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1.
In the first part of the paper we discuss the pattern of research in microelectronics, illustrating the reasons why, in order to achieve distinguished scientific performance, universities need to collaborate with industry, and in particular academic researchers need to interact with industrial ones by face-to-face knowledge exchanges. In the second part, using patent data integrated with information collected through interviews, we measure the extent and intensity of the ties of academic with industrial researchers, and apply social network analysis to reconstruct the network of collaborations. The picture that emerges (from this Italian case) is fully consistent with the specific research pattern. Collaboration is based on teams of researchers from the two spheres, and strong connections are associated with high scientific performance. Moreover, border-crossing collaborations tend to be driven by cognitive proximity and personal relationships. 相似文献
2.
Margherita Rendel 《Gender and education》1992,4(1-2):163-173
This article examines the ways in which the European Convention on Human Rights and its case‐law could be used to combat sexist education in State or private schools as well as the development of concepts of philosophical convictions, the duty of the State and the rights of children. Children could use the Convention if their parents imposed a limited education on them, and better opportunities were offered through the State. The provisions under the European Community, though more limited, apply to vocational education and training and access to it. Such access has implications for secondary schooling. European Community law on equality for women could be especially valuable. The difficulties of using English law are reviewed and aspects of English and European procedural law noted. I conclude with suggestions for a feminist strategy to improve girls’ education and that of other disadvantaged groups who could use similar arguments. 相似文献
3.
Daniela Raccanello Margherita Brondino Angelica Moè Robert Stupnisky Stephanie Lichtenfeld 《Journal of Experimental Education》2019,87(3):449-469
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school. 相似文献
4.
Networks of inventors and the role of academia: an exploration of Italian patent data 总被引：3，自引：0，他引：3
This paper proposes a quantitative analysis of social distance between Open Science and Proprietary Technology. A few general properties of social networks within both realms are discussed, as they emerge from the new economics of science and recent applied work on “small worlds”. A new data-set on patent inventors is explored, in order to show that social networks within Proprietary Technology are much more fragmented than Open Science ones, except for science-based technologies. Two propositions are then put forward on the “open” behaviour expected from academic inventors, namely university scientists getting involved in Proprietary Technology networks by signing patents. Both propositions are confirmed by data, which show academic inventors to be more central and better connected than non-academic ones. The database and methodology produced for this paper are suggested to be relevant for the more general debate on the role of geographical and cognitive distance in university-industry technology transfer. 相似文献
5.
Annalisa Caloffi Marco Mariani Federica Rossi Margherita Russo 《Research Policy》2018,47(8):1437-1447
We analyse whether public subsidies supporting collaborative research and development (R&D) projects in small and medium-sized enterprises (SMEs) are able to encourage persistent R&D investment and interorganisational networking more than subsidies supporting individual R&D projects. Adopting a counterfactual approach to policy evaluation, we compare subsidies for collaborative R&D and for individual R&D implemented in the same Italian region in the same period. Our findings suggest that, once public support is no longer available, the two subsidies have different effects on different types of SMEs. If the policymakers’ objective is to increase the number of R&D-performing SMEs over time, they should provide subsidies for collaborative R&D to firms with modest R&D experience. If their objective is to increase the amount of spontaneous R&D investment over time, they should target SMEs with some prior R&D experience, using either subsidy. Finally, if their objective is to induce SMEs to network with external organisations, subsidies for collaborative R&D projects should be preferred to subsidies for individual R&D projects. 相似文献
6.
Disruptiveness, Friends' Characteristics, and Delinquency in Early Adolescence: A Test of Two Competing Models of Development 总被引：3，自引：0，他引：3
Frank Vitaro Richard E. Tremblay Margaret Kerr Linda Pagani William M. Bukowski 《Child development》1997,68(4):676-689
This study tested 2 competing models of friends' influence on the development of delinquency in disruptive boys. In so diong, we examined whether highly disruptive, moderately diseuptive, moderately conforming, and highly conforming boys' delinquecy increased or decreased depeniding on their friends' characteristics. A sample of 868 boys was classified into the 4 groups according to teacher tating at ages 11 and 12. Each group was then subdivided by mutual friends' peer-rate aggressiveness-disturbance at the same ages: aggressive-disturbing friends, average friends, nonaggressive-nondisturbing friends, and no friends. Subgroups were mext compared on self-reported delinquency at age 13 while controlling for average self-reported delinquency and socioeconomic variables at ages 11 and 12. Results indicate that moderately disruptive boys with aggressivedisturbive friends were more delinquent at age 13 than other subgroups of moderately disruptive boys. Highly disrupitve and confroming boys, however, were unaffected by their friends' characteristics. We conclude that the results partially support each theoretical model, suggesting that both individual characteristics and deviant peer association might play causal roles. 相似文献
7.
Journal of Cultural Economics - 相似文献
8.
Marta Desimoni Teresa Gloria Scalisi Margherita Orsolini 《Learning and Instruction》2012,22(5):340-353
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the best predictor of later literacy and that spelling was the most stable measure and influenced text comprehension and reading speed. An asymmetry was also observed in the longitudinal relationship between reading and spelling errors, with reading errors predicting later spelling errors and a non-significant result in the opposite direction. 相似文献
9.
Margherita Orsolini 《European Journal of Psychology of Education - EJPE》1988,3(3):341-355
This research is concerned with clarifying whether teacher’s communicative strategies affect children’s conversational relevance in classroom discourse. 34 conversations between teacher and children in a nursery school in a Rome suburb of low social class, collected with a «quasi-experimental» methodology, have been audiotaped and analysed. 5961 turns at talk have been categorised in order to identify different levels of relevance of the teacher’s and children’s conversational contributions. Categories describe the links between the present turn and the focus or the topic of the preceding turn. Frequencies of turn categorization were elaborated by computing transitional probabilities. Results of sequential analysis show that the children most often extend or elaborate on the information introduced by the teacher when the teacher has just extended the topic of a child speaker. In the group observed in this research peer interaction can however take on a function similar to that of teacher-children interaction: high relevance to a preceding utterance somehow «activates» a subsequent highly relevant contribution by another child. 相似文献
10.