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Knowledge Management Research & Practice - Being competitive entails continuously performing product and process innovations. The acquisition of externally generated R&D is therefore... 相似文献
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Tehila Nugiel Mackenzie E. Mitchell Damion V. Demeter AnnaCarolina Garza Paul T. Cirino Arturo E. Hernandez Jenifer Juranek Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160
English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes. 相似文献
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Silvia Izquierdo álvarez Eva Barrio Ollero Francisco Miguel Llinares Sanjuan Fabiola Lorente Martínez María Teresa Calvo Martín 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):159-166
Introduction:
Additional nucleotide substitutions in the 3′-untranslated region of prothrombin gene could explain some thrombotic events and also adverse pregnancy outcomes. We describe the first case of a homozygous 20209C>T mutation as the cause of deep vein thrombosis in a Spanish patient.Case and methods:
The 56-year-old male patient with a partial tear of the Achilles tendon developed calf (tibial) deep vein thrombosis after immobilization and was treated with an anticoagulant. To determine if the deep vein thrombosis was of genetic origin, a peripheral blood DNA sample was analysed for the presence of the three most frequent mutations associated with thrombotic events: factor V Leiden (1691G>A), prothrombin (20210G>A) and methylene tetrahydrofolate reductase (677C>T). The presence or absence of the normal allele of prothrombin could not be determined using the PTH-FV-MTHFR StripAssay (Vienna Lab).Results:
Comprehensive analysis showed that the patient had a variant interfering with the polymerase chain reaction product, we sequenced the entire prothrombin gene and found that the patient had a homozygous C>T mutation at position 20209; this interfered with the polymerase chain reaction product, which needs a C at this position to be able to bind to the wild-type probe present in the test strip.Conclusion:
The homozygous 20209C>T mutation and the presence of the mutation 677C>T in heterozygosity explained the patient’s deep vein thrombosis because the combination of mutations would increase the risk of thrombosis. Suitable genetic counselling should be provided to the patient and first-degree relatives as it important to detect prothrombin gene variants that could increase risk for thrombotic events. 相似文献4.
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Susana Rojas Teresa Susinos Adelina Calvo 《International Journal of Inclusive Education》2013,17(2):156-173
This article seeks to illustrate how a research study that claims to be inclusive should incorporate into its development, decisions of methodological flexibility that enable voice to be given to all participants regardless of their personal conditions. The changes carried out in the techniques, procedures or in the kind of questions used in the research, illustrate how young persons can be involved in the building of scientific and academic knowledge that is being generated about them. This work forms part of a more extensive line of inquiry that started a number of years ago by two Spanish universities (Cantabria and Seville). 相似文献
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Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
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Sarah K. Howard Maryam Khosronejad Rafael A. Calvo 《European Journal of Engineering Education》2017,42(6):875-889
To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students’ preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics’ perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics’ understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed. 相似文献
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María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献
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Arturo Leyva 《体育哲学杂志》2018,45(2):128-143
This paper develops and introduces the embodied Rilkean sport-specific knowledge into the current sports knowledge philosophical debate. This idea is based on my interpretation of Mark Rowlands’ Rilkean memory theory. Broadly speaking, Rowlands proposed that an embodied Rilkean memory is memory content that is then ‘woven into the body and its neural infrastructure’ resulting in new bodily or behavioral dispositions. I propose that elite-level sports knowledge may become contentless bodily and/or behavioral dispositions and take the form of embodied Rilkean sport-specific knowledge. This version of sports knowledge enriches the current philosophy of sports debate that has centered on the analytical distinction between procedural knowledge (knowing how) and declarative knowledge (knowing that). After presenting the embodied Rilkean sport-specific knowledge concept and providing empirical evidence that supports its existence, I argue that the current distinction between ‘knowing how’ and ‘knowing that’ may not be exhaustive. 相似文献
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ABSTRACTPrevious studies have overlooked how intermediaries and their digital cultural capital enhance the relationship between brand values and consumer identities; their specific uses of digital technologies; and how those uses are displayed in activities where intermediaries create consumer experiences. This paper thus explores the role that cultural intermediaries (music bloggers and an advertising agency) and their digital cultural capital play in making and communicating a branded music event. Briefly, intermediaries used a set of digital technologies (social media, guest lists, blogs, and websites) to create and orchestrate an authentic and exclusive experience between brands and consumers. We draw on empirical material from interviews and ethnographic work conducted in Santiago, Chile. Our study identifies digital technologies used by cultural intermediaries in communicating branded music events, including as: promotional tools; advertising campaign efficacy evaluation mechanisms; and relational objects that connect advertising agencies, music bloggers, brands, and consumers. By exploring the tensions and conflicts that arise among bloggers and advertising executives, we shed light on the uses and exchanges of digital cultural capital for commercial purposes, resulting from the connections between intermediaries that come from different fields of cultural production. 相似文献