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1
Hawkins, Paul Allen. "Regression analysis of oncology drug licensing deal values." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37980.
Full textAbstract:
Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology, September 2006."August 2006."
Includes bibliographical references (leaves 37-38).
This work is an attempt to explain wide variations in drug licensing deal value by using regression modeling to describe and predict the relationship between oncology drug deal characteristics and their licensing deal values. Although the reasons for large variances in value between deals may not be immediately apparent, it was hypothesized that objective independent variables, such as a molecule's phase, its target market size and the size of the acquiring/licensor company could explain a significant portion of variation in cancer drug values. This model, although not predictive when used independently, could be used to supplement other discounted cash flow and market based techniques to help assess the worth of incipient oncology therapies. Using regression analysis to study drug licensing deals is not novel: a study was published by Loeffler et al in 2002 that attempted to assess the impact of multiple variables on deal value in a wide range of pharmaceutical indications. The independent variables in Loeffler's work could explain less than 50% of differences in deal values. It was expected that refining the model could lead to improved regression R squared coefficient and, potentially, be a useful tool for managers. This current work is based on the 2002 Loeffler paper, but differs significantly by: * Focusing on just oncology licensing deals instead of deals covering many indications, * Incorporating a measure of the assets of the larger licensee company, * Accounting for the licensing experience of the smaller licensor company, * Factoring in inflation and the years the deals were signed; and * Assessing the impact of primary indication market size. The goal of the thesis was to advance the art of estimating the value of drug licensing deals by assessing the impact of the aforementioned factors.
by Paul Allen Hawkins.
S.M.
2
Alspaugh, Jonathan D. (Jonathan Douglas). "The effects of licensing and equity financing cycles on pharmaceutical development." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/68461.
Full textAbstract:
Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 30).
The purpose of this paper is to examine the interactions between licensing status, equity issuance cycles, and drug development success at the small pharmaceutical companies that originate these development projects. Specifically, this paper is aimed at identifying how financing alternatives available to small pharmaceutical companies influence development success and firm behavior. The hypotheses developed and tested in this paper are as follows: H 1: Pharmaceutical development projects that are licensed are more likely to advance to the next stage in the clinical development process. H2: A licensed pharmaceutical development projects' likelihood of advancing to the next stage of the clinical development process will depend on the amount of equity issuance during the period in which the project was licensed. H3: Pharmaceutical development projects that are licensed during periods of low equity issuance are more likely to advance to the next stage in the clinical development process than projects that were not licensed or were licensed but not in a low equity issuance period. H4: Pharmaceutical development projects that originate at firms that have multiple projects in development at the beginning of a particular clinical trial stage are less likely to advance from phase I to phase II, but more likely to advance in later stages. H5: Pharmaceutical development projects that originate at firms that have previously launched a project in the market are more likely to be launched in the market. The results of a logistic regression analysis suggest that drugs licensed in periods of lowest equity issuance exhibit a higher rate of advancement from phase II to phase III. The relationship between advancement and amount of equity issuance at the time of licensing suggests that the lower the equity issuance in the licensing period the more likely the drug will advance. These results point to the possible existence of a "lemons" phenomenon in the market for pharmaceutical development projects. However, a different interpretation of the results suggests that large pharmaceutical company licensees are superior evaluators of quality and are perhaps more selective and opportunistically license higher quality drugs when equity issuance is low and licensors have no other financing options. Both interpretations point to the issue of information asymmetry as a central theme to this work.
by Jonathan D. Alspaugh.
S.M.
3
Wehby, Richard George 1957. "Patents and licensing and the commercialization of academic biomedical research." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28593.
Full textAbstract:
Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2004.Vita.
Includes bibliographical references (leaf 72).
This thesis is part of a larger body of research being undertaken by Dr. Fiona Murray and colleagues examining value creation and sharing between and among the three principal players in the commercialization of academic biomedical research: universities, biotech firms, and big pharma. The Recombinant Capital database provided access to contracts for biomedical technology licensed from academe to biotech, and also subsequent contracts that included that same technology from biotech to big pharma. These two contracts comprise a contract "pair". Importantly, these contract "pairs" were unredacted, that is., all parts of the contracts, including the commercial terms, were available. This thesis will lay the foundation for later work by examining the contracts between university and biotech, from the University's point of view. The goal is to identify factors that give the university more power in a pricing negotiation, and that predict higher economic value for the contract. The Specific Aim is to determine if certain University factors have a significant effect on predicting the economic value of the university-biotech licensing agreement. Four groups of readily quantifiable factors that contain attributes that might add power to the University in its pricing negotiation with the Biotech firm were identified: Institutional factors, Single Inventor factors, Aggregate factors, and Invention factors. The hypothesis is that at least one of these factors will have a significant effect on predicting the value of the licensing agreement, as determined using ordinary- and multiple-linear regression models. In formulistic terms, the null- and test-hypotheses are: (HO) no factor has a significant effect on predicting economic value, and (HI) at least one
(cont.) one factor has a significant effect on predicting economic value. A multiple regression model of the factors as explanatory variables for the economic value of the license revealed that two independent university factors significantly predict economic value of the contract. These combined factors account for 64% of the variance of the dependent variable (in excess of control), and have coefficients that are significant (p < 0.001). The results are discussed in the context of its importance to university technology transfer officers, biotech firms and venture capitalists.
by Richard George Wehby.
S.M.
4
Fischer, Erica Kerstin. ""The best that has been thought or said" cultural division and the postmodern turn in "Point Counter Point" /." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000152.
Full text
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Beam, Joel W. "Preferred Leadership of NCAA Division I and II Intercollegiate Student-Athletes." UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/166.
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The purpose of this study was to examine the differences of student-athletes' preferred leadership behavior for their coaches based on gender, competition level, task dependence, and task variability. Four hundred and eight male and female student-athletes from four NCAA Division I and six Division II universities expressed their preferences using the Revised Leadership Scale for Sport (RLSS) (Zhang, Jensen, & Mann, 1997). The preference version of the RLSS included six behavior dimensions, autocratic, democratic, positive feedback, situational consideration, social support, and training and instruction behaviors.
A split-plot ANOVA was performed on the individual preference scores grouped by gender, competition level, task dependence, and task variability for the six dimensions of coaching behavior. The ANOVA also computed interactions. Fisher's LSDs were performed on all significant interactions. Among genders, the ANOVA demonstrated a significant gender by level interaction for democratic behavior. Fisher's LSD failed to detect any significant interactions. Among competition levels, the ANOVA demonstrated a significant task dependence by level interaction for autocratic behavior. Division I independent sport student-athletes had significantly higher preferences than Division II independent sport student-athletes. A significant task variability by level interaction revealed Division I open sport student-athletes had significantly greater preferences for autocratic behavior than did Division II open sport student-athletes. The results also demonstrated a significant task dependence by level interaction for democratic behavior. Division I independent sport student-athletes showed significantly greater preferences for democratic behavior than Division I interdependent sport student-athletes and Division II independent sport student-athletes showed significantly greater preferences than did Division II interdependent sport student-athletes. Independent sport student-athletes, regardless of gender or competition level, showed significantly greater preferences for democratic, positive feedback, situational consideration, and social support behaviors. The results also indicated a significant task variability by level interaction for autocratic behavior. Division I open sport student-athletes had significantly greater preferences for these coaching behaviors than Division I closed sport student-athletes. Open sport student-athletes, regardless of gender or competition level, had significantly greater preferences for democratic, positive feedback, and social support behaviors.
The results demonstrate support for a portion of the multidimensional model of leadership (Chelladurai, 1979; 1990) with differences in behavior preferences based on student-athlete characteristics of competition level, task dependence, and task variability. The results may aid in the evaluation of coaching behavior and coaching method and in defining training preparation programs that would enhance the congruence between student-athlete behavior preferences and actual coaching behaviors. The results suggest the use of the multidimensional model of leadership and the related instruments for future investigations of sport leadership behavior.
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Bradley, Susan Talbird. "Promoting the Development of Positive Attitudes in a Culturally Pluralistic Classroom." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/114.
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This project addressed the following question: How can teachers promote positive attitudes in a culturally pluralistic classroom? The review of related literature revealed a shortage of both research and practical applications regarding multicultural approaches in the classroom. Therefore, the purpose of this project was to develop a curriculum which incorporated appropriate learning activities and strategies designed to enhance positive attitudes toward cultural differences in the elementary classroom.
The project was developed for third graders and goals which promoted a multicultural perspective were outlined. An attitudinal survey was developed and administered as a pre test to establish entry level attitudes toward diversity. Activities designed to facilitate the goal of the project were implemented during a six-week period. The attitudinal survey was readministered as a post test to assess potential changes in students' attitudes.
The data gathered was analyzed using comparisons of pre and post test responses. Positive movement occurred regarding each statement on the survey and ranged from negligible to significant. It was therefore determined that the unit of instruction fostered the development of more positive attitudes in a culturally pluralistic classroom. Other conclusions and recommendations were also included.
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Hopper, Jean. "The Efficacy of Advance Organizers in Upper Elementary School Curriculum." UNF Digital Commons, 1992. http://digitalcommons.unf.edu/etd/76.
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The purpose of this study was to provide a synthesis and evaluation of research regarding the efficacy of using advance organizers as a pre instructional teaching strategy to enhance students' cognitive growth. Additionally, two sample advance organizers are provided as a model for classroom application, along with caveats for advance organizer construction, presentation and usage. The third component of this study was an evaluation of selected advance organizer studies based on the work of Mayer (1979). The conclusion was that advance organizers do facilitate long term retention and conceptual understanding if prepared and presented properly using language and examples relevant to the students' prior knowledge. Visual aids and metacognitive reading strategies seem to enhance the effectiveness of advance organizers. If the student already possesses prior knowledge of the subject matter or makes mental connections between familiar and unfamiliar content, then advance organizers are not needed.
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Lynn, Barbara Casey. "The Manageable Mesh: A Curriculum Design For Second-Grade ESOL Students." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/160.
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This curriculum project was developed to provide the teacher of a self-contained primary ESOL classroom with a workable integration of the critical elements of bilingual education. The project traces the history of bilingual education in the United States. It reviews some of the important legislation and judicial decisions that form the framework for current bilingual education. It examines some learning and language theories that educators translate into practice in instructing, guiding, and evaluating ESOL students.
This design was developed for use in a self contained ESOL class in Duval County, Florida. Students in the class speak a variety of languages other than English. All are learning English as their second language. Their English proficiency level varies from nonspeaker to fluent. The curriculum is designed to recognize each child's abilities and needs while meeting the second grade objectives set forth by the Duval County School Board and complying with the Duval County Public Schools Limited English Proficient Plan. It is hoped that an examination of an integrated thematic unit will provide a useful model for the primary ESOL teacher.
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Minardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.
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The purpose of this project was to develop a thematic unit of children's literature that combines skills-based and meaning-based reading instruction. The curriculum guide was designed for use with third and fourth graders. Lessons concentrated on relating each story to previously read stories through guided questioning. Emphasis was placed on critical reading and thinking skills, as well as the integrating of reading, writing, listening, and speaking. The curriculum was reviewed by seven third and fourth grade inservice teachers from two schools. Both quantitative and qualitative data were collected using a researcher-designed questionnaire. Results indicated that the teachers surveyed found the curriculum guide to be successful in combining children's literature into a thematic unit and that such a unit is an effective means of teaching reading. Also, the researcher concluded that the curriculum would be useful for teachers desiring to move toward a more holistic instructional approach. In addition, it was found that the curriculum effectively encouraged learner involvement and fostered higher-level thinking skills. Furthermore, the researcher concluded that the curriculum effectively integrated the four language art components in meaning-centered reading experiences which, in turn, enabled children to read, write, listen, and speak more often and at a higher level.
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Torres, Linda C. "The Relationships of Cognitive Style and Motivation to Biology Achievement for Filipino Students." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/111.
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This study examined the relationships of cognitive style and motivation to the biology achievement of Filipino students in a North Florida high school. The effects of gender and grade level on test scores, grades, and academic motive responses were considered during data analysis. This sample was found to be more analytical and field-independent when compared with normative groups. Significant correlations were established between achievement and field-independence, persistence, sequential abilities, mobility, and gender. Different academic motives were evident with different achievement measures. When achievement was measured by biology final grades, high achievers felt less pressure, tried harder, and were not motivated by peers. High achievers also cited college attendance as a reason for school attendance. When utilizing a course comprehensive biology test, high achievers reported feeling less pressure in school and enrolled in biology because it was required. Most all subjects, regardless of achievement, reported strong career and economic motives for school attendance.
11
Schmidt, Dirk Jonathan. "Strategies for Motivating Band Students Experiencing Difficulty in Skills Acquisition." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/104.
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The purpose of this research was to establish a consensus on the type of music learning environment that affords the band student the greatest level of individual success. Both cooperative and competitive environments were examined. This project also investigated alternative methods for helping the low ability band student enjoy success in an instrumental music curriculum. Finally, the research identified teaching strategies for aiding the low ability student to be successful in a competitive learning environment.
The research results do not conclusively reach a consensus about the teaching environment that affords band students the greatest amount of success. The majority of the band director respondents utilized a cooperative learning environment, with some competitive elements. This environment utilized many of the teaching-learning methods needed for success by the low ability band student.
The needs of the low ability band student proposed in the research for certain instructional environments and strategies were supported by the responses of music educators to a questionnaire. It was discovered that while the low ability band student could enjoy group success, individual success was also important. It was determined that the band director could foster individual success by encouraging all students to do their best and to use teaching strategies, such as mastery learning, to aid the low ability band student.
Specific strategies were suggested by the research and supported in the questionnaire results, which aid the low ability band student. Data indicated that providing students with extra help, including the use of peer tutors, helped students perform on the same level as their peers. Providing instruction in small units aided the low ability band students in mastering difficult passages of music. Seating the high and low ability music students next to each other enabled students to work together in class.
12
Krupp, Dan Matthew. "Integrating Science and Language Arts: A Qualitative Study at the Fourth-Grade Level." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/162.
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This paper addresses the problem of the minimal presence of activity-based science in the intermediate grades. The author presents a project integrating a hands-on science curriculum. Students at the fourth-grade level were given demonstrations and activities in the area of science. Discussions, written assignments, readings, listening activities, and reports were correlated with hands-on activities in the development of an integrated curriculum. This qualitative study lasted the school year and was evaluated by use of the teacher's ongoing journal and student-submitted evaluations of the curriculum at the close of the study. The author found the project produced positive results in stimulating discussion, critical thinking, and student involvement. The author concludes that such a curriculum is beneficial because it elevates an often neglected, yet stimulating, curriculum and integrates it into the language arts curriculum which occupies a great deal of student/teacher time and effort.
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Batey, Jacqueline J. "A Study to Develop a Curriculum for the Three Year Old Based on the Competencies for Three Year Olds Listed by the Florida Kindergarten Council, Inc." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/301.
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This curriculum project reviews the methods, materials, movements, music and reading activities that have been shown in the literature to be appropriate for teaching social, emotional, intellectual, and physical skills to three year olds. The development, major findings, various methods, and teacher effectiveness in early childhood education are also discussed. This curriculum project is specifically designed for three year old skills and abilities as listed by The Florida Kindergarten Council, Inc., 1987. The criteria for selection of the activities is included. This project includes a list of the reviewed activities arranged in the format of a nine month calendar and categorized under one of the following headings; art activities, movement activities, music and recipes. One color, number and shape will be introduced into the curriculum each month. Finally, suggested stories appropriate for the central theme of each month will be included for teachers to use in reinforcing the concepts presented.
14
Nawa, Shuko. "An Analysis Of Dilemmas In English Composition Among Asian College Students." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/83.
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This study examined common difficulties in English composition among Asian college students, addressing causal factors from psychological, cultural, and linguistic perspectives. The following factors were investigated: affective filter, puberty period, interlanguage, language transfer, accessibility to a target language, morphological differences, syntactical differences, and cultural thought patterns. The results of analyses of errors in the students' compositions reflected two ESL instructors' observations that Asian college students, whose native languages differ from Indo-European languages, experience difficulty in writing in English. A consistent error frequency which appeared in English article usage prompted the researcher to formulate the rules for articles and to construct exercise problems in order to help Asian students to overcome their problems.
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Smith, Sara Rose. "Moderators of Positive and Negative Spillover." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/889.
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Two studies explored individual difference moderators of spillover. Positive spillover occurs when one prosocial behavior leads to an increase in subsequent prosocial behavior, whereas negative spillover or moral licensing occurs when one prosocial behavior leads to a decrease in prosocial behaviors. The moderators of interest were internal motivation, external motivation, and preference for consistency. It was predicted that those who exhibit high external motivation would demonstrate negative spillover, those who exhibit internal motivation would demonstrate positive spillover, and those with high preference for consistency would demonstrate positive spillover. Although these moderation predictions were not supported, Study 1 replicated previous work demonstrating moral licensing, or negative spillover. Participants who completed an initial non-prejudiced act later donated less money to a charity supporting racial equality than participants in the neutral control condition. The results of Study 2 demonstrated positive spillover. Participants who completed an initial pro-environmental act were more likely to help a local environmental organization compared to those who completed a neutral initial task. Future research is needed to understand the cause of the differing results, including measuring potential mediators in future studies.
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Hull, Kristen Nicole. "The Impact of Multiple Opportunities for Aggression on Aggressive Thoughts, Behaviors, and Motivations." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/642.
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Opportunities for aggression occur frequently and unpredictably, but little research to our knowledge has investigated the impact of the mere presence of multiple opportunities on aggression over time. Two studies, one with a Canadian sample (163 participants) and one with an American sample (103 participants) were conducted to analyze the impact of the number of opportunities for aggression on justified and unjustified aggressive thoughts, behaviors, and motivations. Individually, these studies yielded the result that justified aggression remains stable over time, but that unjustified aggression decreases when an individual is given multiple opportunities. Combined, they indicated that justified aggression increased when participants had a second opportunity. Future research is proposed to understand the impact of moral licensing on aggression over time, and to understand why unjustified aggression occurs.
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Keene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.
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The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials.
A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.
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Rogers, Dorienne B. "A Model for the Integration of Art Criticism into the Secondary Art Classroom." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/313.
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This study identifies, explains, and develops a practical model of teaching art criticism within a traditional secondary art curriculum. The approach to teaching art criticism uses the discipline-based art education format described in the Getty publication of 1985, a composite art critical format including B. Bloom, E. Feldman, K. Hamblen, and E. Kaelin, is accomplished through a process model curriculum developed by L. Stenhouse, and uses K. Gentle's curriculum design as the basis of the Curriculum Model Diagram.
The project provides lessons that are intended to help junior high school, and senior high school art students develop the necessary skills to make informed judgements about art in the production, historic, aesthetic, and critical areas of the existing art curriculum.
The methodology is presented in a lesson plan design, includes a Biographical Sketch, and a Six-Part Questioning Strategy.
Three experienced artist/teachers were asked to review the curriculum and, using the Artist/Educator Questionnaire, evaluate it. Feedback from the three reviewers suggested several ways the curriculum could be tailored to individual teacher and program needs.
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Spraggins, Rosemary A. "The Importance of Vocabulary Development in the Primary Grades." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/312.
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Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.
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Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.
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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated.
The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities.
To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups.
The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points.
It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
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Parrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
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The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations.
The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy.
The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.