UR,the student draws on the“mentor’s expertise and resources...and the student is encouraged to take primary responsibility for the project and to provide substantial input into its direction”(American Chemical Society’s Committee on Professional Training,quoted in Wenzel,2003,p.1).Undergraduate research,as practiced in the four liberal arts colleges in this study,is based upon this apprenticeship model of learning:student researchers work collaboratively with faculty in conducting authentic, original research.In these colleges,students typically underwent a competitive application process(even when a faculty member directly invited a student to participate).After sorting applications, and ranking students’research preferences,faculty interviewed students to assure a good match between the student’s interests and the faculty member’s research and also between the faculty member and the student.Generally,once all application materials were reviewed (i.e.,students’statements of interest,course transcripts,grade point averages[GPA]), faculty negotiated as a group to distribute successful applicants among the available summer research advisors.Students were paid a stipend for their full-time work with faculty for 10weeks over summer.Depending on the amount of funding available and individual research needs,faculty research advisors supervised one or more students.Typically,a faculty research advisor worked with two students for the summer,but many worked with three or four,or even larger groups.In most cases,student researchers were assigned to work on predetermined facets of faculty research projects:each student project was open ended,but defined,so that a student had a reasonable chance of completing it in the short time frame and of producing useful results.Faculty research advisors described the importance of choosing a project appropriate to the student’s“level,”taking into account their students’interests,knowledge, and abilities and aiming to stretch their capacities,but not beyond students’reach.Research advisors were often willing to integrate students’specific interests into the design of their research projects.Faculty research advisors described the intensive nature of getting their student re-searchers“up and running”in the beginning weeks of the program.Orienting students to the laboratory and to the project,providing students with relevant background information and literature,and teaching them the various skills and instrumentation necessary to work effectively required adaptability to meet students at an array of preparation levels,advance planning,and a good deal of their time.Faculty engaged in directing UR discussed their role as facilitators of students’learning.In the beginning weeks of the project,faculty advisors often worked one-on-one with their students.They provided instruction,gave “mini-lectures,”explained step by step why and how processes were done in particular ways—all the time modeling how science research is done.When necessary,they closely guided students,but wherever possible,provided latitude for and encouraged students’own initiative and experimentation.As the summer progressed,faculty noted that,based on growing hands-on experience,students gained confidence(to a greater or lesser degree)in their abilities,and gradually and increasingly became self-directed and able,or even eager, to work independently.Although most faculty research advisors described regular contact with their student researchers,most did not work side by side with their students everyday.Many research advisors held a weekly meeting to review progress,discuss problems,and make sure students(and the projects)were on the right track.At points in the research work,facultyScience Education DOI10.1002/sceBECOMING A SCIENTIST41 could focus on other tasks while students worked more independently,and the former were available as necessary.When students encountered problems with the research,faculty would serve as a sounding board while students described their efforts to resolve difficulties. Faculty gave suggestions for methods that students could try themselves,and when problems seemed insurmountable to students,faculty would troubleshoot with them tofind a way to move the project forward.Faculty research advisors working with two or more student researchers often used the research peer group to further their students’development.Some faculty relied on more-senior student researchers to help guide new ones.Having multiple students working in the laboratory(whether or not on the same project)also gave student researchers an extra resource to draw upon when questions arose or they needed help.In some cases,several faculty members(from the same or different departments)scheduled weekly meetings for group discussion of their research monly,faculty assigned articles for students to summarize and present to the rest of the group.Toward the end of summer, weekly meetings were often devoted to students’practice of their presentations so that the research advisor and other students could provide constructive criticism.At the end of summer,with few exceptions,student researchers attended a campus-wide UR conference, where they presented posters and shared their research with peers,faculty,and institution administrators.Undergraduate research programs in these liberal arts colleges also offered a series of seminars andfield trips that explored various science careers,discussed the process of choosing and applying to graduate schools,and other topics that focused on students’professional development.We thus found that,at these four liberal arts colleges,the practice of UR embodies the principles of the apprenticeship model of learning where students engage in active,hands-on experience of doing science research in collaboration with and under the auspices of a faculty research advisor.RESEARCH DESIGNThis qualitative study was designed to address fundamental questions about the benefits (and costs)of undergraduate engagement in faculty-mentored,authentic research under-taken outside of class work,about which the existing literature offers fewfindings and many untested hypotheses.2Longitudinal and comparative,this study explores:•what students identify as the benefits of UR—both following the experience,and inthe longer term(particularly career outcomes);•what gains faculty advisors observe in their student researchers and how their view of gains converges with or diverges from those of their students;•the benefits and costs to faculty of their engagement in UR;•what,if anything,is lost by students who do not participate in UR;and•the processes by which gains to students are generated.This study was undertaken at four liberal arts colleges with a strong history of UR.All four offer UR in three core sciences—physics,chemistry,and biology—with additional programs in other STEMfields,including(at different campuses)computer science,engi-neering,biochemistry,mathematics,and psychology.In the apprenticeship model of UR practiced at these colleges,faculty alone directed students in research;however,in the few2An extensive review and discussion of the literature on UR is presented in Seymour et al.(2004). Science Education DOI10.1002/sce42HUNTER ET AL.instances where faculty conducted research at a nearby institution,some students did have contact with post docs,graduate students,or senior laboratory technicians who assisted in the research as well.We interviewed a cohort of(largely)“rising seniors”who were engaged in UR in summer2000on the four campuses(N=76).They were interviewed for a second time shortly before their graduation in spring2001(N=69),and a third time as graduates in 2003–2004(N=55).The faculty advisors(N=55)working with this cohort of students were also interviewed in summer2000,as were nine administrators with long experience of UR programs at their schools.We also interviewed a comparison group of students(N=62)who had not done UR. They were interviewed as graduating seniors in spring2001,and again as graduates in 2003–2004(N=25).A comparison group(N=16)of faculty who did not conduct UR in summer2000was also interviewed.Interview protocols focused upon the nature,value,and career consequences of UR experiences,and the methods by which these were achieved.3After classifying the range of benefits claimed in the literature,we constructed a“gains”checklist to discuss with all participants“what faculty think students may gain from undergraduate research.”Dur-ing the interview,UR students were asked to describe the gains from their research experience(or by other means).If,toward the end of the interview,a student had not mentioned a gain identified on our“checklist,”the student was queried as to whether he or she could claim to have gained the benefit and was invited to add further com-ment.Students also mentioned gains they had made that were not included in the list. With slight alterations in the protocol,we invited comments on the same list of possi-ble gains from students who had not experienced UR,and solicited information about gains from other types of experience.All students were asked to expand on their an-swers,to highlight gains most significant to them,and to describe the sources of any benefits.In the second set of interviews,the same students(nearing graduation)were asked to reflect back on their research experiences as undergraduates,and to comment on the rel-ative importance of their research-derived gains,both for the careers they planned and for other aspects of their lives.In thefinal set of interviews,they were asked to of-fer a retrospective summary of the origins of their career plans and the role that UR and other factors had played in them,and to comment on the longer term effects of their UR experiences—especially the consequences for their career choices and progress, including their current educational or professional engagement.Again,the sources of gains cited were explored;especially gains that were identified by some students as arising from UR experiences but may also arise from other aspects of their college education.The total of367interviews represents more than13,000pages of text data.We are currently analyzing other aspects of the data and will reportfindings on additional topics, including the benefits and costs to faculty of their participation in UR and longitudinal and comparative outcomes of students’career choices.This article discussesfindings from a comparative analysis of all faculty and administrator interviews(N=80),withfindings from thefirst-round UR student interviews(N=76),and provides empirical evidence of the role of UR experiences in encouraging the intellectual,personal,and professional development of student researchers,and how the apprenticeship modelfits theoretical discussions on these topics.3The protocol is available by request to the authors via abhunter@.Science Education DOI10.1002/sceBECOMING A SCIENTIST43METHODS OF DATA TRANSCRIPTION,CODING,AND ANAL YSISOur methods of data collection and analysis are ethnographic,rooted in theoretical work and methodological traditions from sociology,anthropology,and social psychol-ogy(Berger&Luckman,1967;Blumer,1969;Garfinkel,1967;Mead,1934;Schutz& Luckman,1974).Classically,qualitative studies such as ethnographies precede survey or experimental work,particularly where existing knowledge is limited,because these meth-ods of research can uncover and explore issues that shape informants’thinking and actions. Good qualitative software computer programs are now available that allow for the multiple, overlapping,and nested coding of a large volume of text data to a high degree of complexity, thus enabling ethnographers to disentangle patterns in large data sets and to reportfindings using descriptive statistics.Although conditions for statistical significance are rarely met, the results from analysis of text data gathered by careful sampling and consistency in data coding can be very powerful.Interviews took between60and90minutes.Taped interviews and focus groups were transcribed verbatim into a word-processing program and submitted to“The Ethnograph,”a qualitative computer software program(Seidel,1998).Each transcript was searched for information bearing upon the research questions.In this type of analysis,text segments referencing issues of different type are tagged by code names.Codes are not preconceived,but empirical:each new code references a discrete idea not previously raised.Interviewees also offer information in spontaneous narratives and examples,and may make several points in the same passage,each of which is separately coded.As transcripts are coded,both the codes and their associated passages are entered into“The Ethnograph,”creating a data set for each interview group(eight,in this study). Code words and their definitions are concurrently collected in a codebook.Groups of codes that cluster around particular themes are assigned and grouped by“parent”codes.Because an idea that is encapsulated by a code may relate to more than one theme,code words are often assigned multiple parent codes.Thus,a branching and interconnected structure of codes and parents emerges from the text data,which,at any point in time,represents the state of the analysis.As information is commonly embedded in speakers’accounts of their experience rather than offered in abstract statements,transcripts can be checked for internal consistency;that is,between the opinions or explanations offered by informants,their descriptions of events, and the reflections and feelings these evoke.Ongoing discussions between members of our research group continually reviewed the types of observations arising from the data sets to assess and refine category definitions and assure content validity.The clustered codes and parents and their relationships define themes of the qualita-tive analysis.In addition,frequency of use can be counted for codes across a data set, and for important subsets(e.g.,gender),using conservative counting conventions that are designed to avoid overestimation of the weight of particular opinions.Together,these frequencies describe the relative weighting of issues in participants’collective report. As they are drawn from targeted,intentional samples,rather than from random samples, these frequencies are not subjected to tests for statistical significance.They hypothesize the strength of particular variables and their relationships that may later be tested by random sample surveys or by other means.However,thefindings in this study are un-usually strong because of near-complete participation by members of each group under study.Before presentingfindings from this study,we provide an overview of the results of our comparative analysis and describe the evolution of our analysis of the student interview data as a result of emergentfindings from analysis of the faculty interview data.Science Education DOI10.1002/sce。
高一科学探索英语阅读理解25题
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高一科学探索英语阅读理解25题1<背景文章>The Big Bang Theory is one of the most important scientific theories in modern cosmology. It attempts to explain the origin and evolution of the universe. According to the Big Bang theory, the universe began as an extremely hot and dense singularity. Then, a tremendous explosion occurred, releasing an enormous amount of energy and matter. This event marked the beginning of time and space.In the early moments after the Big Bang, the universe was filled with a hot, dense plasma of subatomic particles. As the universe expanded and cooled, these particles began to combine and form atoms. The first atoms to form were hydrogen and helium. Over time, gravity caused these atoms to clump together to form stars and galaxies.The discovery of the cosmic microwave background radiation in 1964 provided strong evidence for the Big Bang theory. This radiation is thought to be the residual heat from the Big Bang and is uniformly distributed throughout the universe.The Big Bang theory has had a profound impact on modern science. It has helped us understand the origin and evolution of the universe, as well as the formation of stars and galaxies. It has also led to the development ofnew technologies, such as telescopes and satellites, that have allowed us to study the universe in greater detail.1. According to the Big Bang theory, the universe began as ___.A. a cold and empty spaceB. an extremely hot and dense singularityC. a collection of stars and galaxiesD. a large cloud of gas and dust答案:B。
机电一体化技术英语
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机电一体化技术英语Introduction:Mechatronics, the integration of mechanical andelectrical engineering, has become a prominent field in the modern era. This interdisciplinary approach combinesexpertise from various domains to design and developintelligent systems. In this document, we will explore thekey concepts and terminology related to mechatronics in English.1. Definition of Mechatronics:Mechatronics refers to the synergistic integration of mechanical engineering, electronics, control engineering, and computer science. It aims to create intelligent systems and products that leverage the capabilities of each discipline.2. Core Components:2.1 Mechanical Engineering:Mechanical engineering involves the design, analysis, and manufacturing of mechanical systems. It encompasses areassuch as structure, materials, thermodynamics, and kinematics. In mechatronics, mechanical engineering provides thefoundation for the physical components and mechanisms.2.2 Electronics:Electronics refers to the study and application of electronic devices, circuits, and systems. It includes topics such as digital and analog electronics, semiconductor devices, and signal processing. Electronics plays a vital role in mechatronics by enabling control and communication within the system.2.3 Control Engineering:Control engineering deals with the analysis and design of systems that regulate the behavior of dynamic systems. It involves the application of feedback control techniques to achieve desired system performance. Control engineering is crucial in mechatronics for maintaining stability and ensuring proper functioning of the integrated components.2.4 Computer Science:Computer science focuses on the study of algorithms, programming languages, and information systems. In mechatronics, computer science is utilized for data processing, decision-making, and system integration. It enables the intelligent behavior and advanced functionalities of mechatronic systems.3. Applications of Mechatronics:3.1 Industrial Automation:Mechatronics finds wide application in industrial automation, where intelligent systems are employed for process control, robotics, and machine vision. It enhances productivity, quality, and reliability in manufacturing processes.3.2 Automotive Systems:The automotive industry extensively utilizes mechatronics in areas such as engine management systems, anti-lock braking systems, and vehicle stability control. Mechatronic systemsin automobiles ensure optimal performance, efficiency, and safety.3.3 Robotics:Robotics combines mechanics, electronics, and computer science to create robots capable of performing various tasks. Mechatronics provides the foundation for robot control,sensing, and actuation, enabling robots to interact intelligently with their environment.Conclusion:In conclusion, mechatronics is an interdisciplinary field that integrates mechanical, electrical, control, and computer engineering. It encompasses various core components and finds applications in industrial automation, automotive systems, and robotics. Understanding the terminology and concepts related to mechatronics in English is essential for effective communication and collaboration in this field.。
激励员工的英语作文
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Motivating employees is a crucial aspect of effective leadership and management. Here are some key strategies to inspire and engage your workforce:1.Recognition and Appreciation:Regularly acknowledging the efforts and achievements of your employees can go a long way in boosting their morale.A simple thank you or a more formal recognition in a team meeting can make a significant difference.2.Clear Communication:Ensure that your employees understand the companys goals, their role in achieving those goals,and how their work contributes to the overall success. Open and transparent communication helps in building trust and clarity.3.Professional Development:Provide opportunities for employees to grow and develop their skills.This could include training programs,workshops,or even tuition reimbursement for further education.4.Autonomy and Empowerment:Give employees the freedom to make decisions within their area of responsibility.This not only shows trust in their capabilities but also allows them to feel a sense of ownership over their work.5.Fair Compensation:Ensure that your employees are fairly compensated for their work. Competitive salaries,bonuses,and benefits can be strong motivators.6.WorkLife Balance:Encourage a healthy balance between work and personal life. Flexible working hours,remote work options,and understanding personal commitments can help reduce stress and increase job satisfaction.7.Team Building:Organize teambuilding activities to foster a sense of camaraderie and collaboration.A strong team spirit can lead to better communication and higher productivity.8.Feedback and Growth:Provide constructive feedback that helps employees understand their strengths and areas for improvement.Regular performance reviews can be beneficial for personal and professional growth.9.Vision and Purpose:Share the companys vision and mission with your employees. When they understand the bigger picture,they are more likely to feel motivated and connected to their work.10.Inclusive Environment:Create a workplace culture that is inclusive and diverse.An environment where everyone feels valued and respected can lead to higher engagementand motivation.11.Healthy Competition:Encourage healthy competition among teams or individuals, but ensure it is constructive and does not lead to a toxic work environment.12.Lead by Example:As a leader,your actions and attitudes can greatly influence your team.Show enthusiasm,dedication,and a positive attitude to set an example for your employees.By implementing these strategies,you can create a motivated and engaged workforce that is more likely to contribute positively to the success of your organization.。
综合创新实验:碳基钙钛矿太阳能电池的制备与性能表征
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大 学 化 学Univ. Chem. 2024, 39 (4), 178收稿:2023-11-29;录用:2024-01-08;网络发表:2024-01-11*通讯作者,Email:*************.cn基金资助:国家自然科学基金(22169022);延安大学教学改革研究项目(YDJG22-39)•专题• doi: 10.3866/PKU.DXHX202311091 综合创新实验:碳基钙钛矿太阳能电池的制备与性能表征高怡璇,昝灵兴,张文林,魏清渤*延安大学化学与化工学院,陕西 延安 716000摘要:实验教学对于化学专业学生的创新能力培养至关重要。
通过综合实验教学,培养化学专业学生发现问题和解决问题的能力,增强学生对太阳能光伏器件的研究兴趣,树立科研信心,培养学生的创新能力。
采用表面工程提高可刮涂的碳基钙钛矿电池的性能,促进界面层间的空穴传输和钙钛矿/碳界面接触,提高电池器件的转换效率。
该实验可操作性强,安全性高,可以直观感受光能与电能之间的转化,深入理解光伏器件的工作原理。
关键词:钙钛矿;太阳能电池;表面工程;碳电极中图分类号:G64:O6Comprehensive Innovation Experiment: Preparation andCharacterization of Carbon-based Perovskite Solar CellsYixuan Gao, Lingxing Zan, Wenlin Zhang, Qingbo Wei *College of Chemistry & Chemical Engineering, Yan’an University, Yan’an 716000, Shaanxi Province, China.Abstract: Experimental teaching is crucial for fostering the innovative capabilities of chemistry students. Through comprehensive experimental training, students can develop their problem-solving skills and cultivate a strong interest in researching photovoltaic devices, thereby instilling confidence in scientific research and nurturing their innovative abilities. The utilization of surface engineering enhances the performance of easily applicable carbon-based perovskite solar cells, facilitating interlayer hole transport and promoting contact between the perovskite and carbon interfaces, ultimately improving the efficiency of the devices. This experiment is highly practical and safe, allowing students to directly experience the conversion of light energy into electrical energy and gain a profound understanding of the operational principles of photovoltaic devices.Key Words: Perovskite; Solar cell; Surface engineering; Carbon electrodes普通高校化学专业是培养在化学及其相关领域从事教育、科研等工作的高级专门人才,在大学阶段培养学生的创新精神和创新实践能力,使其成为具有创新精神和实践能力的人才。
多脲_一类良好的阴离子配体_吴彪
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多脲:一类良好的阴离子配体吴彪*西北大学化学与材料科学学院,陕西省西安市太白北路229号,710069*Email: wubiao@由于阴离子在化学催化过程、生化过程以及环境保护方面的重要作用,成为当今化学研究的热门话题。
随着对阴离子性质认识的逐步深入,人们发现阴离子和阳离子同样存在一定的配位环境,同时也遵循某些配位化学规律。
然而,阴离子相对于阳离子有着更复杂的化学本质,研究其配位化学将面临更大的挑战,例如配体的设计合成除了结合位点,还需要考虑空间匹配、亲疏水效应等更多的影响因素。
我们课题组通过组合不同排列的脲单元获得系列多脲阴离子配体,表现出良好的阴离子配位性能。
三足三脲配体能克服了Hofmeister效应,高强度和高选择性地结合硫酸根离子。
以紫外可见、荧光、电化学方法功能化这类配体,使配体与硫酸根离子的结合行为得以方便检测(图1a)。
通过不同修饰基团导致的与硫酸根离子配位常数的差异,设计组合了硫酸根离子“梭”。
基于硫酸根的配位特性,发展了一类三足六脲配体,能高效、定量的将高水合能硫酸根离子从水溶液中分离出来(图1b)。
通过模拟多联吡啶对过渡金属的配位特点,合成了系列由邻苯桥联的三、四、五和六脲配体,与磷酸根或硫酸根的配位方式表现出和多联吡啶与过渡金属作用的相似性(图1c),为发展阴离子配位化学提供了重要理论和实例基础。
同时,该类配体可以与氯离子配位生成系列折叠体(图1d)。
在这一配位理论指导下,设计了系列带有不同长度和构型的连接子的多联二脲配体,以磷酸根为配位中心,分别组装出了首例阴离子三螺旋体、内消旋三螺旋体和半螺旋体(图1e)。
(a) (b) (c) (d) (e)Fig. 1 Oligoureas and their anion complexes关键词:多脲; 阴离子受体; 阴离子配位化学; 分离; 自组装参考文献[1] Wu, B.; Liang, J.; Yang, J.; Jia, C.; Yang, X.-J.; Zhang, H.; Tang, N.; Janiak, C. Chem. Commun., 2008, 1762.[2]. Li, M.; Wu, B.; Jia, C.; Huang, X.; Zhao, Q.; Shao, S.; Yang,X.-J. Chem. Eur. J.2011, 17, 2272.[3] C. Jia, B. Wu, S. Li, Z. Yang, Q. Zhao, J. Liang, Q.-S. Li and X.-J. Yang, Chem. Commun., 2010, 46, 5376.[4] C. Jia, B. Wu, S. Li, X. Huang, Q. Zhao, Q.-S. Li and X.-J. Yang, Angew Chem. Int. Ed.2011, 50, 486.[5] Li, S.; Jia, C.; Wu, B.; Luo, Q.; Huang, X.; Yang, Z.; Li, Q.-S.; Yang, X.-J. Angew Chem. Int. Ed.2011, 50,5721.[6] Wu, B.; Jia, C.; Wang, X.; Li, S.; Huang, X.; Yang. X.-J. Org. Lett. 2012, 12, 684.Oligoureas: Excellent Ligands for AnionsBiao Wu *College of Chemistry and Materials Science, Northwest University, Xi’an 710069The coordination chemistry of anions has been an important aspect in inorganic chemistry due to the critical roles anions play in many chemical, biological and environmental events. We have recently developed a series of oligourea receptors that exhibit excellent affinity and selectivity for anions. The anion coordination behavior of these ligands has been investigated, and the results demonstrate that they are promising candidates for the construction of anion coordination-based novel architectures.。
A Macroeconomic Model with a Financial Sector
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A Macroeconomic Model with a Financial Sector∗Markus K.Brunnermeier and Yuliy Sannikov†April17,2013AbstractThis paper studies the full equilibrium dynamics of an economy withfinancial frictions.Due to highly non-linear amplification effects,the economy is prone to instability and occasionally enters volatilecrisis episodes.Endogenous risk,driven by asset illiquidity,persists in crisis even for very low levelsof exogenous risk.This phenomenon,which we call the volatility paradox,resolves the Kocherlakota(2000)critique.Endogenous leverage determines the distance to crisis.Securitization and derivativescontracts that improve risk sharing may lead to higher leverage and more frequent crises.∗We thank Nobu Kiyotaki,Hyun Shin,Thomas Philippon,Ricardo Reis,Guido Lorenzoni,Huberto Ennis,V.V.Chari, Simon Potter,Emmanuel Farhi,Monika Piazzesi,Simon Gilchrist,John Heaton,Enrique Mendoza,Raf Wouters,Yili Chien, and seminar participants at Princeton,HKU Theory Conference,FESAMES2009,Tokyo University,City University of Hong Kong,University of Toulouse,University of Maryland,UPF,UAB,CUFE,Duke,NYU5-star Conference,Stanford,Berke-ley,San Francisco Fed,USC,UCLA,MIT,SED,University of Wisconsin,IMF,Cambridge University,Cowles Foundation, Minneapolis Fed,New York Fed,University of Chicago,the Bank of Portugal Conference,the Bank of Belgium Conference, Econometric Society World Congress in Shanghai,Seoul National University,European Central Bank,UT Austin,Philadel-phia Fed,NBER summer institute and ECB conference.We also thank Wei Cui,Ji Huang,Andrei Rachkov and Martin Schmalz for excellent research assistance.†Brunnermeier:Department of Economics,Princeton University,markus@,Sannikov:Department of Eco-nomics,Princeton University,sannikov@Economists such as Fisher(1933),Keynes(1936)and Minsky(1986)have attributed the economic downturn of the Great Depression to the failure offinancial markets.Kindleberger(1993)documents thatfinancial crises are common in history.The currentfinancial crisis has underscored once again the importance of thefinancial frictions for the business cycles.These facts raise questions aboutfinancial stability.How resilient is thefinancial system to various shocks?At what point does the system enter a crisis regime,in the sense that market volatility,credit spreads andfinancing activity change drastically? To what extent is risk exogenous,and to what extent is it generated by the interactions within the system? How does one quantify systemic risk?Doesfinancial innovation really destabilize thefinancial system? How does the system respond to various policies,and how do policies affect spillovers and welfare?The seminal contributions of Bernanke and Gertler(1989),Kiyotaki and Moore(1997)(hereafter KM)and Bernanke,Gertler and Gilchrist(1999)(hereafter BGG)uncover several important channels howfinancial frictions affect the macroeconomy.First,temporary shocks can have persistent effects on economic activity as they affect the net worth of levered agents,andfinancial worth takes time to rebuild.Second,financial frictions lead to the amplification of shocks,directly through leverage and indirectly through prices.Thus,small shocks can have potentially large effects on the economy.The amplification through prices works through adverse feedback loops,as declining net worth of levered agents leads to drop in prices of assets concentrated in their hands,further lowering these agents’net worth.Both BGG and KM consider the amplification and propagation of small shocks that hit the system at its deterministic steady state,and focus on linear approximations of system dynamics.We build upon the work of BGG and KM,but our work differs in important ways.We do not assume that after a shock the economy drifts back to the steady state,and instead we allow the length of the slump to be uncertain. We solve for full dynamics of the model using continuous-time methodology,andfind a sharp distinction between normal times and crisis episodes.We then focus on measures such as the length,severity and frequency of crises.As in BGG and KM,the core of our model has two types of agents:productive experts and less productive households.Because offinancial frictions,the wealth of experts is important for their ability to buy physical capital and use it productively.The evolution of the wealth distribution depends on the agent’s consumption decisions,as well as macro shocks that affect the agents’balance sheets.Physical capital can be traded in markets,and its equilibrium price is determined endogenously by the agents’wealth constraints.Unlike in BGG and KM,agents in our model rationally anticipate shocks.In normal times,the system is near the stochastic steady state:a point at which agents reach their target leverage. The stochastic steady state is defined as the balance point,to which the system tends to return after it is hit by small shocks.At this point,experts can absorb loss-inducing adverse shocks if they have sufficient time to rebuild net worth before the following shock arrives.The most important phenomena occur when the system is knocked offbalance sufficiently far away from the steady state.The full characterization of system dynamics allows us to derive a number of importantimplications.First,the system’s reaction to shocks is highly nonlinear.While the system is resilient to most shocks near the steady state,unusually large shocks are strongly amplified.Once in a crisis regime,even small shocks are subject to amplification,leading to significant endogenous risk.At the steady state,experts can absorb moderate shocks to their net worths easily by adjusting payouts,but away from the steady state payouts cannot be further reduced.Hence,near the steady state,shocks have small effect on the experts’demand for physical capital.In the crisis states away from the steady state,experts have to sell capital to cut their risk exposures.Overall,the stability of the system depends on the experts’endogenous choice of capital cushions.As it is costly to retain earnings,excess profits are paid out when experts are comfortable with their capital ratios.Second,the system’s reaction to shocks is asymmetric.Positive shocks at the steady state lead to larger payouts and little amplification,while large negative shocks are amplified into crisis episodes resulting in significant inefficiencies,disinvestment,and slow recovery.Third,endogenous risk,i.e.risk self-generated by the system,dominates the volatility dynamics and affects the experts’precautionary motive.When changes in asset prices are driven by the constraints of market participants rather than fundamentals,incentives to hold cash to buy assets later atfire-sale prices increase.The precautionary motive leads to price drops in anticipation of the crisis and to higher expected return in times of increased endogenous risk.Fourth,our model addresses the Kocherlakota(2000)critique that amplification effects in BGG and KM are quantitatively not large enough to explain the data.Unlike in BGG and KM,the extent and length of slumps is stochastic in our model,which significantly increases the amplification and persistence of adverse shocks.Fifth,after moving through a high volatility region,the system can get trapped for some time in a recession with low growth and misallocation of resources.The stationary distribution is∪-shaped.While the system spends most of the time around the steady state,it also spends some time in the depressed regime with low growth.In addition,a number of comparative statics arise because we endogenize the experts’payout policy.A phenomenon,which we call the volatility paradox arises.Paradoxically,lower exogenous risk can lead to more extreme volatility spikes in the crisis regime.This happens because low fundamental risk leads to higher equilibrium leverage.In sum,whatever the exogenous risk,it is normal for the system to sporadically enter volatile regimes away from the steady state.In fact,our results suggest that low risk environments are conducive to greater buildup of systemic risk.Financial innovation that allows experts to hedge their idiosyncratic risk can be self-defeating as it leads to higher systemic risk.For example,securitization of home loans into mortgage-backed securities allows institutions that originate loans to unload some of the risks to other institutions.Institutions can also share risks through contracts like credit-default swaps,through integration of commercial banks and investmentbanks,and through more complex intermediation chains(e.g.see Shin(2010)).Wefind in our model that,when experts can hedge idiosyncratic risks better among one another,they take on more leverage. This makes the system less stable.Thus,while securitization is ostensibly quite beneficial,reducing costs of idiosyncratic shocks and shrinking interest rate spreads,it unintentionally leads to amplified systemic risks in equilibrium.When intermediaries facilitate lending from households to experts,our results continue to hold.In this case,system dynamics depends on the net worth of both intermediaries and end borrowers.As in the models of Diamond(1984)and Holmstr¨o m and Tirole(1997)the role of the intermediaries is to monitor end borrowers.In this process intermediaries become exposed to macroeconomic risks.Our model implies important lessons forfinancial regulation whenfinancial crises lead to spillovers into the real economy.Obviously,regulation is subject to time inconsistency.For example,policies intended to ex-post recapitalize thefinancial sector in crisis times can lead to moral hazard in normal times.In addition,even prophylactic well-intentioned policies can have unintended consequences.For example, capital requirements,if set improperly,can easily harm welfare,as they may bind in downturns but have little effect on leverage in good times.That is,in good times the fear of hitting a capital constraint in the future may be too weak to induce experts to build sufficient net worth buffers to overturn the destabilizing effects in downturns.Overall,our model argues in favor of countercyclical regulation that encouragesfinancial institutions to retain earnings and build up capital buffers in good times and that relaxes constraints in downturns.Our model makes a strong case in favor of macro-prudential regulation.For example,regulation that restricts payouts(such as dividends and bonus payments)should depend primarily on aggregate net worth of all intermediaries.That is,even if some of the intermediaries are well capitalized,allowing them to pay out dividends can destabilize the system if others are undercapitalized.Literature review.This paper builds upon several strands of literature.Atfirm level,the microfoun-dations offinancial frictions lie in papers on capital structure in the presence of informational and agency frictions,as well as papers onfinancial intermediation and bank runs.In the aggregate,the relevant papers study the effects of prices and collateral values,and more generally considerfinancial frictions in a general equilibrium context.On thefirm level,papers such as Townsend(1979),Bolton and Scharfstein(1990)and DeMarzo and Sannikov(2006)explain why violations of Modigliani-Miller assumptions lead to bounds on the agents’borrowing capacity,as well as restrictions on risk sharing.Sannikov(2012)provides a survey of capital structure implications offinancial frictions.It follows that in the aggregate,the wealth distribution among agents matters for the allocation of productive resources.In Scheinkman and Weiss(1986)the wealth distribution between two agents matters for overall economic activity.Diamond(1984)and Holmstr¨o m and Tirole(1997)emphasize the monitoring role that intermediaries perform as they channel funds fromlenders to borrowers.In Diamond and Dybvig(1983)and Allen and Gale(2007)intermediaries are subject to runs.He and Xiong(2012)model runs on non-financialfirms,and Shleifer and Vishny(2010)focus on bank stability and investor sentiment.These observations microfound the balance sheet assumptions made in our paper and by the literature that studiesfinancial frictions in the macroeconomy.1 In the aggregate,a number of papers also build on the idea that adverse price movements affect the borrowers’net worth,and thusfinancial constraints.Shleifer and Vishny(1992)emphasize the importance of the liquidating price of capital,determined at the time when natural buyers are constrained.Shleifer and Vishny(1997)stress that insolvency risk restricts the fund managers’ability to trade against mispricing. In Geanakoplos(1997,2003),the identity of the marginal buyer affects prices.Brunnermeier and Pedersen (2009)focus on margin constraints that depend on volatility,and Rampini and Viswanathan(2010)stress that highly productivefirms go closer to their debt capacity and hence are harder hit in a downturns.Important papers that analyzefinancial frictions in infinite-horizon macro settings include KM,Carl-strom and Fuerst(1997)and BGG.These papers make use of log-linear approximations to study how financial frictions amplify shocks near the steady state of the system.Other papers,such as Christiano, Eichenbaum and Evans(2005),Christiano,Motto and Rostagno(2003,2007),Curdia and Woodford(2010), Gertler and Karadi(2011)and Gertler and Kiyotaki(2011),use these techniques to study related ques-tions,including the impact of monetary policy onfinancial frictions.See Brunnermeier,Eisenbach and Sannikov(2012)for a survey of literature on economies withfinancial frictions.Several paper study non-linear effects in economies with occasionally binding constraints.In these papers,agents save away from the constraint,but nonlinearities arise near the constraint.Notably,Mendoza and Smith(2006)and Mendoza(2010)study discrete-time economies,in which domestic workers are constrained with respect to the fraction of equity they can sell to foreigners,as well as the amount they can borrow.Foreigners face holding costs and trading costs with respect to domestic equity,so both domestic wealth and foreign holdings of domestic equity affect system dynamics.Near the constraint, domestic workers try to sell equity to foreignersfirst and then sharply reduce consumption to pay offdebt. Prices are very sensitive to shocks in the“sudden stop”region near the constraint.Generally,domestic agents will accumulate savings away from the constraint,placing the economy in the region where prices are not sensitive to shocks.Like our paper,He and Krishnamurthy(2012,2013)(hereafter HK)use continuous-time methodology to sharply characterize non-linearities of models with occasionally binding constraints.In their endowment economy,financial experts face equity issuance constraints.Risk-premia are determined by aggregate risk aversion when the outside equity constraint is slack,but they rise sharply when the constraint binds.He and Krishnamurthy(2012))calibrate a variant of the model and show that in crisis equity injection is a1In our model,forfinancial frictions to have macroeconomic impact,it is crucial thatfinancial experts cannot hedge at least some of aggregate risks with other agents.Otherwise,macroeconomic effects would go away.In practice for many reasons it is difficult to identify and hedge all aggregate risks,and as the recent work of Di Tella(2012)shows,there are forms of aggregate risk thatfinancially constrained agents choose to leave unhedged.superior policy compared to interest rate cuts or asset purchasing programs by the central bank.While those papers and our paper share a common theme offinancially constrained agents,there are important differences.First,we prove analytically a sharp result about nonlinearity,as amplification is completely absent near the steady state of our economy,but becomes large away from it.Second,our model exhibits slow recovery from states where assets are misallocated to less productive uses,due to financial constraints.HK and Mendoza and Smith(2006)do not study asset misallocation,and focus instead on a single aggregate production function.The system recovers much faster in HK,where risk premia can rise without a bound in crises.Third,we introduce the volatility paradox:that the system is prone to crises even if exogenous risk is low.Fourth,we demonstrate howfinancial innovation can make the system less stable.Fifth,while HK focus on stabilization policies in crisis,we study prophylactic policies and their affect on overall system stability.Also,Mendoza(2010)ambitiously builds a complex model for quantitative calibration,while we opt to clearly work out the economic mechanisms on a simple model, making use of the continuous-time methods.Several papers identify important externalities that exist due tofinancial frictions.These include Bhattacharya and Gale(1987),in which externalities arise in the interbank market;Gromb and Vayanos (2002),who provide welfare analysis for a setting with credit constraints;and Caballero and Krishnamurthy (2004),who study externalities an international open economy framework.On a more abstract level these effects can be traced back to the inefficiency results in general equilibrium with incomplete markets,see e.g.Stiglitz(1982)and Geanakoplos and Polemarchakis(1986).Lorenzoni(2008)and Jeanne and Korinek (2010)focus on funding constraints that depend on prices.Adrian and Brunnermeier(2010)provide a systemic risk measure and argue thatfinancial regulation should focus on externalities.Our paper is organized as follows.We set up our baseline model in Section1.In Section2we develop methodology to solve the model,characterize the equilibrium that is Markov in the experts’aggregate net worth and present a computed example.Section3discusses equilibrium dynamics and properties of asset prices.Section4describes the volatility paradox,and discusses asset liquidity and the Kocherlakota critique.Section5analyzes the effects of borrowing costs andfinancial innovations.Section6discusses efficiency and regulation.Section7concludes.1The Baseline ModelIn an economy withoutfinancial frictions and with complete markets,theflow of funds to the most productive agents is unconstrained,and hence the distribution of wealth is irrelevant.With frictions, the wealth distribution may change with macro shocks and affect aggregate productivity.When the net worth of productive agents becomes depressed,the allocation of resources(such as capital)in the economy becomes less efficient and asset prices may decline.In this section we develop a simple baseline model with two types of agents,in which productiveagents,experts,canfinance their projects only by issuing risk-free debt.This capital structure simplifies exposition,but it is not crucial for our results.As long as frictions restrict risk-sharing,aggregate shocks affect the wealth distribution across agents,and thus asset prices and allocations.In Appendix A,we examine other capital structures,link them to underlying agency problems,and generalize the model to include intermediaries.Technology.We consider an economy populated by experts and households.Both types of agents can own capital,but experts are able to manage it more productively.We denote the aggregate amount of capital in the economy by K t and capital held by an individual agent by k t,where t∈[0,∞)is time.Physical capital k t held by an expert produces output at ratey t=ak t,per unit of time,where a is a parameter.Output serves as numeraire and its price is normalized to one. New capital can be built through internal investment.When held by an expert,capital evolves according todk t=(Φ(ιt)−δ)k t dt+σk t dZ t(1)whereιt is the investment rate per unit of capital(i.e.ιt k t is the total investment rate)and dZ t are exoge-nous aggregate Brownian shocks.FunctionΦ,which satisfiesΦ(0)=0,Φ (0)=1,Φ (·)>0andΦ (·)<0, represents a standard investment technology with adjustment costs.In the absence of investment,capital managed by experts depreciates at rateδ.The concavity ofΦ(ι)represents technological illiquidity,i.e. adjustment costs of converting output to new capital and vice versa.Households are less productive.Capital managed by households produces output of only=a k tytwith a≤a,and evolves according todk t=(Φ(ιt)−δ)k t dt+σk t dZ t,withδ>δ,whereιt is the household investment rate per unit of capital.The Brownian shocks dZ t reflect the fact that one learns over time how“effective”the capital stock is.2That is,the shocks dZ t capture changes in expectations about the future productivity of capital,and k t reflects the“efficiency units”of capital,measured in expected future output rather than in simple units 2Alternatively,one can also assume that the economy experiences aggregate TFP shocks awith da t=a tσdZ t.Outputtwould be y t=a tκt,where capitalκis now measured in physical(instead of efficiency)units and evolves according to dκt=(Φ(ιt/a t)−δ)κt dt whereιt is investment per unit of physical capital.Effective investmentιt/a t is normalized by TFP to preserve the tractable scale invariance properties.The fact that investment costs increase with a t can be justified by the fact that high TFP economies are more specialized.of physical capital(number of machines).For example,when a company reports current earnings,it not only reveals information about current but also future expected cashflow.In this sense our model is also linked to the literature on news driven business cycles,see e.g.Jaimovich and Rebelo(2009).Preferences.Experts and less productive households are risk neutral.Households have the discount rate r and they may consume both positive and negative amounts.This assumption ensures that households provide fully elastic lending at the risk-free rate of r.3Denote by c t the cumulative consumption of an individual household until time t,so that dc t is consumption at time t.Then the utility of a household is given by4E∞0e−rt dc t.In contrast,experts have the discount rateρ>r,and they cannot have negative consumption.That is, cumulative consumption of an individual expert c t must be a nondecreasing process,i.e.dc t≥0.Expert utility isE∞0e−ρt dc t.First Best,Financial Frictions and Capital Structure.In the economy without frictions,experts would manage capital forever.Because they are less patient than households,experts would consume their entire net worths at time0,andfinance their future capital holdings by issuing equity to households.The Gordon growth formula implies that price of capital would be¯q=maxιa−ιr−(Φ(ι)−δ),(2)so that capital earns the required return on equity,which equals to the discount rate r of risk-neutral households.If experts cannot issue equity to households,they require positive net worth to be able to absorb risks, since they cannot have negative consumption.If expert wealth ever dropped to0,then they would not be able to hold any risky capital at all.If so,then the price of capital would permanently drop toq=maxιa−ιr−(Φ(ι)−δ),the price that the households would be willing to pay if they had to hold capital forever.The difference between thefirst-best price¯q and the liquidation value q determines the market illiquidity of capital,which plays an important role in equilibrium.A constraint on expert equity issuance can be justified in many ways,e.g.through the existence of an3In an international context,one can think of a small open economy,in which foreignersfinance domestic experts at afixedglobal interest rate,r.4Note that we do not denote by c(t)theflow of consumption and write E ∞e−ρt c(t)dt,because consumption can belumpy and singular and hence c(t)may be not well defined.agency problem between the experts and households.There is an extensive literature in corporatefinance that argues thatfirm insiders must have some“skin in the game”to align their incentives with those of the outside equity holders.5Typically,agency models imply that the expert’s incentives and effort increase in his equity stake.The incentives peak when the expert owns the entire equity stake and borrows from outside investors exclusively through risk-free debt.While agency models place a restriction on the risk that expert net worth must absorb,they imply nothing about how the remaining cashflows are divided among outside investors.That is,the Modigliani-Miller theorem holds with respect to those cashflows.They can be divided among various securities, including risk-free debt,risky debt,equity and hybrid securities.The choice of the securities has no effect onfirm value and equilibrium.Moreover,because the assumptions of Harrison and Kreps(1979)hold in our setting,there exists an analytically convenient capital structure,in which outsiders hold only equity and risk-free debt.Indeed,any other security can be perfectly replicated by continuous trading of equity and risk-free debt.More generally,an equivalent capital structure involving risky long-term debt provides an important framework for studying default in our setting.We propose an agency model and analyze its capital structure implications in Appendix A.For now,we focus on the simplest assumption that delivers the main results of this paper:experts must retain100%of their equity and can issue only risk-free debt.If the net worth of an expert ever reaches zero,he cannot absorb any more risk,so he liquidates his assets and gets the utility of zero from then on.Market for Capital.Individual experts and households can trade physical capital in a fully liquid market.We denote the equilibrium market price of capital in terms of output by q t and postulate that its law of motion is of the formdq t=µq t q t dt+σq t q t dZ t.(3)That is,capital k t is worth q t k t.In equilibrium q t is determined endogenously,and it is bounded between q and¯q.Return from Holding Capital.When an expert buys and holds k t units of capital at price q t,by Ito’s lemma the value of this capital evolves according to6d(k t q t)=(Φ(ιt)−δ+µq t+σσq t)dt+(σ+σq t)dZ t.(4)k t q tThis is the experts’capital gains rate.The total risk of this position consists of fundamental risk due to news about the future productivity of capitalσdZ t,and endogenous risk due tofinancial frictions in the 5See Jensen and Meckling(1976),Bolton and Scharfstein(1990)and DeMarzo and Sannikov(2006).6We use Ito’s product rule.If dX/X t=µX t dt+σX t dZ t and dY t/Y t=µY t dt+σY t dZ t,thentd(X t Y t)=Y t dX t+X t dY t+(σX tσY t)(X t Y t)dt.economy,σq t dZ t.Capital also generates a dividend yield of(a−ιt)/q t from output remaining after internal investment.Thus,the total return that experts earn from capital(per unit of wealth invested)isdr k t=a−ιtq tdtdividend yield+(Φ(ιt)−δ+µq t+σσq t)dt+(σ+σq t)dZ t.capital gains rate(5)Similarly,less productive households earn the return ofdr k t=a−ιtq tdtdividend yield+(Φ(ιt)−δ+µq t+σσq t)dt+(σ+σq t)dZ t.capital gains rate(6)Dynamic Trading and Experts’Problem.The net worth n t of an expert who invests fraction x t of his wealth in capital,1−x t in the risk-free asset,and consumes dc t,evolves according to7dn t n t =x t dr k t+(1−x t)r dt−dc tn t.(7)We expect x t to be greater than1,i.e.experts use leverage.Less productive households provide fully elastic debt funding for the interest rate r<ρto any expert with positive net worth.8Any expert with positive net worth can guarantee to repay any the loan with probability one,because prices change continuously, and individual experts are small and have no price impact.Formally,each expert solvesmaxx t≥0,dc t≥0,ιt E∞e−ρt dc t,subject to the solvency constraint n t≥0,∀t and the dynamic budget constraint(7).We refer to dc t/n t as the consumption rate of an expert.Note that whenever two experts choose the same portfolio weights and consume wealth at the same rate,their expected discounted payoffs will be proportional to their net worth.Households’problem.Similarly,the net worth n t of any household that invests fraction x t of wealth in capital,1−x t in the risk-free asset,and consumes dc t,evolves according todn t n t =x t dr k t+(1−x t)r dt−dc tn t.(8)Each household solvesmaxx t≥0,dc t,ιt E∞e−rt dc t,7Chapter5of Duffie(2010)is an excellent overview of the mathematics of portfolio returns in continuous time.8In the short run,an individual expert can hold an arbitrarily large amount of capital by borrowing through risk-free debt because prices change continuously in our model,and individual experts are small and have no price impact.。
Collaborative networks and product innovation performance--Toward a contingency perspective
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Research Policy 38(2009)765–778Contents lists available at ScienceDirectResearchPolicyj o u r n a l h o m e p a g e :w w w.e l s e v i e r.c o m /l o c a t e /r e s p olCollaborative networks and product innovation performance:Toward a contingency perspectiveKuen-Hung Tsai ∗Department of Business Administration,National Taipei University,151University Rd.,San Shia,Taipei 237,Taiwana r t i c l e i n f o Article history:Received 3October 2007Received in revised form 11September 2008Accepted 26December 2008Available online 29January 2009Keywords:Collaborative networkProduct innovation performance Absorptive capacitya b s t r a c tAn increasing number of studies have examined the impact of collaborative networks on product innova-tion performance,but have produced inconsistent results.This research contributes to existing literature by examining how absorptive capacity affects the relationships between different types of partners and product innovation performance.The sample used in this research is drawn from the Taiwanese Tech-nological Innovation Survey (TTIS)database.A moderated hierarchical regression approach is used to analyze the models,which are further explored by firm size and industry type.Some interesting findings appear.First,absorptive capacity positively moderates the impact of vertical collaboration on the per-formance of technologically new or improved products.Second,the effect of absorptive capacity on the relationship between supplier collaboration and the performance of new products with marginal changes varies based on firm size and industry type.Third,absorptive capacity negatively affects the relationship between customer collaboration and the performance of marginally changed products.Fourth,absorptive capacity positively affects the relationship between competitor collaboration and the performance of new products with marginal changes for large firms.Fifth,absorptive capacity negatively affects the relation-ship between collaboration with research organizations and the performance of technologically new or improved products.On the contrary,absorptive capacity positively affects the impact of collaboration with research organizations on the performance of marginally changed products.These results enrich current understanding of the relationships between collaborative networks and product innovation performance.©2009Elsevier B.V.All rights reserved.1.IntroductionGiven the intense competition in most markets today,compa-nies are increasingly recognizing the necessity and advantages of regularly developing new products.Firms that introduce higher-quality products faster than their competitors usually earn higher economic returns (Datar et al.,1997).However,rapid changes in technology often force such firms to depend on external technological knowledge and skills in addition to internal techno-logical resources.Many firms today are relying more extensively on external linkages to acquire new technological knowledge using strategies such as technology licensing and collaborative agreements.Inter-firm collaboration is an important vehicle for the creation of technological competencies (Schoenmakers and Duysters,2006),and is a viable solution to the problem of resources and capabilities not always being available within a firm and diffi-cult to obtain efficiently in the market (Das and Teng,2000).While most research on this topic focuses on the motives behind R&D collaboration (e.g.,Fritsch and Lukas,2001;Tether,2002;∗Tel.:+886286746568;fax:+886286715912.E-mail address:atmas@.tw .Miotti and Sachwald,2003;Belderbos et al.,2004b ),a number of authors have evaluated the impact of different types of collaborative networks on product innovation performance (Lööf and Heshmati,2002;Criscuolo and Haskel,2003;Miotti and Sachwald,2003;Belderbos et al.,2004a;Faems et al.,2005;Nieto and Santamaría,2007).However,these studies present inconsistent results:some show that these relationships are negative or insignificant,while others find they are positive.This ambiguity implies that other factors may moderate the relationship between collaborative net-works and product innovation performance.Given that inter-firm collaboration is an effective vehicle for organizational learning,prior research argues that a sufficient degree of absorptive capac-ity is required for effective learning in a collaborative agreement between firms (Mowery et al.,1996;Lane et al.,2001).Despite a growing interest in the link between organizational learning and product innovation (e.g.,Adams et al.,1998;Erwin,2002),rela-tively little research examines how absorptive capacity moderates the relationship between external linkages and product innova-tion.The lack of research on this issue is surprising,especially since some important works (e.g.,Cohen and Levinthal,1990;Kim,1997,2001;Teece,2000)emphasize that a firm’s absorptive capacity determines the extent to which it is able to utilize external knowl-edge.0048-7333/$–see front matter ©2009Elsevier B.V.All rights reserved.doi:10.1016/j.respol.2008.12.012766K.-H.Tsai/Research Policy38(2009)765–778The present study therefore addresses the question:Dofirms with a high level of absorptive capacity realize higher product innovation from close collaboration thanfirms with a low level of absorptive capacity?Answering this question can make a signif-icant contribution to the literature on this topic.While previous studies focus on the effects of collaborative networks on prod-uct innovation performance,this paper proposes a contingency framework to address the value of absorptive capacity in explain-ing the relationship between collaborative networks and product innovation performance.Additionally,this study advances research on absorptive capacity by empirically examining its effect on the use of external knowledge for product innovation.Answers to the question of absorptive capacity are also important because they are relevant tofirms that depend to a large extent on technol-ogy acquired from collaborating with different partners.In their efforts to reduce the costs and risk of technology development and to introduce higher-quality products faster than competitors,firms may count heavily on the effectiveness with which they can gain access to external sources of technological knowledge and skills. While some previous studies suggest that collaborating with dif-ferent partners is an effective way to improve product innovation (e.g.,Belderbos et al.,2004a;Nieto and Santamaría,2007),this research sheds light on the importance of absorptive capability in the effectiveness of collaborative networks.The remainder of this paper is organized as follows.Follow-ing this introduction,Section2reviews the literature and provides theoretical expectations.Section3introduces the research meth-ods,including the model,variable definitions and measurements, and the data source utilized in this study.Section4presents the results and discussions.Section5summarizes the results,discusses their implications for theory and managerial practice,and suggests possible directions for future research.2.Literature review and research hypotheses2.1.The impact of different types of partnersPrior research suggests that afirm can advance its product innovation by interacting with different collaborators,primarily including suppliers,customers,competitors,and research orga-nizations.Suppliers usually have greater expertise and more comprehensive knowledge regarding the parts and components which may be critical to afirm’s new product development.Thus, supplier collaboration can allowfirms to incorporate the exper-tise and different perspective of a supplier to improve its solutions or create new methods for product development(Bonaccorsi and Lipparine,1994;Eisenhardt and Tabrizi,1995).Supplier involve-ment also helpsfirms identify potential technical problems,thereby speeding up new product development and responses to market demands(Kessler and Chakrabatri,1996).Miotti and Sachwald (2003)used the French CIS-2survey to reveal the positive effect of collaboration with suppliers on the share of innovative prod-uct turnover.Faems et al.(2005)analyzed Belgian manufacturing firms and found a positive association between suppliers and the proportion of turnover attributed to improved products.In a sur-vey of Spanish manufacturingfirms,Nieto and Santamaría(2007) regressed product innovation on collaborative networks and found a positive link between collaboration with suppliers and the degree of product innovativeness.However,Sánchez and Pérez(2003) analyzed Spanish manufacturingfirms and concluded that collabo-rating with suppliers does not improve new product performance. Freel(2003)analyzed UK small and medium-sized manufacturing firms and found that supplier collaboration does not have a signif-icant impact on new product performance.Ledwith and Coughlan (2005)used a sample of electronicsfirms in Ireland and the UK and found an insignificant correlation between collaboration with sup-pliers and product innovation performance.In addition,Belderbos et al.(2004a)studied Dutch manufacturingfirms and found a negative but insignificant relationship between collaboration with suppliers and product innovation performance.Collaborating with customers is another important way for a firm to improve its product innovation performance(Gupta et al.,2000;Fritsch and Lukas,2001;Brockhoff,2003).Working with customers not only provides benefits in identifying market opportunities for technology development,but also reduces the likelihood of poor design in the early stages of development.In addition,understanding the needs of influential customers may helpfirms gain new ideas about solutions(von Hippel et al.,1999) and identify market trends early on,thereby increasing the chances of new product development and success.Thus,customer involve-ment may lead to product innovation advantages(Souder et al., 1997;Li and Calantone,1998).Miotti and Sachwald(2003),Freel (2003),and Faems et al.(2005)all found that collaboration with customers has a positive impact on product innovation perfor-mance.In contrast,Lööf and Heshmati(2002)analyzed Swedish manufacturingfirms and found a negative relationship between customer collaboration and product innovation performance.Nieto and Santamaría(2007)found that customer collaboration has a positive impact on product innovation with marginal changes,but does not affect significant innovation with new functions.In addi-tion,Belderbos et al.(2004a)revealed an insignificant association between collaboration with customers and changes in new product sales.Monjon and Waelbroeck(2003)analyzed French manufactur-ingfirms and found that customer collaboration has an insignificant impact on product innovation.The least frequent type of collaborative network thatfirms adopt to achieve product innovation seems to be collaboration with com-petitors(Bayona et al.,2001;Nieto and Santamaría,2007),but this type of collaboration still provides some advantages.Firms involved in a cooperative agreement may share technological knowledge and skills with each other,producing a synergistic effect on solv-ing common problems outside the competitor’s area of influence (Tether,2002).The case study of Inkpen and Pien(2006)suggests thatfirms collaborating with competitors may perform better in innovation than they would otherwise.At the same time,firms can accelerate their capability development by R&D cooperation,which allows them to reduce the time and risk involved in technologi-cal innovation(Belderbos et al.,2004a).Furthermore,collaborating with competitors enablesfirms to ascertain their competitors’tech-nological level;firms that are more knowledgeable about their competitors’technology strategies are better able to differenti-ate themselves(Linn,1994).Lööf and Heshmati(2002)found that collaborating with competitors is positively related to new prod-uct sales.However,Monjon and Waelbroeck(2003),Miotti and Sachwald(2003),and Belderbos et al.(2004a)found that com-petitor collaboration has a negative but insignificant impact on product innovation performance.Nieto and Santamaría(2007)also found that collaboration with competitors does not impact prod-uct innovation with marginal modifications,but it negatively affects product innovations with new functions.Due to governments’encouragement,more and morefirms are pursuing product innovations by collaborating with universities and research institutions.Universities and research institutes are important centers for the creation and dissemination of scientific knowledge(Hemmert,2004).Firms can interact formally and informally with universities and research institutes to acquire new scientific knowledge to benefit their product or process innovations(Caloghirou et al.,2004).In contrast,afirm choosing not to acquire technological knowledge from universities and research institutions may fall behind,reducing the likelihood that it will make a technological breakthrough leading to a commercial product(Spencer,2003).Several studies suggest that technologicalK.-H.Tsai/Research Policy38(2009)765–778767innovation relies heavily on knowledge from universities and research institutions(Bozeman,2000;McMillan et al.,2000;Vuola and Hameri,2006).Belderbos et al.(2004a),Faems et al.(2005), and Nieto and Santamaría(2007)found that collaboration with research institutes and universities positively affects product inno-vation performance.However,Monjon and Waelbroeck(2003), Caloghirou et al.(2004),and Ledwith and Coughlan(2005)found that collaboration with universities and research institutes has a negative effect on product innovation performance.Furthermore, Lööf and Heshmati(2002)revealed an insignificant relationship between collaboration with research organizations and product innovation performance.In summary,the empirical studies reviewed above show that while there is some support for collaborating with different part-ners in product innovations,there is an absence of consensus on the benefits of this type of networking.Surprisingly,though most of the studies mention the importance of absorptive capacity,they do not investigate its moderating role.Therefore,the way in which absorptive capacity affects the relationship between collaboration and product innovation performance is worthy of further study.2.2.The role of absorptive capacityAbsorptive capacity refers to afirm’s ability to use its own prior related knowledge to recognize,assimilate,and use exter-nal knowledge for its own commercial ends(Cohen and Levinthal, 1990).Zahra and George(2002)and Todorova and Durisin(2007) further characterized absorptive capacity as a bundle offive capa-bilities:recognition,acquisition,assimilation,transformation,and exploitation.Obviously,afirm with a high level of absorptive capac-ity is better able to create and exploit linkages with otherfirms (Caloghirou et al.,2004).The absorptive capacity of afirm is greatly dependent on its current level of technological knowledge(Cohen and Levinthal,1990;Kim,1997,2001),which in turn is derived from previous and current efforts in internal R&D(e.g.,Veugelers,1997; Stock et al.,2001;Schoenmakers and Duysters,2006).Numerous studies argue that a certain degree of absorptive capacity is required for effective learning in inter-organizational collaborations(e.g., Mowery et al.,1996;Kim,1998;Lane and Lubatkin,1998;Lane et al.,2001).Organizations with a greater absorptive capacity usually have a sufficiently developed technology base that enables them to have rich and detailed communications with their suppliers dur-ing the knowledge-sharing process.This communication process, in turn,may generate new ideas or solutions for product designs. Further,suchfirms are more likely to recognize the value of new ideas and effectively integrate them into their product develop-ment efforts.As certain ideas are completely de novo,it is necessary to develop new parts and components to produce significant inno-vations.Unrealistic designs or incompatible parts and components may seriously delay the development cycle(Culley et al.,1999). Thus,close collaboration with suppliers is important during the engineering process to shorten the development time and ensure the quality of new products.In contrast,an organization with a lower absorptive capacity mayfind it difficult to recognize the value of new ideas which emerge from interactions with their suppliers.Afirm may also lack sufficient ability to integrate ideas into new products.In this case, close collaboration with suppliers may waste time and money and, as a result,inhibit new product performance.Based on these argu-ments,this study expects that the greater the absorptive capacity, the stronger the relationship between collaboration with suppliers and product innovation performance.Absorptive capacity can also enhance the use of knowledge from customer collaboration in product innovation.In working closely with customers,and particularly with influential customers,afirm may uncover latent customer needs(Atuahene-Gima et al.,2005). These unarticulated needs alert thefirm to new market opportu-nities,technology developments,and ideas that challenge existing cause-effect relationships,thereby resulting in new products with significant benefianizations with a greater absorptive capac-ity are more likely to identify,convert,and exploit these needs using new technological knowledge.Absorptive capacity,then,improves afirm’s chances of capturing new market opportunities by mak-ing innovative products.Hence,afirm’s performance in product innovation may be improved by close customer collaboration.Con-versely,an organization lacking sufficient absorptive capacity will be unable to integrate the latent customer needs into new product developments.Thus,even if afirm collaborates closely with cus-tomers,these activities may not increase thefirm’s performance in product innovation,and may even be detrimental to such per-formance.Based on the arguments above,this study proposes that the greater the absorptive capacity,the stronger the relation-ship between collaboration with customers and product innovation performance.The impact of any external knowledge absorbed from com-petitor collaboration on product innovation may also depend on absorptive capacity.By establishing collaborative arrangements, afirm can access the specialized knowledge of its competitors, which is usually tacit and cannot be easily copied by simple obser-vation.Inkpen and Pien’s(2006)case study suggests thatfirms with a sufficiently developed technology base are able to iden-tify and understand the knowledge that underpins similarities and differences in their collaborators’skills.As a result,they may be more likely to incorporate competitor knowledge and expertise in their own technological innovations.Further,the research of Kim and Song(2007)suggests that absorptive capacity may facilitate the creation of new technology through collaboration with other companies.Afirm with a greater absorptive capacity has a better technology base that enables it to understand and exploit competi-tors’skills and knowledge(Cohen and Levinthal,1990),thereby resulting in significantly innovative products.For example,given that Hewlett–Packard(HP)had developed its own laser printing capabilities,it chose to work with canon to develop the desk-top laser printer and achievefirst-mover advantages in personal laser printers(Helleloid and Simonin,1994).Therefore,this study hypothesizes that the greater the absorptive capacity,the stronger the impact of collaboration with competitors on product innovation performance.Research organizations are an important source of new scien-tific knowledge.Collaborating with research organizations enables afirm to access scientific knowledge previously unexplored.This knowledge may provide thefirm with different modes of reason-ing,problem formulation,and solutions(Amabile,1988).Exposure to these different approaches adds to the repertoire that afirm can bring to bear on new product development problems.The process of combining new technological knowledge into existing knowl-edge can foster insights that can then lead to additional insights and profundity,thereby offering significantly higher potential for breakthrough innovations(Ahuja and Lampert,2001).However, case studies and empirical evidence show that absorptive capacity is important for afirm,especially for SMEs,to achieve success-ful collaboration with research institutions(Koschatzky,2002; Hadjimanolis,2006).While collaborating with research organiza-tions,firms with a high level of absorptive capacity are better able to learn new perspectives that may provide better,more effective solutions in new product development.In contrast,an organization that lacks sufficient absorptive capacity may be unable to digest advanced technologies when closely collaborating with research organizations.Thus,this study hypothesizes that the greater the absorptive capacity,the stronger the impact of collaboration with research organizations on product innovation performance.768K.-H.Tsai /Research Policy 38(2009)765–778In summary,with an adequate degree of absorptive capacity,firms will be better at internalizing their partners’knowledge,and thereby improve their chances for product innovations.Whether or not the benefits of collaborating with different types of partners can be realized may be affected by the parent organization’s absorptive capacity as derived from its existing technological knowledge.Con-versely,an inability to identify and understand the technological knowledge that underpins partners’competencies limits a firms’collaborative learning potential.3.Research method 3.1.Conceptual frameworkFig.1shows the conceptual framework investigated in this study.This framework indicates that the product innovation performance of a firm is affected by its collaborative networks in terms of differ-ent types of partners.It further proposes that these relationships are influenced by the absorptive capacity of a firm.In addition,sev-eral important controls are included in the model to eliminate or reduce the bias arising from the confounding effects.This frame-work guides the definitions and measures of the major variables used in this study.3.2.Variable definitions3.2.1.Dependent and independent variablesThe dependent variable in this study is product innovation per-formance,which is measured by innovative sales productivity.This study operationalizes this measure as the sales generated by new products per employee (i.e.,the ratio of sales attributed to new products divided by the total number of employees).These sales include (1)technologically new or technologically improved prod-ucts introduced to the market within the past 3years,and (2)marginally changed products within the same time period.Note that this study does not measure product innovation performance by the volume of new product sales because this measure signif-icantly correlates with firm size.A technologically new product is a product whose technological characteristics or intended uses differ significantly from those of existing products (OECD,1997).A technologically improved product refers to an existing product whose performance has been significantly improved or upgraded (OECD,1997).A marginally changed product is an innovative prod-uct that cannot be categorized into either of the first two groups.The independent variables in this study are the four types of col-laboration with different partners,including suppliers,customers,Fig.1.Conceptual framework.competitors,or research institutes and universities.These variables measure the level of collaboration with different types of partners.This study constructs each of these variables by the product of two variables in the TTIS database.One is a dummy variable which takes the value of 1if the firm is engaged in collaboration with a specific type of partner,else 0;the other is the relative importance (high,medium,and low)of collaboration with this partner,indicating how close the collaboration is.3.2.2.Moderator and controlsThe moderating variable in this research is absorptive capacity.The absorptive capacity of a firm depends greatly on its existing technological knowledge base (Cohen and Levinthal,1990;Kim,1997,2001).If a firm lacks a sufficiently developed technologi-cal knowledge base,it may have difficult absorbing any externally acquired technological knowledge (Schoenmakers and Duysters,2006).Firms can only be expected to learn from their collaboration partners if they have some level of prior technological knowledge which they can us to incorporate their partners’knowledge and use it for their own purposes.Prior research views in-house R&D invest-ment as the key determinant of a firm’s absorptive capacity (e.g.,Cohen and Levinthal,1990;Mowery et al.,1996;Stock et al.,2001;Carayannis and Alexander,2002;Todorova and Durisin,2007).The absorptive capacity variable is measured by dividing the firm’s total expenditures on in-house R&D activities and training programs for technological activities in the past 3years by its total number of employees in a current year.Note that the numerator of the vari-able is a stock measure,as in previous studies (e.g.,Helfat,1997;Ahuja and Katila,2001),usually used as a proxy for the firm’s tech-nology base acquired from previous and current R&D or training activities.However,this study does not use in-house R&D or train-ing stock to measure a firm’s internal efforts in innovation activities because this measure is always highly correlated with firm size.This type of measure represents a firm’s absorptive capacity more accurately than the R&D intensity measure (R&D expenditure/sales)widely used in prior research (e.g.,Jones et al.,2001;Belderbos et al.,2004a;Faems et al.,2005;Schoenmakers and Duysters,2006;Nieto and Santamaría,2007).More importantly,this measure reflects existing knowledge accumulated from past learning and intensity of effort,which are both important elements of absorptive capacity (Cohen and Levinthal,1990;Kim,1997,2001).The research model in this study also contains several impor-tant controls.The first control is the use of industry dummies for fixed industry effects.As stressed in prior research,these dummies capture various environmental dimensions such as tech-nological opportunity and competition intensity (e.g.,Veugelers,1997;McGahan and Porter,1997).This analysis uses seven indus-try dummies representing eight traditional manufacturing sectors.The second control is the size of the firm as measured by its total number of employees,which is a proxy for size in previous studies related to innovation performance (e.g.,Caloghirou et al.,2004;Schoenmakers and Duysters,2006).Next,the average ratio of employees with a university degree or higher by total number of employees serves as a proxy for the quality of the firm’s human resources,which is an important determinant of innovation output in the literature (e.g.,Rothwell and Dodgson,1991;Jones,2001).In addition,this study controls for the effects of inward technology licensing since previous studies emphasize the role of this control on innovation (e.g.,Zahra et al.,2005;Tsai and Wang,2007).Inward technology licensing in this study comprises the firm’s expendi-tures on external technology acquisition through inward licensing.The last control is a dichotomous variable that takes the value of 1if the firm is mostly foreign owned;else zero.Previous studies suggest that the subsidiary of a foreign parent company may per-form better in bringing new product products to the market than a host company (e.g.,Deeds and Hill,1996;Belderbos et al.,2004a ).K.-H.Tsai/Research Policy38(2009)765–778769Table1Means,standard deviations,and correlations(N=753).Variable PIP CL S CL C CL P CL R ACAP FS HQ ITL SBPIP 1.000CL S0.084b 1.000CL C0.116a0.435a 1.000CL P−0.0030.219a0.237a 1.000CL R0.0500.116a0.062c0.083b 1.000ACAP0.361a0.074b0.129a−0.003−0.001 1.000FS0.159a0.153a0.180a0.0030.270a0.058 1.000LQ0.123a0.094a0.0340.011−0.086b0.080b−0.039 1.000ITL0.131a0.081b0.142a0.0510.103a0.210a0.309a0.050 1.000SB0.044−0.070c−0.026−0.058−0.0110.0120.060c−0.0430.021 1.000Mean50.60.2590.4290.0900.2370.253444.410.226 5.8010.072 S.D.75.60.739 1.0020.4310.6090.6181215.000.22633.870.258Notes:(1)PIP:product innovation performance;CL S:collaboration with suppliers;CL C:collaboration with customer;CL P:collaboration with competitors;CL R:collaboration with research organizations;ACAP:absorptive capacity;FS:firm size;LQ:labor quality;ITL:inward technology licensing;SB:subsidiary.(2)Unit of analysis for PIP is thousand NT dollars;and ITL is million NT dollars;FS,person.a p<0.01.b p<0.05.c p<0.10.Therefore,this study uses this variable to control for the effects of thefirm’s managerial style on innovation output.3.3.The dataThis study analyzes data at thefirm level.Both the sample and the variables used in this analysis come from the Taiwanese Techno-logical Innovation Survey(TTIS),jointly conducted by the National Science Council and the Ministry of Economic Affairs in2002.The sample is representative of the population of traditional Taiwanese manufacturingfirms because the sampling frame was generated by a stratified random sampling process based onfirm size and industry.The database consists of1346firms in various manufac-turing industries.Among this total,firms indicating that they had not engaged in technological innovation activities during the pre-vious3years were excluded from this study since their profiles do not contain any data for external technology sourcing variables. The sample includes a total of753firms for the preliminary anal-ysis and the model estimation.Thesefirms are categorized into eight sectors:food,beverages&tobacco(40firms,5.31%);textile, wearing apparel&leather(56firms,7.44%);paper&printing(29firms,3.85%);chemical,rubber&plastic(130firms,17.26%);non-metallic mineral(28firms,3.72%);basic metal(22firms,2.92%); fabricated metal(108firms,14.34%);and machinery,electronics &transportation equipments(340firms,45.15%).Within the sam-ple,the percentage of reported collaboration with suppliers,clients, competitors,and research organizations is about20%,18%,8%,and 23%,respectively.Thesefigures reveal that competitor collaboration does not seem to be the best way to improve innovation.This may be caused by problems of technological knowledge leakage and the increased risk of hold up in competitor collaboration(Bayona et al., 2001).Thisfinding is consistent with that of Nieto and Santamaría (2007).Moreover,collaboration with research organizations seems to be the most frequent type of partnership.This phenomenon is unlike that of a large number of European countries documented in Drejer and Jørgensen(2005)and Nieto and Santamaría(2007), where collaboration with suppliers was the most important.Table1 reports the basic statistics for the variables(except for the industry dummies)used in the analysis.Table1shows some interestingfindings.First,all of the correlation coefficients for the collaboration variables(except collaboration with research organizations)achieve a statistical sig-nificance at the5%significance level.This indicates that a certain proportion of thefirms within the sample collaborate with more than one type of partner for technological innovations.In particu-lar,firms collaborating with suppliers tend to also collaborate with their customers(r=0.44,p<0.01).Second,competitor collabora-tion has the lowest value in its mean and standard deviations among the collaboration variables.This result shows that collaboration with competitors is the least common type of partnership for prod-uct innovation within the sample.Third,a significant correlation exists betweenfirm size(FS)and product innovation performance (PIP).This preliminary analysis suggests that largefirms have an innovation advantage over smallerfirms in terms of output,sup-porting the Schumpeterian hypothesis.4.Analyses4.1.ResultsThe models in this study are estimated by OLS-based hier-archical regression.Model1contains several control variables, including industry dummies(IND1–IND7),firm size(FS),labor quality(LQ),inward technology licensing(ITL),and subsidiary (multi-nationality)dummy(SB).Then,absorptive capacity(ACAP) and the collaboration variables(CL S,CL C,CL P,and CL R)are entered in Model2.The terms of the interaction between the collabora-tion variables and the ACAP variable are added in Model3.Because the interaction terms are usually highly correlated with ACAP or the collaboration variables,this study follows the procedure sug-gested by Friedrich(1982)to reduce or eliminate any bias resulting from multi-collinearity.This approachfirst standardizes the vari-ables except for the dummies and then forms the cross-product terms.Table2presents the moderated regression analysis results for the models.Table2indicates that adding the collaboration and ACAP vari-ables(Model2)to the model with only controls(Model1)increases the R2by about38.2%.The F-value(106.48)for the incremental R2 values achieves a statistical significance at the1%level.An inspec-tion of the coefficient estimates of the collaboration variables shows that these variables do not explain the change in product inno-vation performance.This result implies that collaboration with different types of partners does not increase product innovation performance when the analyses does not account for the effect of absorptive capacity.1Adding the interaction terms(Model3)to Model2further increases the R2by about1.7%.The F-value(4.63) 1This result confirms to that documented in Brouwer and Kleinknecht(1996), Love and Rpoer(2001),and Freel(2003).。
巴斯夫助力科研团队,寻找有效成分对抗新冠病毒
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Research on Ultrasonic Phased Array DetectionTechnology for Polyethylene Pipe ElectrofusionWeldingYANG Yuqing WEI DaoxiangAbstract:Electrofusion welding is one of the main connection methods of polyethylene pipes.Due to the large a -coustic attenuation coefficient of polyethylene materials,the internal wire of the electrofusion welded joints has a large in -terference to the detection.It is difficult to effectively detect various defects in polyethylene electrofusion joints using con -ventional ultrasonic testing methods.The typical internal defects of the polyethylene pipe electrofusion welded joint were fabricated,and the reliability test was carried out by ultrasonic phased array inspection technology.The results show that the proposed ultrasonic phased array detection technology can reliably detect the typical defects in the polyethylene elec -trofusion welded joints.Key words:Polyethylene pipe;Electrofusion welding;Ultrasonic phased array耦合聚焦超声检测方法及检测装置:101393170[P].2009-03-25.[6]秦永泉.含工艺缺陷聚乙烯管道热熔焊接接头力学性能试验研究[D].杭州:浙江大学,2010.[7]解俊炜,许卫荣,王强,等.聚乙烯管热熔接头超声相控阵检测及检出率定量分析[J].河南科技大学学报(自然科学版),2019,40(3):11-16.[8]詹湘琳,李健,张宇,等.用于管道环焊缝缺陷检测的超声相控阵系统[J].仪器仪表学报,2006,27(z2):1427-1428.[9]郭伟灿.聚乙烯管道热熔接头超声检测技术研究及设备研制[D].杭州:浙江大学,2014.收稿日期:2020年5月巴斯夫助力科研团队,寻找有效成分对抗新冠病毒作为“‘手’护”行动的一部分,巴斯夫不仅捐赠了大量消毒剂和防护口罩,还在全球范围内为学术研究团体提供支持,帮助寻找合适的活性成分,用于治疗感染新冠肺炎的患者。
应激颗粒与病毒的相互制约
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Hereditas (Beijing) 2019年6月, 41(6): 494―508 收稿日期: 2019-03-07; 修回日期: 2019-05-15基金项目:国家重点研发计划项目(编号:2016YFD0500307FF09)资助[Supported by the National Key Plan for Scientific Research and Developmentof China (No. 2016YFD0500307FF09)]作者简介: 黄羽,博士研究生,专业方向:病毒与宿主限制因子相互作用。
E-mail: huangyu910730@ 通讯作者:郭斐,博士,研究员,研究方向:分子病毒学。
E-mail: guoafei@DOI: 10.16288/j.yczz.19-020网络出版时间: 2019/5/17 10:48:01URI: /kcms/detail/11.1913.R.20190517.1047.001.html综 述应激颗粒与病毒的相互制约黄羽,胡斯奇,郭斐中国医学科学院/北京协和医学院病原生物学研究所,国家卫生健康委员会病原系统生物学重点实验室,北京 100730摘要: 哺乳动物细胞受到热休克、氧化应激、营养缺乏或者病毒感染等环境压力时,能够迅速启动细胞的压力应答机制,终止细胞内的蛋白翻译,形成应激颗粒(stress granules, SGs)。
SGs 作为胞浆中翻译起始复合物的聚集产物,在细胞的基因表达和稳态中发挥着重要的作用,与细胞凋亡以及核功能具有密切联系。
尤其是当病毒感染细胞时,SGs 的形成可以使细胞内病毒蛋白翻译水平大大降低,从而抑制入侵病毒的复制。
然而,病毒在长期进化过程中也衍生出了对抗细胞压力应答的相应机制,如与SGs 关键组分相互作用,甚至切割等方式。
本文对SGs 的组成及诱发机制,特别是多种病毒诱导eIF2α磷酸化促成SGs 组装的机制,以及病毒进化过程中形成的应对措施等方面进行了综述,旨在进一步阐释病毒感染与应激颗粒形成之间的相互影响和调控,为人们深入理解人体先天性免疫防御提供参考。
微软百科全书之Prohibition
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ProhibitionI INTRODUCTIONProhibition, legal ban on the manufacture and sale of intoxicating drink; by extension, the term also denotes those periods in history when such bans have been in force, as well as the political and social movements advocating them. Such movements (also called temperance movements) have occurred whenever significant numbers of people have believed that the consumption of alcoholic beverages presented a serious threat to the integrity of their most vital institutions, especially the institution of the family. Drunkenness is considered an evil in most of the world’s major religious traditions, and Islam has for centuries forbidden even the moderate use of fermented drink. In the West, however, efforts to ban the consumption of alcohol have been a relatively recent phenomenon. Their origin can be traced to the apparently rapid spread of the technology of distillation and of alcohol abuse in 18th-century Europe, which alarmed those concerned with public health and morals.II THE EARLY PROHIBITION MOVEMENT IN THE U.S.In England and the American colonies, governments after 1750 made repeated and futile efforts to discourage the excessive use of distilled spirits. In the mid-19th century Abraham Lincoln said that intoxicating liquor was “used by everybody, repudiated by nobody” and that it came forth in society “like the Egyptian angel of death, commissioned to slay if not the first, the fairest born in every family.” By the 1820s people in the United States were drinking, on the average, 27 liters (7 gallons) of pure alcohol per person each year, and many religious and political leaders were beginning to see drunkenness as a national curse.Many people believed a close relationship existed between drunkenness and the rising incidence of crime, poverty, and violence, concluding that the only way to protect society from this threat was to abolish the “drunkard-making business.” The first state prohibition law, passed in Maine in 1851, prohibited the manufacture and sale of “spiritous or intoxicating liquors” not intended for medical or mechanical purposes, and 13 of the 31 states had such laws by 1855. By that time the annual per capita consumption of absolute alcohol had fallen to about 8 liters (about 2 gallons).The political crisis that preceded the American Civil War distracted attention from Prohibition. Many of the early state laws were modified, repealed, or ignored, and for years few restraints were placed on manufacturing or selling anything alcoholic. The population increased rapidly after the Civil War, and soon there were more than 100,000 saloons in the country (about 1 for every 400 men, women, and children in 1870); these saloons became increasingly competitive for the drinkers’ wages. Thus, many of them permitted gambling, prostitution, sales to minors, public drunkenness, and violence.III THE ANTI-SALOON LEAGUEIn reaction to this, the extraordinary “Women’s War” broke out across the nation in 1873. Thousands of women marched from church meetings to saloons, where with prayer and song they demanded—with transitory results—that saloonkeepers give up their businesses. By 1900, millions of men and women were beginning to share this hostility toward the saloon and to regard it as themost dangerous social institution then threatening the family. The Anti-Saloon League of America (ASL), organized in Ohio, effectively marshaled such people into political action. State chapters of the ASL endorsed candidates for public office and demanded of their state governments that the people be allowed to vote yes or no on the question of continuing to license the saloons.By 1916, no less than 23 of the 48 states had adopted antisaloon laws, which in those states closed the saloons and prohibited the manufacture of any alcoholic beverages. Even more significant, the national elections of that year returned a U.S. Congress in which the ASL-supported dry members (those who supported Prohibition) outnumbered the wet members (those who were against Prohibition) by more than two to one. On December 22, 1917, with majorities well in excess of the two-thirds requirement, Congress submitted to the states the 18th Amendment to the Constitution, which prohibited “the manufacture, sale, or transportation of intoxicating liquors.” By January 1919 ratification was complete, with 80 percent of the members of 46 state legislatures recorded in approval.IV PROHIBITION IN OTHER COUNTRIESAt this point in history, most Protestant nations had come to regard drinking as a social evil, and the Prohibition movement was being accelerated by the circumstances of World War I. While rallying British workers to increase their productivity in support of the war effort, Prime Minister David Lloyd George stated that “we are fighting Germany, Austria, and drink; and, as far as I can see, the greatest of these three deadly foes is drink.” Soon the British government limited the sale of alcoholic drink to a few early evening hours. In Scotland, the citizens of towns and villages had the right (local option) to vote out drinking establishments after 1920. In Sweden, where the movement had been strong since the 1830s, the government abolished both the profit motive and the competition from the liquor traffic after 1922 by nationalizing it. An even harsher measure there restricted sales to 1 liter (about 1 qt) per family per week. In Norway, voters outlawed the sale of drinks with an alcoholic content of more than 12 percent by referendum in 1919. That same year the Finnish government banned the sale of any drink of more than 2 percent alcohol. Canada was then dry in all provinces.V NATIONAL PROHIBITION IN THE U.STo enforce the 18th Amendment, Congress passed the National Prohibition Act, usually called the Volstead Act because Congressman Andrew Volstead of Minnesota introduced it in 1919. This law defined the prohibited “intoxicating liquors” as those with an alcoholic content of more than 0.5 percent, although it made concessions for liquors sold for medicinal, sacramental, and industrial purposes, and for fruit or grape beverages prepared for personal use in homes. Because the Congress and the state legislatures, however, were reluctant to appropriate enough money for more than token enforcement—and because the opportunities for disregarding the law through smuggling, distilling, fermenting, and brewing were legion—Prohibition always represented more of an ideal than a reality. On this basis the Prohibition era began at midnight on January 16, 1920.A The Effects of ProhibitionThe era inspired an extensive body of colorful literature, most of it alleging that the period was one of moral decay and social disorder precisely because of “Volsteadism,” which came to meanthe intolerable searches, seizures, and shootings by police who, with their token enforcement, seemed to threaten intrusion into the private lives of law-respecting persons. It also alleged that Prohibition distorted the role of alcohol in American life, causing people to drink more rather than less; that it promoted disrespect for the law; that it generated a wave of organized criminal activity, during which the bootlegger (one who sold liquor illegally), the “speakeasy” (an illegal saloon), and the gangster became popular institutions; and that the profits available to criminals from illegal alcohol corrupted almost every level of government. Historians, however, believe that in the beginning of the era, and at least until the middle of the decade, most Americans respected the law, hoped that it would endure, and regarded its passage as directly responsible for the reduced incidence of public drunkenness and of alcohol-related crime, imprisonments, and hospitalizations. Statistics show that Prohibition reduced the annual per capita consumption from 9.8 liters (2.6 gallons) of absolute alcohol during the period before state laws were effective (1906-1910) to 3.7 liters (0.97 gallons) after Prohibition (1934). Moreover, no striking statistical evidence of a crime wave during the 1920s exists, although the crime rate did rise.B Movement Toward RepealIn the late 1920s, however, more and more Americans found the idea of repeal increasingly attractive. The reasons for this were numerous and complex, the government’s failure to enforce the law being only one of them. Most Americans were happy that the old-time saloon had been abolished, but they felt that a new society was emerging in the 1920s—a primarily urban and industrial society of great geographic and social mobility and great ethnic and religious diversities, in which the protection of the family from alcohol was perhaps less socially urgent than the expansion and protection of individual freedom.This disillusionment with Prohibition occurred in every country that had earlier attempted it. In Canada, the dry laws of 1919 were soon repealed because of economic pressures, not the least of which were the opportunities to sell liquor to citizens of the dry U.S. Provincial laws after repeal did, however, provide for government-owned stores and for local option. In Norway, a referendum in 1926 abolished the earlier restriction, but strict regulation of the times and places liquor could be sold preserved a tight rein on drunkenness. Sweden held to state monopoly and severe rationing. Finland repealed its prohibition law by referendum in 1932.VI THE END OF PROHIBITIONIn the U.S., a major shift in public opinion occurred during the early years of the Great Depression, when opponents could argue persuasively that Prohibition deprived people of jobs and governments of revenue and generally contributed to economic stagnation. The actual political campaign for repeal was largely the work of the Association Against the Prohibition Amendment (AAPA), a nonpartisan organization of wealthy and influential citizens in all states who were “wet” in principle and who feared that through Prohibition the federal government might permanently compromise the tradition of individual freedom. Like the ASL, the AAPA actively endorsed and opposed candidates for state and federal offices. Its goal was that Congress should submit to the states the 21st Amendment to the Constitution, which would repeal the 18th, and submit it in such a way as to circumvent the various state legislatures in which, it feared, dry legislators from rural districts, in opposition to majority sentiment, might present a serious challenge to ratification. To avoid this, Congress—for the first time since the Constitution itself was ratified and for much thesame reason—called for ratifying conventions in each of the states: Delegates would be elected by the people for the specific purpose of voting yes or no regarding the question of the 21st Amendment. The elections for convention delegates in 1933 produced a repeal vote running almost 73 percent. In a remarkably coordinated effort by the states and the Congress, ratification was complete in December of that year.Following repeal, liquor control again became a state rather than a federal problem. The annual per capita consumption of absolute alcohol in the country rose after the repeal from 4.5 liters (1.2 gallons) in 1935 to 10.2 liters (2.7 gallons) in 1975, but most states still retain restrictions on the sale and consumption of alcohol.Contributed By:Norman H. ClarkMicrosoft ® Encarta ® 2009.© 1993-2008 Microsoft Corporation. All rights reserved.。
为什么做团队活动英语作文
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Team activities are an essential part of fostering a sense of unity and collaboration within a group.Here are several reasons why engaging in team activities is beneficial, especially when expressed in the context of an English composition:1.Enhancing Communication Skills:Team activities often require clear and effective communication.Participants must listen,articulate their thoughts,and respond to others, which can significantly improve their English communication abilities.2.Building Trust:Trust is the foundation of any strong team.Activities that involve cooperation and reliance on teammates can help build trust,which is crucial for a cohesive team dynamic.3.Improving ProblemSolving Abilities:Many team activities present challenges that require creative solutions.Working together to overcome these obstacles can sharpen problemsolving skills and encourage innovative thinking.4.Cultivating Team Spirit:Participating in activities as a team can instill a sense of pride and belonging.This team spirit can motivate members to work harder and contribute more effectively to the groups goals.5.Developing Leadership Skills:Team activities often provide opportunities for individuals to step up and take on leadership roles.This can help in identifying potential leaders and developing their ability to guide and inspire others.6.Encouraging Adaptability:Team activities can be unpredictable,requiring participants to adapt to changing circumstances quickly.This adaptability is a valuable skill in both personal and professional settings.7.Fostering Cultural Exchange:In a diverse team,activities can serve as a platform for cultural exchange,where members learn about different customs,languages,and perspectives,enriching their understanding of the world.8.Reducing Stress and Building Relationships:Engaging in enjoyable team activities can help reduce stress and create a more relaxed atmosphere.This can lead to stronger personal relationships among team members.9.Promoting Equality and Inclusion:Welldesigned team activities can ensure that all members have an equal opportunity to participate and contribute,promoting a sense of inclusion and fairness.10.Boosting Creativity:Working in a team can inspire creativity as members combine their diverse skills and ideas to achieve a common goal.In conclusion,team activities are not just about having fun they are a powerful tool for personal and professional development.They offer a platform to learn,grow,and build stronger relationships within a group,all while practicing and improving English language skills.。
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II. Irving Fisher’s Inter-temporal Choice of Consumption
Consumer Preference (continued)
II. Irving Fisher’s Inter-temporal Choice of Consumption
Decision Problem
S = Y1 - C1 (A)
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Inter-temporal Budget Constraint (continued)
This indicates that
(B)
C2 = (1+r)S+Y2 where r is the interest rate. Note that here S can also be regarded as borrowing (dis-saving).
I. Introduction
The objective of this lecture
is to dealing with the first critique—the lacking of micro-foundation by introducing
• some models of behavior analysis on the consumption derived from optimization. • The bounded rationality, which may regarded to be a model of output determination in New Keynesian analysis.
IV. Friedman’s Permanent Income Hypothesis
The Basic Hypothesis
The total income of a consumer is composed of two parts:
• the permanent income Yp and • the transitory income Yt
The Implication
Consumption is not only related to the current income, but also to the interest rate and to the future income the consumer expects. There is no sense of saving over the life of the consumer.
II. Irving Fisher’s Inter-temporal Choice of Consumption
Consumer Preference
The consumer’s preference can be represented by a utility function U = U(C1, C2) The property of such utility function could be represented by a map of indifference curves (see the figure in the next page).
Choose C1 and C2 such that
Max U(C1,C2)
subject to C1+C2/(1+r) = Y1 + Y2/(1+r)
II. Irving Fisher’s Inter-temporal Choice of Consumption
Solution to the Decision Problem
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Inter-temporal Budget Constraint
Suppose a consumer’s life can be divided into 2 periods, and therefore we denote Y Y1: income in period 1; Y2: income in period 2; C1: consumption in period 1; C2: consumption in period 2.
The consumer also pursues a relatively smoothed consumption over its life.
IV. Friedman’s Permanent Income Hypothesis
The Decision Property
Since consumer pursues a smoothed consumption sequence over his life, the consumption in each period could be written as C = aYp + bYt where b is much smaller in comparing with a. Why?
The Model (continued)
The Decision Property: Since consumer pursues a smoothed consumption sequence over his life, the consumption in each period could be written as C = (1/T)W+(R/T)Y or C = aW + bY
MRS between C1 and C2 is equal to 1/(1+r) (see the figure in the next page)
II. Irving Fisher’s Inter-temporal Choice of Consumption
Solution to the Decision Problem (continued)
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Inter-temporal Budget Constraint (continued)
II. Irving Fisher’s Inter-temporal Choice of Consumption
III. Modigliani’s Life Cycle Hypothesis
The Implication
Since b = R/T < 1, the model indicates that saving allows the consumer to move income from the periods when income is high to the periods when income is low.
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Inter-temporal Budget Constraint (continued)
Express S in (B) in terms of (A), we obtain C2 = (1+r)(Y1 - C1) + Y2 or C1+C2/(1+r) = Y1 + Y2/(1+r) This budget constraint can be graphed as in the figure of the next page.
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Effect of Income Change (continued)
1 1+r 0 C2
(1+r)Y1+Y2
II. Irving Fisher’s Inter-tempபைடு நூலகம்ral Choice of Consumption
II. Irving Fisher’s Inter-temporal Choice of Consumption
The Effects of Interest Rate Change (continued)
II. Irving Fisher’s Inter-temporal Choice of Consumption
Macroeconomics
Lecture 12
Micro-foundation and the Behavior Analysis on Consumption
I. Introduction
The Critique to Keynesian Economics
The lacking in micro-foundation; Unable to explain growth; Unable to explain and deal with stagflation.
The Inter-temporal Budget Constraint (continued)
Important remark: Here it is assumed that the future income Y2 is known in advance when the consumer make his consumption decision at, say, the beginning of period 1.