Directed Technological Change
代沟英语作文大学
The generation gap is a common phenomenon in society,especially between parents and their children.In university settings,this gap can manifest in various ways and can be influenced by a multitude of factors.Heres a detailed essay on the generation gap in the context of university life:Title:The Generation Gap in University LifeIn the contemporary era,the generation gap has become an increasingly significant issue, particularly in the academic sphere.As young adults transition from high school to university,they encounter a new environment that is both challenging and liberating.This essay will explore the nature of the generation gap in university settings,its causes,and its implications for students and their families.IntroductionThe term generation gap refers to the differences in values,beliefs,and attitudes that exist between different age groups.In the context of university life,this gap is often observed between students and their parents,who may have different expectations and understandings of what university education entails.Causes of the Generation Gap in University1.Technological Advancements:The rapid pace of technological change has created a digital divide between generations.University students,who are digital natives,often have a different relationship with technology compared to their parents,who may be digital immigrants.cational Expectations:Parents who attended university in a different era may have expectations that are not aligned with the current academic environment.They may emphasize traditional career paths,while students might be more interested in exploring new fields or interdisciplinary studies.3.Cultural Shifts:Societal values and norms are constantly evolving.Students exposed toa more diverse and inclusive university culture may develop different perspectives on issues such as gender equality,social justice,and environmental sustainability compared to their parents.4.Economic Factors:The cost of education has risen significantly,leading to concerns about student debt and the return on investment of a university degree.This can create tension between students who wish to pursue their passions and parents who are focusedon financial stability.Impact on University Studentsmunication Challenges:The generation gap can lead to misunderstandings and conflicts between students and their parents.Students may feel misunderstood or unsupported in their academic and career choices.2.Emotional Stress:The pressure to meet parental expectations can cause emotional stress for students,potentially affecting their mental health and academic performance.3.Identity Formation:University is a time when young adults begin to form their own identities,separate from their families.The generation gap can be a catalyst for this process,as students navigate their own values and beliefs.Strategies to Bridge the Gap1.Open Dialogue:Encouraging open and respectful communication between parents and students can help to clarify expectations and foster understanding.2.Shared Experiences:Engaging in activities that bridge the generational divide,such as attending university events or participating in intergenerational discussions,can help to build common ground.cational Support:Universities can play a role in supporting students and their families by providing resources and workshops that address generational differences and promote understanding.4.Cultural Sensitivity:Recognizing and respecting the cultural and generational differences within the university community can create a more inclusive and supportive environment for all students.ConclusionThe generation gap in university life is a complex issue that requires thoughtful consideration and proactive measures to address.By understanding the causes and impacts of this gap,and by implementing strategies to bridge it,universities can support the holistic development of their students and foster a more harmonious academic community.。
现代大学英语精读2第三版unit2读后感
现代大学英语精读2第三版unit2读后感The third unit of the Modern University English Reading 2 textbook, titled "The Age of Information", provides a comprehensive and thought-provoking exploration of the profound impact of the information age on our lives. Through a series of engaging readings and discussions, this unit delves into the multifaceted nature of the information revolution, its far-reaching consequences, and the challenges it presents to individuals and society as a whole.One of the central themes examined in this unit is the exponential growth and accessibility of information. The readings highlight how the digital age has transformed the way we access, process, and disseminate knowledge. The ubiquity of the internet, the proliferation of social media platforms, and the constant flow of data have fundamentally altered the way we engage with information. This rapid expansion of information has both empowered and overwhelmed individuals, as we grapple with the sheer volume of available data and the need to navigate its complexities.The unit also explores the impact of the information age oneducation and learning. In the past, the acquisition of knowledge was largely confined to physical spaces, such as classrooms and libraries. However, the digital revolution has democratized access to information, allowing individuals to engage in self-directed learning and explore a vast array of topics at their fingertips. This has led to the emergence of innovative educational models, such as online courses, distance learning, and personalized learning platforms. While these advancements have the potential to broaden educational opportunities and foster lifelong learning, they also raise questions about the role of traditional educational institutions and the skills required to navigate the digital landscape effectively.Furthermore, the unit delves into the societal implications of the information age. The ease with which information can be shared and disseminated has had a profound impact on social interactions, political discourse, and the way we consume and interpret news. The rise of social media has facilitated the rapid spread of information, both factual and misinformation, blurring the lines between truth and fiction. This phenomenon has led to the proliferation of "fake news" and the erosion of trust in traditional media sources, posing significant challenges to the integrity of public discourse and the ability to make informed decisions.The unit also highlights the ethical and privacy concerns that have emerged in the information age. The collection, storage, and use ofpersonal data by corporations and governments have raised questions about individual privacy and the extent to which our digital footprints can be exploited. The unit encourages students to critically examine the trade-offs between the conveniences and benefits of technology and the potential risks to personal privacy and autonomy.Moreover, the readings in this unit address the impact of the information age on the job market and the skills required to thrive in the modern workforce. The rapid pace of technological change has led to the automation of various tasks and the emergence of new, technology-driven professions. This shift has necessitated the development of a new set of skills, including digital literacy, data analysis, and the ability to adapt to constantly evolving work environments. The unit emphasizes the importance of lifelong learning and the need for individuals to continuously update their knowledge and skills to remain competitive in the job market.Throughout the unit, the readings and discussions encourage students to engage in critical thinking and to consider the multifaceted implications of the information age. By exploring the various facets of this transformative phenomenon, the unit equips students with a nuanced understanding of the challenges and opportunities presented by the digital revolution.In conclusion, the third unit of the Modern University English Reading 2 textbook, "The Age of Information", provides a comprehensive and insightful exploration of the profound impact of the information age on our lives. From the exponential growth of information to the societal and ethical implications, the unit challenges students to grapple with the complexities of the digital landscape and to develop the skills and critical thinking necessary to navigate the ever-evolving information ecosystem. As we continue to witness the rapid pace of technological change, the lessons and insights gained from this unit will undoubtedly prove invaluable in shaping our understanding and response to the information age.。
大学生对数字化学习技术的看法英语作文
大学生对数字化学习技术的看法英语作文全文共3篇示例，供读者参考篇1As a college student, the integration of digital technologies into the learning process has been a transformative experience. In this age of rapid technological advancements, embracing digital learning tools has become an integral part of our educational journey. In this essay, I will share my perspectives on the impact of digital learning technologies on higher education and discuss their advantages, challenges, and the implications for the future of learning.Firstly, let's acknowledge the undeniable convenience that digital learning technologies offer. With the click of a button, we can access a wealth of information, lecture materials, and educational resources from anywhere in the world. Online repositories, e-books, and digital libraries have made the acquisition of knowledge more accessible than ever before. This accessibility has been particularly beneficial during theCOVID-19 pandemic, enabling us to continue our studies remotely without disruption.Moreover, digital learning technologies have fostered interactive and engaging learning experiences. Interactive simulations, virtual reality environments, and gamified learning platforms have transformed the traditional classroom setting into a dynamic and immersive experience. These tools not only cater to diverse learning styles but also enhance our understanding of complex concepts through visualizations and hands-on activities.Collaborative learning has also been facilitated by digital technologies. Online discussion forums, video conferencing tools, and cloud-based document sharing platforms have enabled seamless communication and collaboration among students and instructors. This collaborative approach fosters critical thinking, peer-to-peer learning, and the exchange of diverse perspectives, which are essential for personal and academic growth.However, amidst these advantages, we must also address the potential challenges posed by digital learning technologies. The overreliance on digital tools can lead to issues such as technological distractions, online addiction, and a lack offace-to-face interactions, which are crucial for developing interpersonal skills and fostering a sense of community within the learning environment.Additionally, the digital divide remains a significant concern. Not all students have equal access to reliable internet connections, up-to-date devices, or the necessary digital literacy skills. This inequality can create barriers to effective learning and widen the existing educational gaps, undermining the principles of equity and inclusivity in education.Furthermore, the rapid pace of technological change poses challenges for educators and institutions to keep up with the latest tools and pedagogical approaches. Continuous professional development and resources are necessary to ensure that digital learning technologies are effectively integrated into the curriculum and utilized to their full potential.Looking ahead, the future of learning will undoubtedly be shaped by the ongoing advancements in digital technologies. As students, we must embrace a growth mindset and adapt to these changes. Developing digital literacy skills, cultivating critical thinking abilities, and fostering self-directed learning will be essential for navigating the ever-evolving digital landscape.In conclusion, digital learning technologies have revolutionized the higher education experience, offering unprecedented opportunities for access, engagement, and collaboration. However, it is crucial to strike a balance betweenembracing these technologies and addressing the associated challenges. By recognizing both the advantages and limitations of digital learning tools, we can work towards creating an inclusive and effective educational environment that nurtures personal growth, knowledge acquisition, and prepares us for the demands of the digital age.篇2The Rise of Digital Learning in Higher EducationAs a university student in the 21st century, I've witnessed first-hand the rapid integration of digital technologies into the learning environment. From online lectures and virtual classrooms to interactive simulations and multimedia resources, the traditional chalk-and-talk approach is being steadily replaced by a more immersive and dynamic digital learning experience.This shift towards digitalization has been met with a mix of excitement and apprehension among students. On one hand, we recognize the potential benefits of leveraging cutting-edge technologies to enhance our education. On the other, we grapple with concerns over the erosion of personal interactionsand the potential for digital distractions to hinder our focus and engagement.In this essay, I aim to explore the perspectives of university students like myself on the increasing prominence of digital learning technologies, examining both the advantages and challenges we face in adapting to this new educational landscape.The Advantages of Digital LearningOne of the most significant advantages of digital learning technologies is the increased accessibility and flexibility they offer. With online courses and recorded lectures, we can access educational materials anytime, anywhere, allowing us to better balance our studies with other commitments such as work or family responsibilities. This flexibility is particularly valuable for non-traditional students or those with disabilities, who may face challenges attending in-person classes.Moreover, digital learning platforms often incorporate interactive features that can enhance our understanding and retention of complex concepts. For instance, virtual simulations and 3D models enable us to visualize and manipulate objects or processes that would be difficult or impossible to recreate in a traditional classroom setting. This hands-on approach caters todiverse learning styles and can make abstract ideas more tangible and relatable.Another notable advantage is the wealth of multimedia resources available at our fingertips. From online libraries and academic databases to educational videos and podcasts, we have access to a vast repository of knowledge that can supplement and enrich our learning experience. This abundance of information empowers us to explore topics in greater depth and cultivate a love for lifelong learning.Furthermore, digital learning technologies facilitate collaboration and peer-to-peer learning. Online discussion forums and collaborative workspaces allow us to connect with classmates, share ideas, and engage in constructive dialogue, fostering a sense of community even in virtual environments.The Challenges and ConcernsWhile the benefits of digital learning are undeniable, we also face significant challenges and concerns. One of the most pressing issues is the potential for digital distractions and fragmented attention spans. With the constant lure of social media, instant messaging, and countless online diversions, it can be challenging to maintain focus and engage deeply with the course material. The temptation to multitask or succumb todigital distractions can impede our ability to absorb and retain information effectively.Another concern is the risk of over-reliance on technology and the potential erosion of essential skills such as critical thinking, problem-solving, and interpersonal communication. While digital tools can be invaluable aids, we must ensure that they complement rather than replace the development of these fundamental skills, which are crucial for our personal and professional growth.Additionally, the rapid pace of technological change can be both a blessing and a curse. While we benefit from access to cutting-edge resources, the constant need to adapt to new platforms, software, and digital tools can be overwhelming and time-consuming. This can lead to frustration and resistance, especially among those who may be less technologically savvy or lack access to adequate training and support.Equity and accessibility are also significant concerns within the digital learning landscape. Not all students have equal access to reliable internet connections, up-to-date devices, or the necessary digital literacy skills. This digital divide can exacerbate existing socioeconomic disparities and create barriers to equal educational opportunities.Finding the Right BalanceAs university students navigating the digital learning era, we must strive to strike a delicate balance between embracing the advantages of technology and mitigating its potential drawbacks. We need to develop strategies to minimize digital distractions, such as setting dedicated study times, using website blockers, or implementing self-imposed device-free periods.Moreover, we must actively cultivate essential skills like critical thinking, problem-solving, and interpersonal communication alongside our digital competencies. Engaging in class discussions, participating in group projects, and seeking opportunities for hands-on, experiential learning can help us develop these vital skills.It is also crucial that educational institutions prioritize digital literacy and provide adequate training and support to ensure that all students have the necessary skills and resources to navigate the digital learning environment effectively. This could include workshops, tutorials, and accessible support services to address any technological barriers or knowledge gaps.Ultimately, the responsibility lies with both students and educational institutions to embrace the potential of digital learning technologies while remaining cognizant of theirlimitations and potential pitfalls. By adopting a balanced and thoughtful approach, we can harness the power of these technologies to enhance our learning experiences while preserving the fundamental values and skills that have been the bedrock of higher education for centuries.篇3The Impact of Digital Learning Technologies: A Student's PerspectiveAs a college student in the 21st century, I have witnessed firsthand the profound impact that digital learning technologies have had on the educational landscape. The integration of these technological advancements into our academic lives has brought about a significant paradigm shift, reshaping the way we acquire knowledge, interact with course materials, and engage with our peers and instructors.When I reflect on my educational journey thus far, I am struck by the stark contrast between the traditional methods of learning that were prevalent in my early years and the digital revolution that has unfolded before my eyes. Theonce-ubiquitous chalkboards and overhead projectors have given way to interactive smartboards and multimediapresentations, allowing for a more dynamic and engaging learning experience.One of the most transformative aspects of digital learning technologies is the accessibility they provide to a wealth of information. With just a few clicks or taps, I can access a vast array of scholarly articles, e-books, and online resources that would have been unimaginable a few decades ago. This democratization of knowledge has empowered me to delve deeper into subjects that pique my curiosity, fostering a more self-directed and independent learning approach.Moreover, digital learning platforms have revolutionized the way we collaborate and communicate with our peers and instructors. Online discussion forums and virtual study groups have facilitated the exchange of ideas and perspectives, transcending the physical boundaries of the traditional classroom. This interconnectivity has not only broadened my intellectual horizons but has also fostered a sense of community among students, allowing us to support and learn from one another, regardless of geographical location.Another aspect that I find particularly compelling is the personalized learning experience that digital technologies offer. Adaptive learning software tailors the content and pace ofinstruction to individual needs and learning styles, ensuring that no student is left behind or held back by a one-size-fits-all approach. This level of customization has been instrumental in enhancing my comprehension and retention of complex concepts, ultimately contributing to my academic success.Furthermore, the integration of multimedia elements into digital learning resources has catered to diverse learning preferences. As a visual learner, I have benefited greatly from the use of interactive simulations, educational videos, and virtual reality experiences, which have brought abstract concepts to life in a way that traditional textbooks simply cannot match.However, it would be remiss of me not to acknowledge the potential drawbacks and challenges associated with digital learning technologies. The abundance of online resources can sometimes lead to information overload, making it difficult to discern credible and reliable sources from those of questionable quality. Additionally, the constant connectivity and seamless access to information can be a double-edged sword, as it may foster a tendency towards multitasking and divided attention, potentially hampering our ability to focus and retain information effectively.Moreover, the reliance on digital technologies has raised concerns about the potential erosion of essential interpersonal skills and face-to-face interactions. While virtual collaboration has its merits, there is no substitute for the nuanced communication and social cues that can only be conveyed through in-person interactions. It is crucial that we strike a balance between leveraging the benefits of digital technologies and preserving the human elements that are vital to our holistic development.Despite these challenges, I remain optimistic about the future of digital learning technologies and their potential to revolutionize education. As these technologies continue to evolve, I believe we will witness even more innovative and transformative solutions that will further enhance the learning experience for students like myself.One area that holds immense promise is the integration of artificial intelligence (AI) and machine learning into digital learning platforms. AI-powered adaptive learning systems could provide even more personalized and tailored instructional approaches, adjusting in real-time to individual learning needs and providing targeted feedback and support. Additionally,AI-assisted grading and assessment could alleviate the workloadon instructors, allowing them to focus more on providing meaningful guidance and fostering critical thinking skills.Another exciting development is the potential of augmented reality (AR) and virtual reality (VR) technologies to transport us to immersive, interactive learning environments. From virtual field trips to simulated laboratory experiments, these technologies could offer hands-on experiences that were previously limited by physical constraints, unlocking new realms of experiential learning.Ultimately, as both a beneficiary and a witness to the transformative power of digital learning technologies, I am filled with a sense of gratitude and anticipation. These technologies have not only enriched my educational journey but have also equipped me with the skills and mindset necessary to thrive in an increasingly digital world.As I look towards the future, I am confident that the continued integration of digital learning technologies will shape a more dynamic, personalized, and inclusive educational landscape. However, it is essential that we approach this technological revolution with a critical eye, embracing its advantages while remaining cognizant of its potential pitfalls. By striking the right balance, we can harness the power of thesetechnologies to unlock new frontiers of knowledge and foster a generation of lifelong learners prepared to navigate the complexities of the 21st century and beyond.。
Journal of Information Systems Education Volume 11(3-4) MOO An Active-Learning Environment
Journal of Information Systems Education Volume 11(3-4)MOO: An Active-Learning Environment For Teaching Object-Oriented Concepts In Business Information Systems CurriculaJohn Towellt Department of Computer Science, Carroll College Waukesha, WI 53186, U.S.AAbstractObject-oriented concepts may become increasingly necessary for understanding and using business information systems. Business students are often exposed to object- oriented concepts in non-programming courses. We have used a text-based virtual reality, called a MOO, to provide students with an opportunity to learn object-oriented concepts by actively creating and using objects -but without writing code. After one lecture and two fifty minute labs, 75% of 172 business students successfully solved a goal-oriented exercise which required the use of object-oriented concepts. The MOO environment allowed the student to experience as well as learn object-orientated concepts without the use of a rigorous programming language.Keywords: Object-oriented, business students, virtual reality, MOO, teaching, presence, constructionistINTRODUCTIONEducating business students during these times of tumultuous technological change often appears an uncertain task. There is no doubt that the complexities of business information systems will continue to increase and there are those who believe this complexity will require the use of thinking styles based on object-orientation (Fingar, 1996). Teaching fundamental object-oriented (00) concepts is often conducted in non-programming courses in the business college curriculum. Hence, in the absence of an active- learning experience, such as programming, the students' understanding remains descriptive. We were interested in the use of text-based virtual reality to create an active-Iearning 00 experience without the rigors of programming. This manuscript describes a type of text-based virtual reality called a Moo, and how it was used as a tool for teaching 00 concepts in an introductory business information systems course. The results reported here demonstrate that 00jtowell@concepts can be learned by business students after one traditional lecture and two laboratory exercises in the MOO.2. METHODSNETWORKED VIRTUAL ENVIRONMENTS -MOOThe text-based virtual reality used in the studies reported here is of the MOO (Multi-user dimension Object Oriented) type. This system, developed primarily at Xerox P ARC(Palo Alto Research Center) by Pavel Curtis (Curtis, 1992), is composed of a server and a database which are available(ftp:///pub/MOO/) at no cost. Theserver can provide simultaneous connections for hundreds of Internet users via the telnet protocol (or other more specialized clients). It acts as a parser for interpreting commands given by connected users, and it serves as a database management system. The database contains information about objects that constitute the environment inJournal ofInfonnation Systems Educatio] Volume 11(3-4)which the user operates. This information includes the structure of the environment, or topography which typically consists of rooms connected by entrances/exits that can be navigated with the use of simple commands. The topography of the environment used here, called OMIS MOO (Figure I ), was recorded on a map which could be easily seen by the user. The database also contains information about objects contained within the topography and finally, it contains information about the object to which the user is connected. This object can be thought of as an avatar or virtual representation of the user and will be referred to in this manuscript as simply the virtual student. Virtual students can easily communicate by textual exchange with any other virtual students (and the instructor) who occupy the same room. More sophisticated techniques are available for communicating with those who are in other rooms or even in other networked MOOs. The MOO environment is extensible and students need not know how to program to build and characterize their own rooms, exits/entrances and objects. We have hypothesized that this combination of "being in" an architecture of connected rooms (in a virtual sense), building and interacting with objects, and communicating with others, creates an environment which is aptly suited for active-Ieaming or constructionist experiences (Papert, 1991 ), particularly with regard to object-oriented concepts. Others have also recognized the potential of this environment for teaching (Haynes, 1998).ccO"IS "OO~~ OOMDr. B. TOWELL c OMIS Wlt-iGI. TOWELLWEST WltiG STUDEtiT OffiCESLlBRAR...ROOMFigureOMI535152Topography ofOMIS MOOSAMPLE POPULA TIONThe subjects in the current studies were composed of students in two sections of "Introduction to Business Inrormation Systems" taught in the College of Business at Northern Illinois University (NIU) spring 1999. The total number of students was 172. Marketing and management majors composed roughly half of the classes, operations management and information systems (OMIS) majors constituting approximately 25%, and the remaining 25% was composed of various majors including finance and accounting.PREPARATIONThree exercises were conducted before the students were presented with an 00 goal-oriented task. The first exercise was a traditional lecture on object-oriented concepts which included fundamentals such as objects, methods, attributes, inheritance, encapsulation and polymorphism. This was followed by a demonstration where the students observed inthe classroom the instructor logging into the text-based virtual reality, OMIS MOO, navigating the topography (Figure I ),looking at the map, communicating with another virtual student, and creating and manipulating objects. The second exercise involved the students logging into the MOO and was focused on proper use of the telnet client available in the NIU computer labs, connecting to the MOO, navigation, and practicing communication commands. Most of the 60 minute period was spent with the instructor interacting with students in the laboratory having difficulties using the telnet client and logging into the MOO. In between interactions with the students in the laboratory, the instructor gave directions to the virtual students in OMIS MOO for various communication commands and requested that the virtual students practice them. The third exercise required the students to be in the OMIS MOO Lecture Room (Figure I) and the instructor presented a series of slides which directed the following manipulations: (I) creation of an object called a note; (2) examination of the note's methods; and (3) using the appropriate method for writing on the note, i.e., setting an attribute. After this laboratory, students were able to connect to OMIS MOO at any time to practice and access the slides shown during the exercise. These slides were kept in the OMIS MOO Library (Figure I).GOAL-ORIENTED EXERCISEStudents were required to connect during class time to OMIS MOO and conduct the assignment that was posted on an object in the 'ISL LAB' (Figure 1 ). This required examining the object to understand its methods and then, apply them to gain understanding of the assignment itself. Theassignment told the students to go to a designated room in the MOO and write their names on a blackboard found there. Then they were to go to another room and drop the note object they had created during the previous assignment into a box that was there. The instructions for Section 3 were the same as Section 2 except that different locations were used for the object on which they were to write their names, and the box into which they were to deposit their objects. The blackboard on which they wrote their names time- stamped the event when the appropriate command was given. The instructor was connected during the class period but only gave two types of information. First, the students were regularly informed by announcements where the assignment was located. Second, if a student sought out the instructor, the instructor would only tell the student that to leam how an object works, you must 'examine' it. A MOO object reveals its methods when the 'examine' command is given.3. RESULTSOf the two sections of85 and 87 students, 80% and 83% logged into OMIS MOO during their allotted 60 minute time period. The first part of the assignment, that which was required for receiving attendance credit, was accomplished by 85.3% of the Section 2 people and 87.5% of the Section 3 people who logged in. This task required the student to: (I) manipulate the object on which the assignment was located;Journal of Information Systems Education Volume 11(3-4)(2) go to the appropriate room; (3) determine how to write their name on the blackboard (ascertain the object's methods); and (4) execute the appropriate method (employ method to set the object's attributes). The mean times for task accomplishment for the Section 2 group and Section 3 group were 30.7 minutes and 28.3 minutes, respectively (Figure 2).'-' -- 00 u.S O (I: LJJ s m ~ ~42 O15 20 25 30 35 40 45 MINUTESFigure 2: Number of students versus time taken to accomplish object-oriented goal.The second part of the assignment was to navigate OMIS MOO to a designated room and put a note into a box that was inside the room. The notes found in the designated boxes indicated a 75% success rate for both sections.4. DISCUSSIONAlthough it is known that people are less inhibited in computer-mediated communication (Sproull, 1991) , it was nevertheless, a great surprise to observe a generally quiescent class erupt into nearly ceaseless talking when in the MOO environment. This was true for both sections and warrants the use of a moderated room which governs the number of people who may speak concurrently (Towell, 1995). It has been shown that under conditions similar to those reported here, nearly 70% of the people in a MOO report feeling some degree of "being there" or presence (Towell, 1997). At this time it has not been demonstrated to what degree various environmental factors play towards the generation of presence in text-based virtual reality. One such factor may be the imposition of the spatial metaphor (Evard, 1993) which results from seeing the map, navigating the topography and interacting with objects in the environment, including other people. Whatever these factors may be, further studies are planned to assess relationships that may exist between virtual presence and learning efficacy.The exercises discussed here were followed by increasingly difficult assignments in the MOO throughout the semester. At the end of the course the students were asked to rate on a scale of 1-5 the degree to which they agreed with the following statement; "The OMIS MOO environment did *not* help me gain any sense of what object orientation means." Nearly 75% of the students answered with a 4 or 5 which indicated that they believed the MOO had helped them gain a sense of what object orientation meant. In a similar manner the students were asked to rate the degree with whichthey agreed with the following statement; "I would rather attend a lecture than participate in a MOO laboratory." 65% answered with a 4-5. Only 16% answered with a 1-2 (preferred lecture) while the rest answered with a 3 (19%) and hence had no preference. This indicated most students preferred the MOO to a traditional lecture.s. RECOMMENDATIONSTo help meet the challenge of contemporary technological change, we recommend: (I) that business students be taught the fundamental principles of object-oriented systems; (2) that business students learn and experience object orientation without having to learn a formal programming language; and (2) that these students should be allowed to experience object orientation by active participation in an immersive object-oriented environment.6. CONCLUSIONA text-based virtual reality of the MOO type was used to study the feasibility of teaching object-oriented principles in a non-programming manner to junior- and senior-level students in the College of Business at Northern Illinois University. The student reaction to the MOO was one of surprising exuberance. After three preparatory exercises, nearly 90% of 172 students were successful in a goal-oriented exercise that required knowledge of the following principles of object-orientation: objects, methods, attributes, inheritance and encapsulation. Studies are currently underway to further assess the feasibility of using the MOO environment as a pedagogical tool in more sophisticated object-oriented tasks such as those involving polymorphism. It is concluded that the MOO-type text-based virtual reality can be used to teach object-oriented concepts in an active-Iearning environment and that the students found the MOO experience worthwhile and preferred it to a traditional lecture mode.7. REFERENCESFingar, P., 1996, The Blueprint for Business Objects. New York, NY: SIGS Books and Multimedia.Curtis, P., 1992, "Mudding: Social phenomena in text- based virtual realities." Proceedings of the 1992 Conference on Directions and Implications of Advanced Computing, Berkeley, CA.Papert, S., 1991, "Situating Constructionism," Constructionism, eds. Idit Harel, and Seymour Papert Norwood, NJ: Ablex Publishing.Haynes, C., and Jan-Rune Holmevik, 1998, High wired: On the design, use, and theory of educational MOOs, Ann Arbor, MI ,University of Michigan Press.Sproull, L., and Sara Kiesler, 1991, Connections: New ways of working in the networked organization, Cambridge, MA, MIT Press.149Journal of Infonnation Systems Education Volume 11(3-4)Towell, J., and Elizabeth Towell, 1995 "Internet conferencing with networked virtual environments." Internet Research 5(3), pp. 15-22.Towell, J., and Elizabeth Towell, 1997 "Presence in text- based networked virtual environments or "MUDS,"" Presence, 6(5) pp. 590-595.Evard, R., 1993, "Collaborative networked communication MUDS as systems tools." Proceedings of the Seventh Systems Administration Conference (LISA VII), November, pp. 1-8, Monterey, CA. AUTHOR BIOGRAPHYDr. John Towell is an assistant professor of computerscience at Carroll College. Dr. Towell received his BA from the University of Colorado and his Ph.D. from Colorado State University. His research interests are in the effects of virtual presence on learoing, communication, and knowledge creation.150。
越来越多的学生注重培养数字技巧英文作文
越来越多的学生注重培养数字技巧英文作文In the rapidly evolving digital landscape, the importance of developing digital skills has become increasingly apparent among students. As technology continues to permeate every aspect of our lives, the ability to navigate and leverage digital tools has become a crucial asset for success in both academic and professional realms. This essay will explore the reasons why more and more students are prioritizing the cultivation of digital skills and the potential benefits it can bring.Firstly, the ubiquity of digital technology in the modern world has made it imperative for students to acquire proficiency in various digital tools and platforms. From conducting research and writing assignments to collaborating with peers and presenting ideas, the integration of digital technologies has become an integral part of the academic experience. Students who possess strong digital skills are able to streamline their learning processes, access a wealth of information, and effectively communicate their knowledge and insights. This not only enhances their academic performance but also prepares them for the demands of the 21st-century workforce.Moreover, the rapid pace of technological advancement has led to the emergence of new job opportunities and career paths that require specialized digital skills. Many industries, from finance and healthcare to marketing and media, have undergone significant digital transformations, creating a growing demand for individuals who can navigate and leverage these technologies. By developing digital skills, students can position themselves as valuable assets in the job market, increasing their employability and opening up a wider range of career options.Furthermore, the acquisition of digital skills can empower students to become more self-directed and independent learners. The abundance of online resources, such as educational platforms, virtual learning environments, and digital libraries, allows students to take charge of their own learning journey. They can access a wealth of information, engage in interactive learning activities, and collaborate with peers from around the world, all while honing their digital competencies. This level of autonomy and flexibility can foster a deeper understanding of the subject matter and a stronger sense of ownership over their educational experience.In addition to the academic and professional benefits, the development of digital skills can also contribute to the personal growth and well-being of students. In an increasingly interconnectedworld, the ability to effectively navigate and utilize digital tools can enhance students' social and communication skills. They can engage in online discussions, build virtual communities, and expand their global networks, fostering a sense of digital citizenship and cultural awareness. Furthermore, the integration of digital technologies in various aspects of life, such as personal finance, health management, and leisure activities, can empower students to make informed decisions and lead more enriched and efficient lives.However, it is important to acknowledge the potential challenges and risks associated with the increased emphasis on digital skills. As students become more reliant on technology, there is a risk of over-dependence and a potential disconnect from face-to-face interactions and traditional learning methods. Additionally, the rapid pace of technological change can lead to the obsolescence of certain digital skills, requiring students to continuously adapt and upskill to remain competitive.To address these challenges, educational institutions and policymakers must work collaboratively to develop comprehensive strategies that balance the cultivation of digital skills with the preservation of essential human skills, such as critical thinking, problem-solving, and emotional intelligence. This may involve the integration of digital literacy programs, the promotion of interdisciplinary learning, and the fostering of a healthy balancebetween digital and non-digital activities.In conclusion, the growing emphasis on developing digital skills among students is a testament to the transformative power of technology in the modern world. By embracing this trend, students can enhance their academic performance, expand their career prospects, and cultivate a more well-rounded and adaptable skillset. However, it is crucial to approach this shift with a balanced and holistic perspective, ensuring that the development of digital skills is complemented by the nurturing of essential human skills. By striking this balance, students can become empowered, adaptable, and well-equipped to navigate the challenges and opportunities of the digital age.。
考研热潮 英语作文
The fervor for postgraduate entrance examinations,commonly referred to as the kaoyan in China,has been a significant trend in recent years.This phenomenon has various underlying reasons and implications for the society and the individuals involved. Here are some points to consider when discussing the kaoyan fever in an English essay:1.Economic Growth and Job Market:With the rapid economic development in China, there is an increasing demand for highly educated professionals in various sectors.The job market has become more competitive,and a masters degree is often seen as a way to stand out among job applicants.cational Aspirations:Many students view higher education as a pathway to personal and professional growth.The pursuit of a masters degree is not just about career advancement but also about the desire to deepen ones knowledge and expertise in a particular field.3.Social Expectations:In some cases,the pressure to pursue postgraduate studies comes from societal expectations and family pressure.There is a cultural emphasis on academic achievement,and obtaining a higher degree is often seen as a mark of success.ernment Policies:The Chinese government has been encouraging higher education through various policies and incentives.This has led to an expansion of postgraduate programs and an increase in the number of students enrolling in these courses.5.Technological Advancements:The rapid pace of technological change has made it necessary for individuals to continually update their skills and knowledge.A postgraduate degree can provide the necessary training and exposure to cuttingedge research and technologies.6.Internationalization:As China becomes more integrated into the global economy,there is a growing need for individuals who can operate in an international context.A postgraduate degree,especially one obtained from a foreign institution,can enhance a students global competitiveness.7.Challenges and Considerations:While the kaoyan fever has its benefits,it also presents challenges.The intense competition for admission can lead to stress and anxiety among students.Additionally,there is a debate about whether the focus on higher education is leading to an oversupply of graduates in certain fields.8.The Role of Universities:Universities play a crucial role in this trend.They need to ensure that their postgraduate programs are of high quality and aligned with the needs ofthe job market.They also need to provide support and resources to help students succeed in their studies.9.Personal Development:For many students,the pursuit of a postgraduate degree is about more than just career advancement.It is also a time for personal development, where they can explore new interests,develop critical thinking skills,and build a network of peers and mentors.10.Future Outlook:Looking ahead,the kaoyan fever is likely to continue as long as there are perceived benefits to obtaining a higher degree.However,there may also be a shift towards more flexible and diverse educational pathways,including online learning and professional certifications.In conclusion,the kaoyan fever reflects the complex interplay of economic,social,and educational factors in contemporary China.It is a multifaceted issue that requires a nuanced understanding of the motivations behind it and the potential consequences for individuals and society as a whole.。
2023海南省高考作文
In the2023Hainan Province College Entrance Examination,the essay topic was designed to provoke thought and reflection among the students.The prompt typically encourages students to express their views on a specific issue,event,or concept,often relating to current affairs,societal values,or personal growth.The essay might have asked students to consider the following themes:1.Technological Advancements:Students could be asked to discuss the impact of technology on society,the benefits and drawbacks of rapid technological changes,and how they envision the future with advanced technology.2.Environmental Conservation:Given Hainans rich natural resources and commitment to sustainable development,the essay could focus on the importance of environmental protection,the role of individuals in preserving the environment,and possible solutions to environmental challenges.3.Cultural Heritage:The topic might explore the significance of cultural heritage in shaping a nations identity,the role of cultural diversity in fostering global understanding, and the measures needed to preserve and promote cultural heritage.4.Youth Responsibility:High school graduates are often at a crossroads in their lives, and the essay could prompt them to reflect on their responsibilities as young adults,their contributions to society,and the legacy they wish to leave.cational Reform:The essay might also touch upon the evolving landscape of education,the need for reform to meet the demands of the21st century,and the importance of lifelong learning.6.Globalization:Students could be asked to analyze the effects of globalization on economies,cultures,and societies,and how countries like China,and specifically Hainan, can navigate the complexities of an interconnected world.7.Innovation and Creativity:The essay might encourage students to think about the role of innovation in driving progress,the importance of fostering creativity,and how they can contribute to a culture of innovation.8.Social Issues:Topics such as poverty,inequality,or public health could be addressed, prompting students to consider the social issues that affect their communities and propose ways to address them.9.Personal Growth and Development:The essay could be a personal reflection on the journey of selfimprovement,the challenges faced during high school,and the lessons learned that will guide them in their future endeavors.10.Ethics and Morality:Students might be asked to discuss ethical dilemmas,the importance of moral values in decisionmaking,and how they plan to uphold ethical standards in their lives.The essay would require students to not only demonstrate their understanding of the topic but also their ability to construct a coherent argument,use evidence effectively,and express their thoughts in a clear and persuasive manner.。
英语四六级写作中出现频率最高的Verb, Adj, and Noun替换词
英语四六级写作中出现频率最高的Verb, Adj, and Noun替换词(一)Verb替换：1. Break 破坏：Impair：impair ability; 主要是破坏能力，莫乱用。
Undermine这个词也是指的是抽象意义上的破坏，有逐渐削弱之意，重点是循序渐进的过程。
Undermine one’s ability/confidence/authority/position/credibility Jeopardize: 不能乱用，破坏的东西要上一定的等级才能配上此词。
比如Jeopardize the process of peace.破坏和平进程Devastate特指毁灭、蹂躏the earthquake devastated the whole city.2.change 改变：Transform:多指改头换面，完全改变，不能用于形容slight change。
说到人口变化：the increasing population has transformed the landscape and structure of local industry structure.人口剧增改变了小镇的景色以及当地的工业结构3.Emphasize\stress强调：Highlight：the report highlight the decline in the numbers of native(可以换作local) plants and insects. highlight/emphase the significance/magnitude of… 强调…的重要性Accentuate: the crisis accentuates the gap between rich and poor.Address: address the ponderance of manipulating the inosculation between… and… in the right perspective 强调正确处理…关系的重要性(highlight and emphasize 的区别：highlight是告诉人们重点，因而能够让别人注意，类似于老师勾重点；而emphasize则是使重点清晰，不管别人是否能注意得到。
技术在教育中的作用之我见英语作文
技术在教育中的作用之我见英语作文Technology has become an integral part of our lives, permeating every aspect of our daily routines. In the realm of education, the impact of technology has been particularly profound, reshaping the way we learn, teach, and interact with information. As an ardent proponent of the role of technology in education, I firmly believe that it has the power to transform and enhance the learning experience in unprecedented ways.One of the primary advantages of incorporating technology into the educational landscape is the vast array of resources and tools it provides. The internet has opened up a world of knowledge at our fingertips, allowing students to access a wealth of information on any topic they wish to explore. From online libraries and digital archives to interactive educational platforms and educational videos, the opportunities for self-directed learning and exploration have never been greater. This not only empowers students to take a more active role in their own education but also enables them to delve deeper into subjects that pique their interest, fostering a genuine love for learning.Moreover, technology has revolutionized the way educators candeliver content and engage their students. The integration of multimedia elements, such as videos, animations, and simulations, can bring abstract concepts to life, making them more accessible and engaging for students. This visual and interactive approach to learning can significantly enhance comprehension and retention, as students are able to better visualize and apply the material they are studying. Furthermore, the use of educational software and applications can provide personalized learning experiences, tailoring the content and pace to the individual needs and learning styles of each student. This level of customization and personalization can be particularly beneficial for students who may struggle with traditional classroom settings, allowing them to progress at their own pace and receive the support they require.Another crucial aspect of technology in education is its ability to facilitate collaboration and communication. Online platforms and collaborative tools enable students to work together on projects, share ideas, and engage in meaningful discussions, even across geographical boundaries. This collaborative approach fosters the development of essential 21st-century skills, such as teamwork, critical thinking, and effective communication. By encouraging students to work together, technology can help cultivate a sense of community and promote the exchange of diverse perspectives, ultimately leading to a richer and more enriching learning experience.Furthermore, technology has revolutionized the way assessments and feedback are conducted. Digital tools and platforms allow for the creation of dynamic and interactive assessments, moving beyond the traditional paper-and-pencil tests. These assessments can provide immediate feedback, allowing students to identify their strengths and weaknesses and receive targeted support. Additionally, the use of data analytics and learning management systems can help educators track student progress, identify areas for improvement, and tailor their teaching strategies accordingly. This data-driven approach to education can lead to more effective and personalized instruction, ultimately enhancing student outcomes.However, it is important to acknowledge that the integration of technology in education is not without its challenges. Ensuring equitable access to technology and addressing the digital divide is a pressing concern, as not all students may have the same level of access to technological resources. Furthermore, the rapid pace of technological change can be daunting, and educators must continuously adapt and upskill to effectively incorporate new technologies into their teaching practices. Additionally, concerns about the potential negative impacts of technology, such as increased screen time, digital distractions, and cybersecurity risks, must be addressed through thoughtful implementation and appropriate safeguards.Despite these challenges, I firmly believe that the benefits of technology in education far outweigh the drawbacks. By embracing technology and leveraging its capabilities, we can create a more engaging, personalized, and collaborative learning environment that prepares students for the demands of the 21st century. As we continue to navigate the ever-evolving landscape of education, it is essential that we remain open-minded, adaptable, and committed to harnessing the power of technology to enhance the learning experiences of students worldwide.。
Directed technical change
Directed Technical ChangeDaron AcemogluThe Review of Economic Studies,Vol.69,No.4.(Oct.,2002),pp.781-809.Stable URL:/sici?sici=0034-6527%28200210%2969%3A4%3C781%3ADTC%3E2.0.CO%3B2-ZThe Review of Economic Studies is currently published by The Review of Economic Studies Ltd..Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use,available at/about/terms.html.JSTOR's Terms and Conditions of Use provides,in part,that unless you have obtained prior permission,you may not download an entire issue of a journal or multiple copies of articles,and you may use content in the JSTOR archive only for your personal,non-commercial use.Please contact the publisher regarding any further use of this work.Publisher contact information may be obtained at/journals/resl.html.Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission.JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals.For more information regarding JSTOR,please contact support@.Tue Mar618:19:162007You have printed the following article:Directed Technical ChangeDaron AcemogluThe Review of Economic Studies ,Vol.69,No.4.(Oct.,2002),pp.781-809.Stable URL:/sici?sici=0034-6527%28200210%2969%3A4%3C781%3ADTC%3E2.0.CO%3B2-ZThis article references the following linked citations.If you are trying to access articles from anoff-campus location,you may be required to first logon via your library web site to access JSTOR.Please visit your library's website or contact a librarian to learn about options for remote access to JSTOR.[Footnotes]2Endogenous Technological ChangePaul M.RomerThe Journal of Political Economy ,Vol.98,No.5,Part 2:The Problem of Development:AConference of the Institute for the Study of Free Enterprise Systems.(Oct.,1990),pp.S71-S102.Stable URL:/sici?sici=0022-3808%28199010%2998%3A5%3CS71%3AETC%3E2.0.CO%3B2-83Ability-Biased Technological Transition,Wage Inequality,and Economic GrowthOded Galor;Omer MoavThe Quarterly Journal of Economics ,Vol.115,No.2.(May,2000),pp.469-497.Stable URL:/sici?sici=0033-5533%28200005%29115%3A2%3C469%3AATTWIA%3E2.0.CO%3B2-Y10Two Propositions in the Theory of Induced InnovationsWilliam FellnerThe Economic Journal ,Vol.71,No.282.(Jun.,1961),pp.305-308.Stable URL:/sici?sici=0013-0133%28196106%2971%3A282%3C305%3ATPITTO%3E2.0.CO%3B2-R14Productivity DifferencesDaron Acemoglu;Fabrizio ZilibottiThe Quarterly Journal of Economics ,Vol.116,No.2.(May,2001),pp.563-606.Stable URL:/sici?sici=0033-5533%28200105%29116%3A2%3C563%3APD%3E2.0.CO%3B2-LLINKED CITATIONS -Page 1of 8-16Tax Policy and Human-Capital FormationJames J.Heckman;Lance Lochner;Christopher TaberThe American Economic Review ,Vol.88,No.2,Papers and Proceedings of the Hundred and Tenth Annual Meeting of the American Economic Association.(May,1998),pp.293-297.Stable URL:/sici?sici=0002-8282%28199805%2988%3A2%3C293%3ATPAHF%3E2.0.CO%3B2-A 17Technical Change,Inequality,and the Labor MarketDaron AcemogluJournal of Economic Literature ,Vol.40,No.1.(Mar.,2002),pp.7-72.Stable URL:/sici?sici=0022-0515%28200203%2940%3A1%3C7%3ATCIATL%3E2.0.CO%3B2-P 18Computing Inequality:Have Computers Changed the Labor Market?David H.Autor;Lawrence F.Katz;Alan B.KruegerThe Quarterly Journal of Economics ,Vol.113,No.4.(Nov.,1998),pp.1169-1213.Stable URL:/sici?sici=0033-5533%28199811%29113%3A4%3C1169%3ACIHCCT%3E2.0.CO%3B2-C18Ability-Biased Technological Transition,Wage Inequality,and Economic Growth Oded Galor;Omer MoavThe Quarterly Journal of Economics ,Vol.115,No.2.(May,2000),pp.469-497.Stable URL:/sici?sici=0033-5533%28200005%29115%3A2%3C469%3AATTWIA%3E2.0.CO%3B2-Y18Capital-Skill Complementarity and Inequality:A Macroeconomic AnalysisPer Krusell;Lee E.Ohanian;José-Víctor Ríos-Rull;Giovanni L.ViolanteEconometrica ,Vol.68,No.5.(Sep.,2000),pp.1029-1053.Stable URL:/sici?sici=0012-9682%28200009%2968%3A5%3C1029%3ACCAIAM%3E2.0.CO%3B2-B19The Origins of Technology-Skill ComplementarityClaudia Goldin;Lawrence F.KatzThe Quarterly Journal of Economics ,Vol.113,No.3.(Aug.,1998),pp.693-732.Stable URL:/sici?sici=0033-5533%28199808%29113%3A3%3C693%3ATOOTC%3E2.0.CO%3B2-WLINKED CITATIONS -Page 2of 8-22Why Do New Technologies Complement Skills?Directed Technical Change and Wage InequalityDaron AcemogluThe Quarterly Journal of Economics ,Vol.113,No.4.(Nov.,1998),pp.1055-1089.Stable URL:/sici?sici=0033-5533%28199811%29113%3A4%3C1055%3AWDNTCS%3E2.0.CO%3B2-Z25Tax Policy and Investment Behavior:CommentRobert M.CoenThe American Economic Review ,Vol.59,No.3.(Jun.,1969),pp.370-379.Stable URL:/sici?sici=0002-8282%28196906%2959%3A3%3C370%3ATPAIBC%3E2.0.CO%3B2-X25Investment Behavior and Neo-Classical TheoryRobert Eisner;M.I.NadiriThe Review of Economics and Statistics ,Vol.50,No.3.(Aug.,1968),pp.369-382.Stable URL:/sici?sici=0034-6535%28196808%2950%3A3%3C369%3AIBANT%3E2.0.CO%3B2-%2325Reconciling Alternative Estimates of the Elasticity of SubstitutionErnst R.BerndtThe Review of Economics and Statistics ,Vol.58,No.1.(Feb.,1976),pp.59-68.Stable URL:/sici?sici=0034-6535%28197602%2958%3A1%3C59%3ARAEOTE%3E2.0.CO%3B2-Y ReferencesWhy Do New Technologies Complement Skills?Directed Technical Change and Wage InequalityDaron AcemogluThe Quarterly Journal of Economics ,Vol.113,No.4.(Nov.,1998),pp.1055-1089.Stable URL:/sici?sici=0033-5533%28199811%29113%3A4%3C1055%3AWDNTCS%3E2.0.CO%3B2-ZLINKED CITATIONS -Page 3of 8-Technical Change,Inequality,and the Labor MarketDaron AcemogluJournal of Economic Literature ,Vol.40,No.1.(Mar.,2002),pp.7-72.Stable URL:/sici?sici=0022-0515%28200203%2940%3A1%3C7%3ATCIATL%3E2.0.CO%3B2-P Productivity DifferencesDaron Acemoglu;Fabrizio ZilibottiThe Quarterly Journal of Economics ,Vol.116,No.2.(May,2001),pp.563-606.Stable URL:/sici?sici=0033-5533%28200105%29116%3A2%3C563%3APD%3E2.0.CO%3B2-L A Model of Growth Through Creative DestructionPhilippe Aghion;Peter HowittEconometrica ,Vol.60,No.2.(Mar.,1992),pp.323-351.Stable URL:/sici?sici=0012-9682%28199203%2960%3A2%3C323%3AAMOGTC%3E2.0.CO%3B2-%23The Economic Returns to Schooling in the West Bank and Gaza StripJoshua D.AngristThe American Economic Review ,Vol.85,No.5.(Dec.,1995),pp.1065-1087.Stable URL:/sici?sici=0002-8282%28199512%2985%3A5%3C1065%3ATERTSI%3E2.0.CO%3B2-OA New View of Technological ChangeAnthony B.Atkinson;Joseph E.StiglitzThe Economic Journal ,Vol.79,No.315.(Sep.,1969),pp.573-578.Stable URL:/sici?sici=0013-0133%28196909%2979%3A315%3C573%3AANVOTC%3E2.0.CO%3B2-8Computing Inequality:Have Computers Changed the Labor Market?David H.Autor;Lawrence F.Katz;Alan B.KruegerThe Quarterly Journal of Economics ,Vol.113,No.4.(Nov.,1998),pp.1169-1213.Stable URL:/sici?sici=0033-5533%28199811%29113%3A4%3C1169%3ACIHCCT%3E2.0.CO%3B2-CLINKED CITATIONS -Page 4of 8-Appropriate Technology and GrowthSusanto Basu;David N.WeilThe Quarterly Journal of Economics ,Vol.113,No.4.(Nov.,1998),pp.1025-1054.Stable URL:/sici?sici=0033-5533%28199811%29113%3A4%3C1025%3AATAG%3E2.0.CO%3B2-IReconciling Alternative Estimates of the Elasticity of SubstitutionErnst R.BerndtThe Review of Economics and Statistics ,Vol.58,No.1.(Feb.,1976),pp.59-68.Stable URL:/sici?sici=0034-6535%28197602%2958%3A1%3C59%3ARAEOTE%3E2.0.CO%3B2-Y The Medium RunOlivier J.Blanchard;William D.Nordhaus;Edmund S.PhelpsBrookings Papers on Economic Activity ,Vol.1997,No.2.(1997),pp.89-158.Stable URL:/sici?sici=0007-2303%281997%291997%3A2%3C89%3ATMR%3E2.0.CO%3B2-X Tax Policy and Investment Behavior:CommentRobert M.CoenThe American Economic Review ,Vol.59,No.3.(Jun.,1969),pp.370-379.Stable URL:/sici?sici=0002-8282%28196906%2959%3A3%3C370%3ATPAIBC%3E2.0.CO%3B2-XA Model of Induced Invention,Growth and DistributionE.M.Drandakis;E.S.PhelpsThe Economic Journal ,Vol.76,No.304.(Dec.,1966),pp.823-840.Stable URL:/sici?sici=0013-0133%28196612%2976%3A304%3C823%3AAMOIIG%3E2.0.CO%3B2-9Investment Behavior and Neo-Classical TheoryRobert Eisner;M.I.NadiriThe Review of Economics and Statistics ,Vol.50,No.3.(Aug.,1968),pp.369-382.Stable URL:/sici?sici=0034-6535%28196808%2950%3A3%3C369%3AIBANT%3E2.0.CO%3B2-%23LINKED CITATIONS -Page 5of 8-Two Propositions in the Theory of Induced InnovationsWilliam FellnerThe Economic Journal ,Vol.71,No.282.(Jun.,1961),pp.305-308.Stable URL:/sici?sici=0013-0133%28196106%2971%3A282%3C305%3ATPITTO%3E2.0.CO%3B2-RAbility-Biased Technological Transition,Wage Inequality,and Economic GrowthOded Galor;Omer MoavThe Quarterly Journal of Economics ,Vol.115,No.2.(May,2000),pp.469-497.Stable URL:/sici?sici=0033-5533%28200005%29115%3A2%3C469%3AATTWIA%3E2.0.CO%3B2-YThe Origins of Technology-Skill ComplementarityClaudia Goldin;Lawrence F.KatzThe Quarterly Journal of Economics ,Vol.113,No.3.(Aug.,1998),pp.693-732.Stable URL:/sici?sici=0033-5533%28199808%29113%3A3%3C693%3ATOOTC%3E2.0.CO%3B2-WTax Policy and Human-Capital FormationJames J.Heckman;Lance Lochner;Christopher TaberThe American Economic Review ,Vol.88,No.2,Papers and Proceedings of the Hundred and Tenth Annual Meeting of the American Economic Association.(May,1998),pp.293-297.Stable URL:/sici?sici=0002-8282%28199805%2988%3A2%3C293%3ATPAHF%3E2.0.CO%3B2-A Geographic Localization of Knowledge Spillovers as Evidenced by Patent Citations Adam B.Jaffe;Manuel Trajtenberg;Rebecca HendersonThe Quarterly Journal of Economics ,Vol.108,No.3.(Aug.,1993),pp.577-598.Stable URL:/sici?sici=0033-5533%28199308%29108%3A3%3C577%3AGLOKSA%3E2.0.CO%3B2-4The Resolution of the Labor-Scarcity ParadoxJohn A.James;Jonathan S.SkinnerThe Journal of Economic History ,Vol.45,No.3.(Sep.,1985),pp.513-540.Stable URL:/sici?sici=0022-0507%28198509%2945%3A3%3C513%3ATROTLP%3E2.0.CO%3B2-RLINKED CITATIONS -Page 6of 8-R &D-Based Models of Economic GrowthCharles I.JonesThe Journal of Political Economy ,Vol.103,No.4.(Aug.,1995),pp.759-784.Stable URL:/sici?sici=0022-3808%28199508%29103%3A4%3C759%3AR%26DMOE%3E2.0.CO%3B2-8Induced Bias in Innovation and the Theory of DistributionCharles KennedyThe Economic Journal ,Vol.74,No.295.(Sep.,1964),pp.541-547.Stable URL:/sici?sici=0013-0133%28196409%2974%3A295%3C541%3AIBIIAT%3E2.0.CO%3B2-6Capital-Skill Complementarity and Inequality:A Macroeconomic AnalysisPer Krusell;Lee E.Ohanian;José-Víctor Ríos-Rull;Giovanni L.ViolanteEconometrica ,Vol.68,No.5.(Sep.,2000),pp.1029-1053.Stable URL:/sici?sici=0012-9682%28200009%2968%3A5%3C1029%3ACCAIAM%3E2.0.CO%3B2-BEndogenous Technological Change and Wage InequalityHuw Lloyd-EllisThe American Economic Review ,Vol.89,No.1.(Mar.,1999),pp.47-77.Stable URL:/sici?sici=0002-8282%28199903%2989%3A1%3C47%3AETCAWI%3E2.0.CO%3B2-U Some Skeptical Thoughts on the Theory of Induced InnovationWilliam D.NordhausThe Quarterly Journal of Economics ,Vol.87,No.2.(May,1973),pp.208-219.Stable URL:/sici?sici=0033-5533%28197305%2987%3A2%3C208%3ASSTOTT%3E2.0.CO%3B2-ZLong-Run Policy Analysis and Long-Run GrowthSergio RebeloThe Journal of Political Economy ,Vol.99,No.3.(Jun.,1991),pp.500-521.Stable URL:/sici?sici=0022-3808%28199106%2999%3A3%3C500%3ALPAALG%3E2.0.CO%3B2-MLINKED CITATIONS -Page 7of 8-Economic Integration and Endogenous GrowthLuis A.Rivera-Batiz;Paul M.RomerThe Quarterly Journal of Economics ,Vol.106,No.2.(May,1991),pp.531-555.Stable URL:/sici?sici=0033-5533%28199105%29106%3A2%3C531%3AEIAEG%3E2.0.CO%3B2-KEndogenous Technological ChangePaul M.RomerThe Journal of Political Economy ,Vol.98,No.5,Part 2:The Problem of Development:AConference of the Institute for the Study of Free Enterprise Systems.(Oct.,1990),pp.S71-S102.Stable URL:/sici?sici=0022-3808%28199010%2998%3A5%3CS71%3AETC%3E2.0.CO%3B2-8A Theory of Induced Innovation along Kennedy-Weisacker LinesPaul A.SamuelsonThe Review of Economics and Statistics ,Vol.47,No.4.(Nov.,1965),pp.343-356.Stable URL:/sici?sici=0034-6535%28196511%2947%3A4%3C343%3AATOIIA%3E2.0.CO%3B2-UA Schumpeterian Model of the Product Life CyclePaul S.Segerstrom;T.C.A.Anant;Elias DinopoulosThe American Economic Review ,Vol.80,No.5.(Dec.,1990),pp.1077-1091.Stable URL:/sici?sici=0002-8282%28199012%2980%3A5%3C1077%3AASMOTP%3E2.0.CO%3B2-EInvention and Bounded Learning by DoingAlwyn YoungThe Journal of Political Economy ,Vol.101,No.3.(Jun.,1993),pp.443-472.Stable URL:/sici?sici=0022-3808%28199306%29101%3A3%3C443%3AIABLBD%3E2.0.CO%3B2-OLINKED CITATIONS -Page 8of 8-。
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Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
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Biased Technological Change
Importance
Wage push and capital-biased technological change
1
2
Bene…ts some factors of production and some agents more than others. Distributional e¤ects imply some groups will embrace new technologies and others oppose them. Limiting to only one type of technological change obscures the competing e¤ects that determine the nature of technological change.
R e l . su p p l y o f co l l e g e ski l l s
C o l l e g e w a g e p re m i u m
Biased Technological Change
Importance
Unskill-biased technological change
First phase. Late 1960s and early 1970s: unemployment and share of labor in national income increased rapidly continental European countries. Second phase. 1980s: unemployment continued to increase, but the labor share declined, even below its initial level. Blanchard (1997):
Standard explanation: skill bias technical change, and an acceleration that coincided with the changes in the relative supply of skills. Important question: skill bias is endogenous, so, why has technological change become more skill biased in recent decades?
Directed technological change: endogenize the direction and bias of new technologies that are developed and adopted.
Daron Acemoglu (MIT)
Economic Growth Lecture 12
.6 .5 .4
.4 .2
.3 39 49 59 69 ye a r 79 89 96
0
Relative Supply of College Skills and College Premium
Figure:
Daron Acemoglu (MIT) Economic Growth Lecture 12 December 8, 2009. 4 / 71
Phase 1: wage-push by workers Phase 2: capital-biased technological changes.
Is there a connection between capital-biased technological changes in European economies and the wage pБайду номын сангаасsh preceding it?
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Directed Technological Change
Introduction
Introduction
Thus far have focused on a single type of technological change (e.g., Hicks-neutral). But, technological change is often not neutral:
Balanced economic growth:
Only possible when technological change is asymptotically Harrod-neutral, i.e., purely labor augmenting. Is there any reason to expect technological change to be endogenously labor augmenting?
1
2
when the goods produced by these technologies command higher prices (price e¤ect); that have a larger market (market size e¤ect).
Daron Acemoglu (MIT)
Globalization:
Does it a¤ect the types of technologies that are being developed and used?
Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
6 / 71
Biased Technological Change
Importance
Importance of Biased Technological Change: more examples
1 2
there has also been an increase in the college premium, and this increase accelerated in the late 1960s, and the skill premium increased very rapidly beginning in the late 1970s.
Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
9 / 71
Biased Technological Change
14.452 Economic Growth: Lecture 12, Directed Technological Change
Daron Acemoglu
MIT
December 8, 2009.
Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
Daron Acemoglu (MIT)
Economic Growth Lecture 12
December 8, 2009.
3 / 71
Biased Technological Change
Importance
Skill-biased technological change
C o lle g e w a g e p re miu m .6 R e l. su p p ly o f co lle g e skills .8
Economic Growth Lecture 12
December 8, 2009.
8 / 71
Biased Technological Change
Importance
Equilibrium Relative Bias
Potentially counteracting e¤ects, but the market size e¤ect will be more powerful often. Under fairly general conditions:
December 8, 2009.
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Biased Technological Change
Importance
Skill-biased technological change
Over the past 60 years, the U.S. relative supply of skills has increased, but:
Late 18th and early 19th unskill-bias: “First in …rearms, then in clocks, pumps, locks, mechanical reapers, typewriters, sewing machines, and eventually in engines and bicycles, interchangeable parts technology proved superior and replaced the skilled artisans working with chisel and …le.” (Mokyr 1990, p. 137) Why was technological change unskilled-biased then and skilled-biased now?
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Biased Technological Change