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We discuss Konstantinos Alexakos, Jayson Jones and Victor Rodriguez’s hermeneutic study of formation and function of kinship-like
relationships among inner city male students of color in a college physics classroom. From our Critical Complexity Science
framework we first discuss the reading erlebnisse of students laughing at and with each other as something that immediately captured our attention in being transformative
of the classroom. We continue by exploring their classroom and research experience as an emergent structure modifying their
collective as well as their individual experiences. As we analyze both the classroom and the research space as a complex system,
we reflect on the instructor/students interactions characterized by an asymmetrical “power” relationship. From our analysis
we propose to consider the zone of proximal development as the constantly emerging and transforming person experience (erlebnisse and
erfahrung). 相似文献
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This article develops a general framework to describe the changes in university IPR regulations in Europe and their effects on the patenting activities of universities and on knowledge transfer processes. Understanding the effects of changes in IPR regulations on academic patenting is a complex issue, and parallels with the US case can be misleading. First, despite the general trend towards institutional ownership, university IPR regulations in Europe remain extremely differentiated and there is no one-to-one mapping to the US system. Second, it is difficult to disentangle the quantitative and qualitative effects of changes in IPR ownership regulations on academic patenting activities from the effects of concurrent transformations in the institutional, cultural and organizational landscape surrounding academic knowledge transfer. The article proposes a review and typological classification of national university IPR ownership systems on the basis of their development since 2000, and uses it to analyze the aggregate dynamics of academic patent ownership in several European countries. The analysis of patterns of ownership of academic patents shows that there has been a general increase in university patenting since 1990, with a significant slowdown (and even reduction in some countries) after early 2000s accompanied by a switch in academic patents ownership in favor of university ownership though preserving the European specificity of high company ownership of academic invented patents. 相似文献
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This paper develops a theoretical framework that could facilitate the application of the Autovalutazione, Valutazione periodica, Accreditamento (AVA) method in Italian universities, trying to simplify the use of this approach, and to cover the existing gap between Italy and others European academic institutions. The new competitive environment in the academic system has created a reality where customers compare the ‘knowledge value’ that they are likely to receive in each academic institution. Quality in education is nowadays fundamental and student satisfaction is one of its main dimensions. There is an emphasis on service that meets the students’ needs and expectations, problem-solving processes based on facts, feedback systems and statistical methods and improvement of processes and systems by collaboration and involvement. Starting from 2013, all Italian universities are obliged by law to adopt the AVA method [Self-Evaluation, Periodic Evaluation and Accreditation], a system of activities carried out by the National Agency for the Evaluation of Universities and Research Institutes (ANVUR). 相似文献
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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
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Federica Raia 《Cultural Studies of Science Education》2013,8(1):1-24
I narrate a process of transformation, a professional and personal journey framed by an experience that captured my attention shaping my interpretation and reflections. From a critical complexity framework I discuss the emergence of a learning community from the cooperation among individuals of diverse social and cultural worlds sharing the need to change a traditional professional development program structure and develop a new science education Masters Degree/Certification program. I zoom into the continual redefinition of the community, its evolution and complex interrelations among its participants and the emergence of a learning community as a boundary space having an emancipatory role and allowing growth and learning. I analyze the dialectical relationship between agents’ behavior either impeding growth or having an emancipatory function of a mindful RelationalAct in a complex adaptive system framework. 相似文献
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Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task
Maria Vender Federica Mantione Silvia Savazzi Denis Delfitto Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory. 相似文献