The economic impact of technological and organizational innovations. A firm-level analysis   总被引：1，自引：0，他引：1  

Rinaldo Evangelista  Antonio Vezzani 《Research Policy》2010,39(10):1253-1263

By using firm-level data provided by the last round of the (Italian) Community Innovation Survey (CIS4) this paper explores (in a manufacturing-services comparative framework) the relationship between technological and non-technological innovations and their impact on firms’ performances. The empirical evidence presented shows that including the organizational dimension of innovation provides a much more comprehensive picture of the variegated universe of innovation in both macro-sectors. Four distinct innovation modes have been identified on the basis of the ways firms combine technological and non-technological innovations. These different modes of innovation are present and relevant in both manufacturing and service sectors and have been found to have a differentiated impact on firms’ performances. Strategies characterized by the joint introduction of product, process and organizational innovations have been found to give to both manufacturing and service firms a clear competitive advantage vis à vis both non-innovating firms and firms with a narrow approach to innovation. A few significant differences between services and manufacturing firms in the relevance and economic impact of different types of innovation strategies have also been found.  相似文献   

Identification and Characterization of a Novel Plasmid-Encoded Laccase-Like Multicopper Oxidase from Ochrobactrum sp. BF15 Isolated from an On-Farm Bio-Purification System     

María Carla Martini  Francesca Berini  Luka Ausec  Carmine Casciello  Carolina Vacca  Mariano Pistorio  Antonio Lagares  Ines Mandic-Mulec  Flavia Marinelli  María Florencia Del Papa 《Food Technology and Biotechnology》2021,59(4):519

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Differences in field dependence-independence cognitive style as a function of socioeconomic status,sex, and cognitive competence     

Maria Forns-Santacana  Juan Antonio Amador-Campos  Francesca Roig-Lopez 《Psychology in the schools》1993,30(2):176-186

This study analyzes the field dependence-independence (FDI) cognitive style—ascertained and measured by means of the Children's Embedded Figures Test (CEFT) — as a function of socioeconomic status, sex, and cognitive competence — measured on the McCarthy Scales—in 7-year-old children. The tests were administered to 117 subjects, of whom 79 were of low socioeconomic status (50 girls and 29 boys) and 38 were of upper-middle socioeconomic status (20 girls and 18 boys). All subjects were in their second year of primary education. Subjects of upper-middle socioeconomic status achieved significantly higher scores than did subjects of low socioeconomic status on the five McCarthy Scales and on the FDI variable. The sex variable produced differences only in the FDI variable, where boys scored higher than girls. Perceptual ability explains 22.84% of the FDI variance; verbal ability is excluded from the regression equation that analyzes such dependence. Finally, the interpretation of FDI as a stylistic or cognitive variable is discussed.  相似文献   

The importance of regulation (EU) 2017/746 for quality control in medical laboratories     

Cristiano Ialongo  Maria Sapio  Leda Elisabetta Antetomaso  Antonio Angeloni 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)

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Quantum foundations in a nutshell     

Solé  Albert  Vassallo  Antonio 《Metascience》2022,31(1):17-20

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Correction to: Academic engagement: assessment,conditions, and effects—a study in higher education from the perspective of the person-situation interaction     

Alonso-Tapia  Jesus  Merino-Tejedor  Enrique  Huertas  Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):657-657

European Journal of Psychology of Education -  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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