The micro-determinants of meso-level learning and innovation: evidence from a Chilean wine cluster   总被引：7，自引：0，他引：7  

Elisa Giuliani  Martin Bell 《Research Policy》2005,34(1):47-68

Most analyses of the relationship between spatial clustering and the technological learning of firms have emphasised the influence of the former on the latter, and have focused on intra-cluster learning as the driver of innovative performance. This paper reverses those perspectives. It examines the influence of individual firms’ absorptive capacities on both the functioning of the intra-cluster knowledge system and its interconnection with extra-cluster knowledge. It applies social network analysis to identify different cognitive roles played by cluster firms and the overall structure of the knowledge system of a wine cluster in Chile. The results show that knowledge is not diffused evenly ‘in the air’, but flows within a core group of firms characterised by advanced absorptive capacities. Firms’ different cognitive roles include some—as in the case of technological gatekeepers—that contribute actively to the acquisition, creation and diffusion of knowledge. Others remain cognitively isolated from the cluster, though in some cases strongly linked to extra-cluster knowledge. Possible implications for policy are noted.  相似文献   

SCiMet: Stable,sCalable and reliable Metric-based framework for quality assessment in collaborative content generation systems     

Mohammad Allahbakhsh  Haleh Amintoosi  Behshid Behkamal  Amin Beheshti  Elisa Bertino 《Journal of Informetrics》2021,15(2):101127

In collaborative content generation (CCG), such as publishing scientific articles, a group of contributors collaboratively generates artifacts available through a venue. The main concern in such systems is the quality. A remarkable range of research considers quality metrics partially when dealing with the quality of artifacts, contributors, and venues. However, such approaches have several drawbacks. One of the most notable ones is that they are not comprehensive in terms of the metrics to evaluate all entities, including artifacts, contributors, and venues. Also, they are vulnerable to potential attacks.In this paper, we propose a novel iterative definition in which the quality of artifacts, collaborators, and venues are defined interconnectedly. In our framework, the quality of an artifact is defined based on the quality of its contributors, venue, references, and citations. The quality of a contributor is defined based on the quality of his artifacts, collaborators, and the venues. Quality of a venue is defined based on both quality of artifacts and contributors. We propose a data model, formulations, and an algorithm for the proposed approach. We also compare the robustness of our approach against malicious manipulations with two well-known related approaches. The comparison results show the superiority of our method over other related approaches.  相似文献   

Mother and infant talk about mental states relates to desire language and emotion understanding   总被引：3，自引：0，他引：3  

Taumoepeau M  Ruffman T 《Child development》2006,77(2):465-481

This study assessed the relation between mother mental state language and child desire language and emotion understanding in 15-24-month-olds. At both time points, mothers described pictures to their infants and mother talk was coded for mental and nonmental state language. Children were administered 2 emotion understanding tasks and their mental and nonmental state vocabulary levels were obtained via parental report. The results demonstrated that mother use of desire language with 15-month-old children uniquely predicted a child's later mental state language and emotion task performance, even after accounting for potentially confounding variables. In addition, mothers' tendency to refer to the child's over others' desires was the more consistent correlate of mental state language and emotion understanding.  相似文献   

Italian students’ results in the PISA mathematics test: does reading competence matter?     

Anna Maria Ajello  Elisa Caponera  Laura Palmerio 《European Journal of Psychology of Education - EJPE》2018,33(3):505-520

In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.  相似文献   

Regulating global capitalism amid rampant corporate wrongdoing—Reply to “Three frames for innovation policy”     

Elisa Giuliani 《Research Policy》2018,47(9):1577-1582

Despite progress in science and technology and the economic prosperity achieved by numerous countries over the past century, contemporary global capitalism has left us with severe grand challenges for the future including rising inequality, global warming, modern slavery, child labor and several other human rights struggles. How can we fix them? For many years, scholars and policy makers alike have believed that economic growth (fueled by innovation) would fix institutional failures and lift people out of human misery. We now know that this story creaks. I would suggest that the current grand challenges are related in a non-trivial way to companies’ wrongful business conduct, especially that of large multinational corporations which have grown to rival governments in size, and have proven to be powerful agents capable of shaping the global governance agenda. I challenge technological determinism and ‘transformative change’ frameworks by arguing that the regulation of global capitalism needs to put powerful private actors at center stage since neglecting them will give rise to yet another generation of dysfunctional development and innovation policies.  相似文献   

Window Dressing or Transformation? Intercultural Education Influenced by Globalization and Neoliberalism in a Secondary School in the Canary Islands,Spain     

Lidia Cabrera Pérez  Martha Montero-Sieburth  Elisa Trujillo González 《Multicultural Perspectives》2013,15(3):144-151

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Hydroethanolic Extract of Grape Peel from Vitis labrusca Winemaking Waste: Antinociceptive and Anti-Inflammatory Activities     

Cristiana F. G. Silva  Victor Fattori  Caroline R. Tonetti  Marcos A. S. Ribeiro  Ricardo L. N. Matos  Jssica B. Carra  Eduardo C. Meurer  Elisa Y. Hirooka  Janice A. Rafael  Sandra R. Georgetti  Marcela M. Baracat  Waldiceu A. Verri  Jr  Nilton S. Arakawa 《Food Technology and Biotechnology》2022,60(1):21

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What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages     

Santana-Monagas  Elisa  Núñez  Juan L.  Loro  Juan F.  Moreno-Murcia  Juan A.  León  Jaime 《European Journal of Psychology of Education - EJPE》2023,38(3):1201-1226

Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

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