Regional closure of knowledge transfer in cluster organisations in Western Poland

In many studies of clusters – currently a topical subject matter of many regional analyses – authors indicate that the spatial proximity of economic agents positively influences the possibility of cooperation and knowledge exchange (both spontaneous and purposeful). However, geographical proximity can be understood differently: it depends on conditions characteristic of countries and regions. In this paper I investigate to what extent knowledge transfer links, created by agents of clusters during formal cooperation, appear within, or reach outside, the administrative regions of Western Poland. To that end, I create an operational definition of “regional closure” with an equation for measuring it. The results prove that although most links in cluster organisations are created within regions (on NUTS-2 and NUTS-3 level), their spatial range depends on the line of business and type of projects implemented by a cluster.

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IDENTIFYING THE BOTTOM LINE AFTER A STOCK MARKET CRASH

International Journal of Modern Physics C ◽

10.1142/s0129183100000092 ◽

2000 ◽

Vol 11 (01) ◽

pp. 91-100 ◽

Cited By ~ 15

Author(s):

B. M. ROEHNER

Keyword(s):

Interest Rates ◽

Stock Prices ◽

The United States ◽

Operational Definition ◽

Bottom Line ◽

Strong Negative Correlation ◽

Economic Agents ◽

Interest Rate Spread ◽

The Interest Rate ◽

Definition Of

In this empirical paper we show that in the months following a crash there is a distinct connection between the fall of stock prices and the increase in the range of interest rates for a sample of bonds. This variable, which is often referred to as the interest rate spread variable, can be considered as a statistical measure for the disparity in lenders' opinions about the future; in other words, it provides an operational definition of the uncertainty faced by economic agents. The observation that there is a strong negative correlation between stock prices and the spread variable relies on the examination of eight major crashes in the United States between 1857 and 1987. That relationship which has remained valid for one and a half century in spite of important changes in the organization of financial markets can be of interest in the perspective of Monte Carlo simulations of stock markets.

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Increasing the effectiveness of knowledge transfer activities and training of the forestry workforce with marteloscopes

The Forestry Chronicle ◽

10.5558/tfc2016-076 ◽

2016 ◽

Vol 92 (04) ◽

pp. 418-427 ◽

Cited By ~ 5

Author(s):

Michel Soucy ◽

Hector Guy Adégbidi ◽

Raffaele Spinelli ◽

Martin Béland

Keyword(s):

Knowledge Transfer ◽

Nonprofit Organizations ◽

Knowledge Exchange ◽

The United States ◽

Human Beings ◽

Partial Cutting ◽

Working Definition ◽

Distinctive Type ◽

Set Up ◽

Definition Of

Sample plots of various sizes and forms are put in place to describe and monitor trees, stands or forest characteristics. The intent is usually to provide the basis for measuring and understanding the forest. Marteloscopes, by contrast, are large plots designed for tree marking simulations, set up with human beings as the main focus: they are used for knowledge transfer activities, training of various categories of forestry workers, and even for the study of human tree selection behaviors. This distinctive type of permanent plot is relatively new and unfamiliar to North America’s forestry professionals. In this paper, we provide a working definition of marteloscopes and demonstrate how they can significantly improve knowledge exchange and learning experiences, notably for complex decisions on partial cutting treatments. Potential uses of marteloscopes, their benefits as well as some of the challenges they bring are discussed in the presentation of selected examples from Canada, the United States and Italy. These examples cover uses by research agencies, universities and nonprofit organizations. Finally, we discuss ongoing developments for marteloscopes, the standardization of protocols and the potential benefits of linking marteloscopes into an international network, as more of them are put in place in diverse and unique forest settings.

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Observation and Subjectivity in Quine

Canadian Journal of Philosophy Supplementary Volume ◽

10.1080/00455091.1975.10716133 ◽

1975 ◽

Vol 1 (2) ◽

pp. 109-127

Author(s):

Harold Morick

Keyword(s):

Subject Matter ◽

Scientific Theory ◽

Operational Definition ◽

Observation Sentence ◽

Objective Control ◽

Definition Of ◽

Scientific Hypotheses

“There ceases to be any reason to count awareness as an essential trait of observation.”-from “Stimulus and Meaning”As W. V. Quine sees it we must, in the interests of science, resist “the old tendency to associate observation sentences with a subjective sensory subject matter,” because such sentences are “meant to be the intersubjective tribunal of scientific hypotheses“; observation sentences are meant to be the independent and objective control of scientific theory. Accordingly, Quine has developed a behaviouristic operational definition of an observation sentence for the purpose of dispelling the air of subjectivity which surrounds the notion of observation (WB 19).In this paper I argue that his observation-sentence definition, or criterion, fails to fulfil this purpose. In the first half of the paper (sections 1 and 2), I describe in particular the kind of subjectivism which most worries Quine-what he calls the epistemological nihilism of Hanson, Kuhn and Polanyi-and I then turn to Quine's remedy, his observation criterion.

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Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000255 ◽

2019 ◽

Vol 30 (2) ◽

pp. 109-122

Author(s):

Aleksandar Bulajić ◽

Miomir Despotović ◽

Thomas Lachmann

Keyword(s):

Adult Education ◽

Operational Definition ◽

Literacy Skills ◽

Point Of View ◽

Industrialized Countries ◽

Functional Illiteracy ◽

Scale Levels ◽

Components Of Reading ◽

The One ◽

Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

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“The Unconscious” in Current Psychology

European Psychologist ◽

10.1027/1016-9040/a000017 ◽

2010 ◽

Vol 15 (3) ◽

pp. 193-201 ◽

Cited By ~ 17

Author(s):

Elisabeth Norman

Keyword(s):

Cognitive Psychology ◽

Verbal Report ◽

Psychological Research ◽

Operational Definition ◽

The Unconscious ◽

Apparent Lack ◽

Unconscious Processing ◽

Unconscious Processes ◽

Intermediate States ◽

Definition Of

A series of vignette examples taken from psychological research on motivation, emotion, decision making, and attitudes illustrates how the influence of unconscious processes is often measured in a range of different behaviors. However, the selected studies share an apparent lack of explicit operational definition of what is meant by consciousness, and there seems to be substantial disagreement about the properties of conscious versus unconscious processing: Consciousness is sometimes equated with attention, sometimes with verbal report ability, and sometimes operationalized in terms of behavioral dissociations between different performance measures. Moreover, the examples all seem to share a dichotomous view of conscious and unconscious processes as being qualitatively different. It is suggested that cognitive research on consciousness can help resolve the apparent disagreement about how to define and measure unconscious processing, as is illustrated by a selection of operational definitions and empirical findings from modern cognitive psychology. These empirical findings also point to the existence of intermediate states of conscious awareness, not easily classifiable as either purely conscious or purely unconscious. Recent hypotheses from cognitive psychology, supplemented with models from social, developmental, and clinical psychology, are then presented all of which are compatible with the view of consciousness as a graded rather than an all-or-none phenomenon. Such a view of consciousness would open up for explorations of intermediate states of awareness in addition to more purely conscious or purely unconscious states and thereby increase our understanding of the seemingly “unconscious” aspects of mental life.

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An Analysis of the Demand for Reporting on Internal Control

Accounting Horizons ◽

10.2308/acch.2000.14.3.325 ◽

2000 ◽

Vol 14 (3) ◽

pp. 325-341 ◽

Cited By ~ 58

Author(s):

Heather M. Hermanson

Keyword(s):

Decision Making ◽

Financial Reporting ◽

Internal Control ◽

Operational Definition ◽

Financial Statement ◽

Individual Investors ◽

Internal Auditors ◽

Additional Information ◽

User Groups ◽

Definition Of

The purpose of this study is to analyze the demand for reporting on internal control. Nine financial statement user groups were identified and surveyed to determine whether they agree that: (1) management reports on internal control (MRIC) are useful, (2) MRICs influence decisions, and (3) financial reporting is improved by adding MRICs. In addition, the paper examined whether responses varied based on: (1) the definition of internal control used (manipulated as broad, operational definition vs. narrow, financial-reporting definition) and (2) user group. The results indicate that financial statement users agree that internal controls are important. Respondents agreed that voluntary MRICs improved controls and provided additional information for decision making. Respondents also agreed that mandatory MRICs improved controls, but did not agree about their value for decision making. Using a broad definition of controls, respondents strongly agreed that MRICs improved controls and provided a better indicator of a company's long-term viability. Executive respondents were less likely to agree about the value of MRICs than individual investors and internal auditors.

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Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher

Lifelong Learning ◽

10.11118/lifele20150502148 ◽

2015 ◽

Vol 5 (2) ◽

pp. 148-171

Author(s):

Denisa Gunišová ◽

Jana Duchovičová

Keyword(s):

Subject Matter ◽

Point Of View ◽

Subjective Perception ◽

Cognitive Frames ◽

Teacher Work ◽

Approach To Teaching ◽

The Subject ◽

Definition Of ◽

Level Of Understanding ◽

Education Process

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

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Shape Dynamics and the Linking Theory

10.1093/oso/9780198789475.003.0012 ◽

2018 ◽

Author(s):

Flavio Mercati

Keyword(s):

Phase Space ◽

Degrees Of Freedom ◽

Line Element ◽

Hamiltonian Formulation ◽

Operational Definition ◽

Extended Phase Space ◽

Extended Phase ◽

Problem Of Time ◽

Definition Of ◽

Matter Fields

This chapter explains in detail the current Hamiltonian formulation of SD, and the concept of Linking Theory of which (GR) and SD are two complementary gauge-fixings. The physical degrees of freedom of SD are identified, the simple way in which it solves the problem of time and the problem of observables in quantum gravity are explained, and the solution to the problem of constructing a spacetime slab from a solution of SD (and the related definition of physical rods and clocks) is described. Furthermore, the canonical way of coupling matter to SD is introduced, together with the operational definition of four-dimensional line element as an effective background for matter fields. The chapter concludes with two ‘structural’ results obtained in the attempt of finding a construction principle for SD: the concept of ‘symmetry doubling’, related to the BRST formulation of the theory, and the idea of ‘conformogeometrodynamics regained’, that is, to derive the theory as the unique one in the extended phase space of GR that realizes the symmetry doubling idea.

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