Quests of a realist     

Michael Redhead  Peter Lipton  Igor Douven  Otávio Bueno 《Metascience》2001,10(3):341-366

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Influence of intellectual capital upon knowledge creation in Spanish subsidiaries: an empirical study     

Patrocinio Zaragoza-Sáez  Enrique Claver-Cortés  Bartolomé Marco-Lajara  Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501

Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper.  相似文献   

Do training institutions learn from experience?     

Claudio de Moura Castro 《International Journal of Educational Development》2011

This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case.  相似文献   

Socio-cultural variation in reading comprehension development among fifth graders in Peru     

Silvia Morales Silva  Ludo Verhoeven  Jan van Leeuwe 《Reading and writing》2011,24(8):951-969

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables.  相似文献   

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles     

Dietmar H?ttecke  Cibelle Celestino Silva 《Science & Education》2011,20(3-4):293-316

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers?? skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.  相似文献   

Between the local and the global: organized research units and international collaborations in the health sciences     

Creso M. Sá  Anatoly Oleksiyenko 《Higher Education》2011,62(3):367-382

Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university. This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center in North America. The roles these units play in helping researchers work across institutional and national boundaries are identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources of influence, helping to extend university research into the global space.  相似文献   

The impact of a peer-tutoring program on quality standards in higher education     

José L. Arco-Tirado  Francisco D. Fernández-Martín  Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.  相似文献   

Child psychiatry takes to the streets: a developmental partnership between a university institute and children and adolescents from the streets of Sao Paulo, Brazil     

Scivoletto S  da Silva TF  Rosenheck RA 《Child abuse & neglect》2011,35(2):89-95

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Intrafamilial conflict and emotional well-being: a population based study among Icelandic adolescents     

Gunnlaugsson G  Kristjánsson AL  Einarsdóttir J  Sigfúsdóttir ID 《Child abuse & neglect》2011,35(5):372-381

Objectives

During intrafamilial conflicts children are often innocent bystanders, caught in the crossfire. In such situations, they are at increased risk to become directly involved in abusive verbal behavior of the perpetrator, and exposed to being shouted or yelled at, threatened, rejected and even physically abused. The present study has two main objectives: (1) ascertain a national base rate of intrafamilial conflicts and physical violence at home among Icelandic adolescents; and (2) to investigate the association of witnessing and/or having been a part of intrafamilial conflict or physical violence at home with variables that relate to mental health and well-being.

Methods

The participants were 3,515 students, 14- and 15-year-old, in the national compulsory school system in Iceland. As a part of the 2003 ESPAD survey, each pupil was asked about experiences of severe verbal arguments and physical violence at home as well as their background, behaviors, and mental health assessed with the use of tested measurement scales such as the Symptom Distress Checklist 90 (SCL-90) and the Rosenberg Self-Esteem Scale.

Results

About 22% of the participants stated that they had witnessed a severe verbal argument between parents and 34% stated that they had been involved in a severe verbal argument with parents. This rate was slightly higher for girls compared to boys. All together 7% of adolescents had witnessed physical violence at home where an adult was involved and 6% of the participants stated that they had experiences of being involved in physical violence at home where an adult was involved. Witnessing or being involved in severe verbal arguments at home and/or witnessing or being involved in physical violence with an adult was significantly associated with greater levels of depression, anger, and anxiety, and negatively related with self-esteem (p < 0.01).

Conclusions

Many adolescents in Iceland witness severe parental verbal arguments or physical violence between adults in their homes and some are directly involved in such acts. It affects their long-term emotional and behavioral development and well-being.

Practice implications

Preventive measures have to be implemented at an early age and should include, but not be limited to, information on disciplining and upbringing of children and the negative impact of intrafamilial conflicts on the long-term health of their children. Due attention should be given to the health and well-being of children where such violence is known to occur.  相似文献   

Experience of cooperative learning in engineering   总被引：1，自引：1，他引：0  

Rocio Maceiras  Angeles Cancela  Santiago Urréjola  Angel Sánchez 《European Journal of Engineering Education》2011,36(1):13-19

The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.  相似文献