Network dynamics in regional clusters: Evidence from Chile   总被引：1，自引：0，他引：1  

Elisa Giuliani 《Research Policy》2013

A wealth of empirical literature shows that one of elements of success for regional clusters is that they facilitate the formation of local inter-organizational networks, which act as conduits of knowledge and innovation. While several studies analyse the benefits and characteristics of regional cluster networks, very little is known about how such networks evolve over time and the extent to which their dynamics can affect development processes. Using longitudinal data on a wine cluster in Chile and Stochastic Actor-Oriented Models (SAOM) to measure network dynamics, this paper examines the microdynamics underpinning the formation of new knowledge ties among wineries. It finds that the coexistence of cohesion effects (reciprocity and transitivity) with the weak knowledge bases of some firms in the cluster contribute to a stable informal hierarchical network structure over time. The empirical results have implications for theories on network dynamics in regional clusters and cluster policies.  相似文献   

Mountains to Molehills: The Past,Present, and Future of Cataloging Backlogs     

Lynne C. Howarth  Leslie Moor  Elisa Sze 《Cataloging & classification quarterly》2013,51(5):423-444

While backlogs have existed in libraries and the literature that describes them, the decline in the acquisition of physical collections relative to digital resources, as well as the availability of cataloging copy has called into question the continued viability and relevance of arrearages. Yet, at a time of economic restraint, a rethinking of library operations is timely, if not urgent. What does nearly sixty years of research tell us about materials that are removed from cataloging workflow pending availability of a bibliographic record? This article analyzes the characteristics of, and reasons for, arrearages, and assesses approaches to reducing or eliminating backlogs.  相似文献   

Implementation of anti-bullying lessons in primary classrooms: how important is head teacher support?     

Annarilla Ahtola  Anne Haataja  Antti Kärnä  Elisa Poskiparta  Christina Salmivalli 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):376-392

Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced.Purpose: Consequently, it is of interest to investigate the factors affecting the implementation of the KiVa anti-bullying programme. We analysed whether teachers’ perceptions of support from the head teacher predicted the implementation adherence of the programme.Sample: We used a randomised sample of 93 Grade 1–3 (students’ age 7–9 years) teachers in 27 Finnish primary schools.Design and methods: Online surveys on perceptions of two types of head teacher support: (1) general support as a superior and (2) programme support for the KiVa anti-bullying programme were administered to the teachers; written observational reports on implementation adherence (frequency, contents and duration) were also utilised. Data was collected during the academic year 2008–2009. Effects of head teacher support on implementation adherence were modelled both at the teacher level and at the school level.Results: On average, implementation adherence of the student lessons was good. Teacher’s experience of programme support from the head teacher was positively related to implementation adherence, whereas, surprisingly, teacher’s experience of general support did not enhance implementation and was even negatively related to it.Conclusions: The school-based prevention and intervention programmes are delivered through social systems and individuals, and they inevitably trigger multilevel dynamics. Implementation is not only the responsibility of individual teachers but it happens in the context of the school community, the head teacher and the local-level resources and policies.  相似文献   

Sleep,anxiety and electronic device use by athletes in the training and competition environments     

Georgia Romyn  Elisa Robey  James A. Dimmock  Shona L. Halson 《European Journal of Sport Science》2016,16(3):301-308

This study subjectively assessed sleep quality and quantity, state anxiety and electronic device use during a 7-day training week (TRAIN) and a 7-day competitive tournament (COMP). Eight state-level netball players used wrist-watch actigraphy to provide indirect sleep measures of bedtime, wake time, sleep duration, sleep onset latency, sleep efficiency, wake after sleep onset and fragmentation index. State anxiety was reported using the anxiety sub-scale in the Profile of Mood States-Adolescents. Before bed duration of electronic device use and the estimated time to sleep after finishing electronic device use was also recorded. Significant main effects showed that sleep efficiency (p = 0.03) was greater in COMP as compared to TRAIN. Furthermore, the bedtime and wake time were earlier (p = 0.01) during COMP. No further differences existed between conditions (p > 0.05). However, strong negative associations were seen between state anxiety and the sleep quality rating. Here, sleep efficiency was likely greater in COMP due to the homeostatic need for recovery sleep, resulting from the change in environment from training to competition. Furthermore, an increased anxiety before bed seems to influence sleep quality and should be considered in athletes portraying poor sleep habits.  相似文献   

Effectual Reasoning and Innovation among Entrepreneurial Science Teacher Leaders: a Correlational Study     

Anita M. Martin  Fouad Abd-El-Khalick  Elisa Mustari  Ray Price 《Research in Science Education》2018,48(6):1297-1319

This is one of the first studies to examine the educational entrepreneur in K-12 public schools and the first to present an instrument designed to measure entrepreneurial thinking among teachers using a type of reasoning, effectual reasoning, which has been proposed in the business literature on entrepreneurs. This study situates entrepreneurial thinking within the K-12 education arena and examines the relationship between high school and middle school teachers’ use of effectual reasoning and their corresponding implementation of high, medium, or low levels of innovation in STEM areas within their classrooms, districts, or across districts. Our findings correlated higher use of effectual reasoning, a component of entrepreneurial thinking, with higher levels of implementation of innovations among teachers within an NSF grant, Entrepreneurial Leadership in STEM Teaching and learning, which centered on deeper content, reform-oriented pedagogies, and entrepreneurial thinking. We found that high innovators viewed uncertainty’ differently than low innovators by associating it with more positive cognitive structures and that innovators at different levels hold distinct notions of what constitutes high and low risk innovations. Contrary to the common notion that entrepreneurs are high-risk takers, results reveal that the types of innovations perceived by high innovators as low risk are viewed as high risk by low innovators. Furthermore, the results are consistent with the idea that entrepreneurs do certain types of things to lower/manage the risk of innovations before and, if necessary, during the implementation of an innovation. NSF: Award 0831820  相似文献   

Visualizing spatial tasks: A comparison of computer graphic and full-band video displays     

Stephen R. Acker  Elisa L. Klein 《Educational technology research and development : ETR & D》1986,34(1):21-30

Three spatial tasks were created in two forms, as video and as computer graphics. Both forms of each task were presented to third graders, middle schoolers, and adults preferred working with the video but were more accurate working with computer graphics. Third graders preferred the computer but were equally successful working with both displays. The study suggests that the expectations with which students approach an instructional technology may determine the effectiveness of that technology more than characteristics of the technology in question.  相似文献   

Sexual abuse in the developmentally disabled: Dilemmas of diagnosis   总被引：1，自引：0，他引：1  

Sandra L. Elvik  Carol D. Berkowitz  Elisa Nicholas  Jenifer Lindley Lipman  Stanley H. Inkelis 《Child abuse & neglect》1990,14(4):497-502

Evaluation of developmentally disabled persons for physical signs of sexual abuse presents many challenges to the practitioner. This group is especially vulnerable to all types of abuse. A group of 35 mentally retarded females from a residential treatment facility was examined by the child abuse medical team at Harbor/UCLA Medical Center after one inpatient was found to be pregnant. Patients ranged in age from 13 to 55 years (median, 26 years; mean, 31.3 +/- 13.6 years). All of the women had some degree of disability, with 24 (69%) being categorized as profoundly retarded. No patient was able to provide a history. There were 13 (37%) patients who had genital findings we believe are consistent with prior vaginal penetration. Dilemmas which arose during evaluation included the significance of healed genital lesions in this population and the implications of the findings for the residential facility. While developmentally disabled persons need an advocate in the medical and legal systems, these patients can overwhelm the practitioner. Whenever possible, a team approach is recommended to decrease the work load and frustration and provide collegial support and affirmation of findings.  相似文献   

Immigrant background and gender differences in primary students' motivations toward studying     

Fabio Alivernini  Elisa Cavicchiolo  Laura Girelli  Valeria Biasi  Fabio Lucidi 《The Journal of educational research》2018,111(5):603-611

In the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys and girls. To reliably estimate mean differences, the measurement invariance of a short version of the Academic Self-Regulation Questionnaire was first established across the groups. Boys reported less autonomous motives for studying than girls while first-generation immigrant pupils showed higher levels of intrinsic motivation, identified regulation, and external regulation for studying than natives did. Also, second-generation immigrants had higher levels of academic motivation than natives did, although they were less motivated and reported less autonomous reasons for studying than first generations. While confirming the immigrant paradox in a country with a rapidly increasing level of immigrant students, findings show that second-generation immigrants not only report a lower quantity of motivation than first-generations, but also appear to have a different quality of motivation.  相似文献   

Chapter IV. Maternal Frightened, Frightening, or Atypical Behavior and Disorganized Infant Attachment Patterns     

Karlen Lyons-Ruth  Elisa Bronfman  & Elizabeth Parsons 《Monographs of the Society for Research in Child Development》1999,64(3):67-96

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Who are the researchers that are collaborating with industry? An analysis of the wine sectors in Chile, South Africa and Italy     

Elisa Giuliani  Andrea Morrison  Carlo Pietrobelli  Roberta Rabellotti 《Research Policy》2010,39(6):748-761

Research on University-industry (U-I) linkages and their determinants has increased significantly in the past few years. However, there is still controversy on the key factors explaining the formation of U-I linkages, and especially related to individual researcher characteristics. This paper provides new empirical evidence and, in particular, looks at the importance of researchers’ individual characteristics and their institutional environments in explaining the propensity to engage in different types of U-I linkages. Based on an original dataset, we present new evidence on three wine producing areas - Piedmont, a region of Italy, Chile and South Africa - that have successfully responded to recent structural changes in the industry worldwide. Empirical findings reveal that researchers’ individual characteristics, such as centrality in the academic system, age and sex, matter more than publishing records or formal degrees. Institutional specificities at country level also play a role in shaping the propensity of researchers to engage with industry.  相似文献