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Despite the critical role of regulations on competition and innovation, little is known about firm responses and related effects on performance under regulatory contingencies that are permissive or restrictive. By longitudinally investigating hybrid cars competing in the Le Mans Prototype racing (LMP1), we counter-intuitively suggest that permissive regulations increase technological uncertainty and thus decrease the firms’ likelihood of shifting their technological trajectory, while restrictive regulations lead to the opposite outcome. Further, we suggest that permissive regulations favour firms that innovate their products by sequentially upgrading core and peripheral subsystems, while restrictive regulations (in the long term) favour firms upgrading them simultaneously. Implications for theory and practice are discussed. 相似文献
113.
This paper studies the non-market effects of education on crime using a panel dataset for the 20 Italian regions over the period 1980–1995. Our empirical results suggest that education reduces crime over and above its effect through labour market opportunities (employment rate and wage rate). Because of the absence of a credible instrumental variable for education for Italy, our empirical strategy is to include in our econometric specification region fixed effect, year fixed effects and region-specific time trends together with an extensive set of socioeconomic and deterrence variables. Our results are robust to model specification, changes in the typology of crimes and finally, to alternative definitions of education. 相似文献
114.
Paolo Davoli Matteo Monari Kerstin Severinson Eklundh 《Education and Information Technologies》2009,14(3):229-254
The importance of groupware tools in e-learning practice is increasing, because of their educational relevance and of the
importance of group abilities in today’s job activities. The paper addresses some critical issues of asynchronous collaborative
tools hosted in Web-learning platforms. A model to capture user quality perceptions for these tools is presented, and an investigation
conducted in three case studies where e-learning platforms were used to share and comment on written works is reported in
detail. Quantitative and qualitative data are used in a complementary way to capture the complexity of educational collaborative
activities. The impact of technologies on work organization, writing and peer-feedback activities is discussed. Users dedicated
more time to feedback activities than they would have in real-life contexts, and paid more attention to the style and content
of their writing. Communication was more focused and honest than in real life (even though more distant and at the risk of
misunderstanding), and its indirectness encouraged shy and impaired people. Usability problems emerged from platform design,
educators’ choices and server-side settings; Web-based systems seem to pose specific usability issues when users are required
a strong active role; compatibility issues highlight the need for a closer Web standard compliance.
相似文献
Kerstin Severinson EklundhEmail: |
115.
Paolo Guidoni 《International Journal of Science Education》2013,35(2):133-140
This article presents figures which show that environmental education is part of the curriculum for different subjects in West German schools. Criticism is made in the following areas: still too little time is used for environmental education; a lack of innovation in using new methods; a lack of adequate scope for teachers to shape their own teaching in a non‐disciplinary, action‐ and situation‐oriented way. 相似文献
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This paper analyses the market transformation in heritage tourism destinations when excessive tourism demand determines the emergence of a class of excursionists among visitors. Building on the approach of Keane (1997) and Shapiro (1983), some important dimensions of sustainable tourism development are highlighted. The lesser capacity of excursionists to learn the true quality of the tourist goods provides an opportunity for producers to cut back on quality. To serve high quality goods and keep up the reputation of the destination, producers need to gain a mark-up on price that might not be sustained in a competitive market. Hence the decline in ``high-paying' demand segments, increasingly substituted by visitors with lesser quality expectations, has significant consequences on the use and preservation of the heritage. The proposed formulation allows the identification of appropriate policy instruments to reverse this process. 相似文献
118.
ABSTRACTThis article presents a critical policy historiography of how Early School Leaving has been understood as a social problem and what policy responses have been enacted to tackle it in the Italian context, devoting a specific attention to the analysis of the translation of EU policy ideas, tools and recipes to reduce ESL. It shows how the formulation of a global and integrated national strategy to tackle ESL in Italy in 2018 can be interpreted as the result of a troubled process of re-culturing. Such a reculturing is the effect of the complex interplay between the legacies of the Italian welfare regime in education and the co-option of the ESL issue within a EU political frame that struggles to combine economic rationalism and social justice. Such a struggle is interpreted as contributing to a profound rethinking of education and its mission. 相似文献
119.
Paolo Stievano Silvia Michetti Shawn M. McClintock Gabriel Levi Teresa Gloria Scalisi 《Reading and writing》2016,29(7):1497-1510
Handwriting is a complex activity that involves continuous interaction between lowerlevel perceptual-motor and higher-level cognitive processes. All handwriting models describe involvement of executive functions (EF) in handwriting development. Particular EF domains associated with handwriting include maintenance of information in working memory, inhibition of prepotent responses, and shifting and sustaining of attention. Generativity, an EF domain that has not been extensively studied, may play a role in the acquisition and automation of handwriting. We hypothesized that neuropsychological performances and handwriting fluency would be mutually associated, and that visuospatial generativity could have a specific role in handwriting speed. We enrolled 96 children who completed a comprehensive neuropsychological battery. The study found that handwriting speed was associated with visuospatial fluency, which involves behavioural execution and initiation. In learning and performing handwriting, there is an inherent non-exclusive role of fine motor skills. 相似文献
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