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The idea that a technology gap between the United States of America and Western Europe existed emerged in the early 1960s. Western Europeans attributed the gap to a dramatic increase in direct American investment, government support for R and D, firm size, as well as the brain drain, while American Scholars argued that the roots of the gap were the archaic educational systems and the hierarchical social structures of Western Europe. In order to support their national computer industries against American competition, French and German policy makers chose to counter the technology gap by developing national support programs. Although both countries responded to the same socio-economic problem, the resulting industrial programs differed fundamentally. The purpose of this study is to gain an understanding of industrial policy in the 1960s and, through a comparative analysis show, how industrial policy is shaped by political and cultural aspects within individual countries.
Charles de Gaulle has often warned France and other European nations of the threat they face from advanced scientific and technological countries such as the United States and the Soviet Union. Robert Gilpin examines this "technological gap," which France fears, and the efforts France is making to introduce change and efficiency into her science administration. He discusses the gap as it affects all of Europe, and suggests that if western European nations are unable to form a common European administration of science policy, and remain the “main world importers of discoveries and exporters of brains,” they may become steadily weaker in international affairs. Originally published in 1968. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
This book assesses under what conditions and to what extent international technology transfer may contribute to technology gap closure in overall industrial activity. It is of particular interest for all developing countries as well as for the socialist countries of Eastern Europe.
This book provides an historical examination of official science and technology statistics and indicators in Western countries.
Study of the technological positions of developed countries and of the problem of a more equitable and efficient technology transfer to developing countries - covers USA government policy in respect of financing military applications research and industrial research and developing innovations, the role of USA-based multinational enterprises as channels of transfer and proposes the establishment of an international organization to promote technology transfer, etc. Bibliography at the end of each chapter.
Computer games, the Internet, and other new communications media are often seen to pose threats and dangers to young people, but they also provide new opportunities for creativity and self-determination. As we start to look beyond the immediate hopes and fears that new technologies often provoke, there is a growing need for in-depth empirical research. Digital Generations presents a range of exciting and challenging new work on children, young people, and new digital media. The book is organized around four key themes: Play and Gaming, The Internet, Identities and Communities Online, and Learning and Education. The book brings together researchers from a range of academic disciplines – including media and cultural studies, anthropology, sociology, psychology and education – and will be of interest to a wide readership of researchers, students, practitioners in digital media, and educators.
Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years. In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it. The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.