Do satisfying walking and cycling trips result in more future trips with active travel modes? An exploratory study

Previous studies have indicated that travel satisfaction - the experienced emotions during, and cognitive evaluation of, a trip - can be affected by travel mode choice and other trip characteristics. However, as satisfactory trips might improve a person's attitude towards the used mode, persons may be more likely to use that same mode for future trips of the same kind. Hence, a cyclical process between travel mode choice and travel satisfaction might occur. In this paper we begin to analyse this process—using a structural equation modelling approach on cross-sectional data—for people who engage in walking and cycling for leisure trips in the Belgian city of Ghent. The focus on walking and cycling reflects recent studies indicating that active travel is often associated with the highest levels of travel satisfaction. Results of this exploratory analysis offer tentative support for the idea of a cyclical process: the evaluation of walking and cycling trips positively affects the respondents' attitude towards the respective mode, which in turn has a positive effect on choosing that mode.     

Order-invariant tests for proper calibration of multivariate density forecasts

Established tests for proper calibration of multivariate density forecasts based on Rosenblatt probability integral transforms can be manipulated by changing the order of variables in the forecasting model. We derive order-invariant tests. The new tests are applicable to densities of arbitrary dimensions and can deal with parameter estimation uncertainty and dynamic misspecification. Monte Carlo simulations show that they often have superior power relative to established approaches. We use the tests to evaluate generalized autoregressive conditional heteroskedasticity-based multivariate density forecasts for a vector of stock market returns and macroeconomic forecasts from a Bayesian vector autoregression with time-varying parameters.     

TFP change and its components for Swedish manufacturing firms during the 2008–2009 financial crisis

Journal of Productivity Analysis - A driving force of economic development is growth in total factor productivity (TFP). Manufactured goods are, to a large extent, exports, and represent an...     

Swedish technology teachers’ views on assessing student understandings of technological systems

Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. This study thematically analysed the assessment views of eleven technology teachers in a Swedish context. Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed. The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems. The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change. Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems. In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems. However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels.     

The European Green Deal — More Than Climate Neutrality

Intereconomics - The European Green Deal aims at climate neutrality for Europe by 2050, implying a significant acceleration of emission reductions. To gain the necessary support, it needs to reduce...     

Improving the effectiveness of nondisclosure agreements by strengthening concept learning

Intellectual property infringements rank among the top economic crimes, even though there are mechanisms in place to prevent their occurrence. One such mechanism are nondisclosure agreements, which, however, have been reported to fail in practice. This article argues that this may be overcome by strengthening employees’ concept learning. In an experiment, we investigated whether extended nondisclosure agreements, which provide the employee with detailed explanations and examples, lead to better recognition of trade secrets as compared to a standard nondisclosure agreement or no agreement at all. It was found that the extended nondisclosure agreement indeed increased participants’ ability to judge what falls under the trade secret law, whereas the standard nondisclosure agreement showed no such effect. Furthermore, the effects of the factors ‘Involvement’, ‘Specificity’, ‘Publicity’, and ‘Purpose’ on the identification of trade secrets could be proven experimentally. Employees’ judgments of whether an information represents a trade secret seem to rely on general cognitive processes. From this follows that concept learning could be integrated into systematic approaches for protecting intellectual property.     

The Headmaster Ritual: The Importance of Management for School Outcomes

We estimate the impact of individual principals on school outcomes by using panel data that allow us to track principals over time. We find that individual principals have a substantive impact on school policies, working conditions, and student outcomes. In particular, students who attend a school that has a one standard deviation better principal improve their achievement by between 0.05 and 0.1 standard deviations. Despite rich background information on principals, it is difficult to characterize successful management, suggesting that innate skills are central. We find that the scope for discretion is larger among voucher schools and in areas with school competition.