Computers and Student Learning:Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School

We estimate the relationship between computers and students’ educational achievement in the international student-level PISA database. Bivariate analyses show a positive correlation between achievement and computer availability both at home and at school. However, once we control extensively for family background and school characteristics, the relationship gets negative for home computers and insignificant for school computers. Thus, mere availability of computers at home seems to distract students from effective learning. But achievement shows a positive conditional relationship with computer use for education and communication at home and an inverted U-shaped relationship with computer and internet use at school.Computers at home, computers at school, student achievement, educational production, PISA.

Capital Market Institutions and Venture Capital: Do They Affect Unemployment and Labour Demand?

This paper analyses the influence of the capital market on the labour market. Especially the impact of start-up financing on the structure of unemployment is of interest. We use a cross-country panel data analysis to examine how venture capital investment influences disaggre-gate unemployment. As we expected, venture capital investment has different influences on sectoral-, educational- and occupational-specific unemployment. We suggest, on the basis of the regression results that venture capital investment is a catalyst of structural change and has contributed to the faster growing internet and new economy sector in countries like the U.S. that have a well-developed venture capital market.Labor markets, venture capital, employment, new economy, panel analysis

Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School

We estimate the relationship between students’ educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student achievement and the availability of computers both at home and at schools. However, once we control extensively for family background and school characteristics, the relationship gets negative for home computers and insignificant for school computers. Thus, the mere availability of computers at home seems to distract students from effective learning. But measures of computer use for education and communication at home show a positive conditional relationship with student achievement. The conditional relationship between student achievement and computer and internet use at school has an inverted U-shape, which may reflect either ability bias combined with negative effects of computerized instruction or a low optimal level of computerized instruction.computers at home, computers at school, student achievement, educational production, PISA, education

Families, schools, and primary-school learning : evidence for Argentina and Colombia in an international perspective

This paper estimates the relationshipbetween family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students'family background, weakly to some institutional school features, and hardly to schools'resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.Teaching and Learning,Primary Education,Educational Sciences,Health Monitoring&Evaluation,Gender and Education

Compost and digestate: sustainability, benefits, impacts for the environment and for plant production

This proceedings volume contains the papers presented at the CODIS 2008 congress held on 27 - 29 February 2008 in Solothurn (Switzerland).The composting and digestion of biogenic waste materials and the subsequent application of compost and digestate to soil contributes to nutrient recycling and renewable energy production. Moreover, compost and digestate can improve soil fertility and suppress plant diseases. On the other hand, compost and digestate may also contain a variety of pollutants hazardous to soil, such as heavy metals and organic contaminants.Compost and digestate have been thoroughly investigated in the framework of two associated projects entitled Organic Pollutants in Compost and Digestate in Switzerland and Effects of Composts and Digestate on the Environment, Soil Fertility and Plant Health. These projects yielded new insights into the properties of compost and digestate, mainly with regard to biological parameters and the occurrence of both classic and emerging organic pollutants.The CODIS 2008 congress was the final event of these two projects