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1.
《Research Policy》2022,51(2):104416
Do informal social ties connecting inventors across distant places promote knowledge flows between them? To measure informal ties, we use a new and direct index of social connectedness of regions based on aggregate Facebook friendships. We use a well-established identification strategy that relies on matching inventor citations with citations from examiners. Moreover, we isolate the specific effect of informal connections, above and beyond formal professional ties (co-inventor networks) and geographic proximity. We identify a significant and robust effect of informal ties on patent citations. Further, we find that the effect of geographic proximity on knowledge flows is entirely explained by informal social ties and professional networks. We also show that the effect of informal social ties on knowledge flows is greater for new entrepreneurs or ‘garage inventors’, for older or ‘forgotten’ patents, and for flows across distant technology fields. It has also become increasingly important over the last two decades. 相似文献
2.
This study examined mechanisms through which acculturation influenced psychosocial adjustment of Chinese international students. Specifically, these mechanisms refer to the mediating and moderating effects of social interaction and social connectedness with host nationals upon the acculturation–adjustment linkages. Chinese international students from four universities in Texas responded to a web-based survey (N = 508). Results from regression analyses showed social connectedness with Americans mediated the links between adherence to the host culture (acculturation dimension) and psychosocial adjustment (i.e., depression and sociocultural adjustment difficulties). Social interaction with Americans moderated the association between adherence to the home culture (acculturation dimension) and depression. We discussed implications for theory and health promotion practice, and presented directions for future research. 相似文献
3.
Rebecca K. Frels Anthony J. Onwuegbuzie 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):181-206
To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring. 相似文献
4.
联盟组合为焦点企业及合作伙伴的发展创造了丰富的成长路径,提高了企业的竞争优势。现有研究对联盟构型网络的结构、资源冗余性、路径联系与"网络效应"之间的关系,缺乏系统性、动态性的分析。本文围绕焦点企业,结合社会网络及纵向案例研究方法以大唐移动TD-LTE联盟组合为研究对象;探讨了联盟组合构型网络形成的动因、演化特征和路径;提炼了联盟组合构型网络动态演化框架。研究表明:联盟组合内的资源异质性与构型网络多样化密切相关。随着构型网络的规模扩大、路径依赖的增加,会导致整体网络效率的下降,收益递减。而不同阶段焦点企业的控制治理策略选择、网络的拓展与重构能有效提高联盟组合"网络效应"。 相似文献
5.
刘智斌 《宁夏师范学院学报》2003,24(6):1-6
用R(L)-值下半连续函数引入了R(L)型诱导空间的概念．讨论了它的一些基本性质．证明了R(L)型诱导空间保持笛卡尔积；(L^x，δ)是连通空间当且仅当其R(L)型诱导空间是连通空间，给出了LF拓扑空间集与R(L)型诱导空间集之间建立的映射和生成映射ω的可交换性． 相似文献
6.
在具有连通结构的拓扑空间中得到了抽象经济平衡的存在性定理,从而改进了引文中的相应结果. 相似文献
7.
陈燕芬 《韩山师范学院学报》1996,(3)
本文根据连通性及弧连通性定义,以及有关的定理,利用实数空间的性质,具体讨论了不可数的可数补拓扑的连通性及弧连通性. 相似文献
8.
Larisa T. McLoughlin Barbara A. Spears Carmel M. Taddeo Daniel F. Hermens 《Psychology in the schools》2019,56(6):945-958
It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying. 相似文献
9.
The protective role of teacher–student relationships against peer victimization and psychosocial distress 
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下载免费PDF全文 This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects. 相似文献
10.
Leslie Maurice Alford 《Educational Philosophy and Theory》2018,50(5):448-454
AbstractIn this paper I contrast conceptions of self from two perspectives: an individualistic orientation and a communitarian approach. In doing so, the philosophical justification is Wittgenstein’s idea that individualism is produced and reinforced as a way of being, thinking and interacting in community. With this contextual frame, I argue that we are shaped by the language practices of our community to ascribe meaning and interpret our own relationships with others through our language lexicon and grammar. To illustrate the communitarian perspective I refer to Māori perspectives in which connectedness is axiomatic: in particular the concepts of whanaungatanga and whakapapa, as described by Ka’ai and Metge. On the basis that such concepts are predicated on language use, I suggest that we can learn the grammar of engagement in a discursive context that emphasises connectedness just as easily as in one which is founded on separateness. I argue that interacting with an other is to engage with the ideas, beliefs, and values that shape their language, even as we expose our own. Engaging between individualistic and communitarian understandings is presented as learning to bridge language gaps between different social constructs and understandings of reality. 相似文献