Knowledge-intensity as an organisational characteristic

The sector of knowledge-intensive business services (KIBS) has a central role in modern economies. However, there are no explicit and generally acknowledged criteria for characterising KIBS or other knowledge-intensive organisations. In addition, the concept of knowledge-intensity has no significant managerial use. This paper aims to widen the existing understanding about the concept of knowledge-intensity and take a step towards its operational application and managerial usefulness. Methodologically, two steps are carried out. First, a conceptual study based on intellectual capital literature and literature on knowledge-intensive firms is carried out. Second, an interview study (n=8) is carried out to empirically examine the role of knowledge assets in selected KIBS organisations. This paper contributes by tackling the vagueness of the concept of knowledge-intensity: the paper demonstrates that there are different types of ‘knowledge-intensity profiles’ among KIBS companies and that knowledge assets can be used as an analytical framework to identify the sources of value creation.     

Positive and negative feedback effects in competition for dominance of network business systems

This paper extends the existing research on the interplay of positive and negative feedback dynamics in the competition for business system dominance. By building on an analysis of the digital television launch in the United Kingdom, we find that the expectation of network externalities intensifies competition causing strong negative feedback effects to emerge. Actions aimed at improving one's position are systematically imitated and pre-emptied. Pressure builds up in the business system, and only when the weakest firms exit, the positive feedback effects are unleashed in their full magnitude. Our findings contribute to an improved understanding of institutional dynamics in new technology introduction.     

Intellectual capital management in practice: assessment of implementation and outcomes

In recent decades, a huge variety of models for managing intellectual capital (IC) have been generated. However, understanding how IC management (ICM) models operate in practice and the issues that may be encountered when they are implemented remain a challenging issue. This is because there seems to be a significant gap between the enthusiastic development of ICM models in theory and the application of these models in companies. Therefore, more practically grounded research needs to be carried out. Reporting on action research projects and an interview study, this paper enriches the existing theoretical and framework-oriented IC literature by examining empirically the implementation of ICM projects and their outcomes in six Finnish companies. The findings of the paper include the challenges and success factors affecting the development of ICM projects, likewise the related outcomes and benefits. This provides useful insights for applying ICM to practice.     

How engineers perceive the importance of ethics in Finland

Success in complex and holistic engineering practices requires more than problem-solving abilities and technical competencies. Engineering education must offer proficient technical competences and also train engineers to think and act ethically. A technical ‘engineering-like’ focus and demand have made educators and students overlook the importance of ethical awareness and transversal competences. Using two Finnish surveys, conducted in 2014 and 2016, we examine how engineers perceive working life needs regarding ethics. The data consider different age groups. We research whether an engineer’s age affects their perception of the importance of ethics in their work and if there are differences between young experts and young managers in their use of ethics within work. The results indicate that practising engineers do not consider ethical issues important in their work. This especially applies to younger engineers; the older an engineer, the more important they consider ethics. No statistically significant difference was found between young engineering experts and managers.     

Factors Influencing Postsecondary STEM Students’ Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities

Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel but serve an important need to better understand the impacts that the advent of rapidly emerging technologies will have on a new generation of scientists and engineers including their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students’ (n?=?254 from five countries: Austria, Finland, France, Israel, and USA) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants’ understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants’ hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives that are, however, often anchored in very different levels of beginning concern. Results are discussed in the context of considerations for science communication training within formal science education curricula globally.     

The emergence of leadership in students’ group interaction in a school-based makerspace

This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,

and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.

     

Effects of nicotinamide adenine dinucleotide hydride on physical and mental performance

The aim of this study was to assess the effects of nicotinamide adenine dinucleotide hydride (NADH) on maximal oxygen uptake (VO2max), maximal anaerobic running time, and mental performance. Eight men were exposed to a supplement treatment (30 mg NADH as ENACHI tablets per day) and to a placebo treatment, each of 4 weeks' duration, in a balanced, double-blind, and cross-over design. The two treatments were separated by a 14-week wash-out period. The results indicated that VO2max, maximal anaerobic running time, and the ability to concentrate were similar in the NADH and placebo conditions. There were also no differences in blood lactate, creatine kinase, reaction time or feelings of fatigue between the treatments. A counter-movement jump performed at rest and 2 min after the aerobic test differed significantly (P 相似文献   

《福柯的政治哲学》评论

《福柯的政治哲学》是马克·凯利基于自身的博士论文而成稿的。马克·凯利认为关于该书的所有观点已经隐含在标题之中：福柯产生的政治哲学思想是连贯一致的。马克·凯利同时认为该书包含了对于福柯的知识论、权力、抵抗和主体性概念最全面的理解。安蒂·莎灯马博士以章节为序,对马克·凯利完整地“将福柯的思想作为一个连贯的政治哲学来呈现”这一宏大体系做出了精妙的评论。     

A qualitative literature review of educational games in the classroom: the teacher’s pedagogical activities

The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher’s role/activities regarding the use of games in education. The data collection method was based on the systematic literature review models. The data consisted of 35 articles that were coded by using interpretive approach. The results indicate that the teacher’s role was pedagogically active in 21 articles. The teacher’s pedagogical activities became evident in various game-based learning processes: in planning, in orientation, during the gaming, and after the game-play sessions.     

s-grams: Defining generalized n-grams for information retrieval

n-grams have been used widely and successfully for approximate string matching in many areas. s-grams have been introduced recently as an n-gram based matching technique, where di-grams are formed of both adjacent and non-adjacent characters. s-grams have proved successful in approximate string matching across language boundaries in Information Retrieval (IR). s-grams however lack precise definitions. Also their similarity comparison lacks precise definition. In this paper, we give precise definitions for both. Our definitions are developed in a bottom-up manner, only assuming character strings and elementary mathematical concepts. Extending established practices, we provide novel definitions of s-gram profiles and the L₁ distance metric for them. This is a stronger string proximity measure than the popular Jaccard similarity measure because Jaccard is insensitive to the counts of each n-gram in the strings to be compared. However, due to the popularity of Jaccard in IR experiments, we define the reduction of s-gram profiles to binary profiles in order to precisely define the (extended) Jaccard similarity function for s-grams. We also show that n-gram similarity/distance computations are special cases of our generalized definitions.