Análisis del modelo de Internacionalización de e-Tech Simulation según la teoría de redes

La teoría de redes de Johanson y Mattson (1988) explica como las pequeñas empresas, también conocidas como PyMes, utilizan las redes de negocio para desarrollar sus procesos de internacionalización. Es así que a través de las redes pueden superar sus limitaciones de tamaño para encontrar cierto tipo de fluidez y dinamismo en su gestión, con el fin de aprovechar los beneficios de la internacionalización. A partir del desarrollo y fortalecimiento de las relaciones dentro de la red la organización puede posicionarse en una instancia competitiva cada vez más fuerte (Jarillo, 1988). Según Forsgren y Johanson (1992), para los gerentes es importante coordinar la interacción entre los diferentes actores de la red, ya que a través de estas su posición dentro de la red mejora y así mismo el flujo de recursos será mayor. El propósito de este trabajo es analizar el modelo de internacionalización según la teoría de redes, desde una perspectiva cultural, de e-Tech Simulation una PyME “Born to be global” norteamericana. Esta empresa ha minimizado su riesgo de internacionalización, a través del desarrollo de acuerdos entre los diferentes actores. Al mejorar su posición dentro de la red, es decir al fortalecer aún más los lazos existentes y crear nuevas relaciones, la empresa ha obtenido mayores beneficios de la misma y ha logrado ser aún más flexible con sus clientes. Es por esto que a partir de este análisis se planteó una serie de recomendaciones para mejorar los procesos de negociación dentro de la red, bajo un contexto cultural. De igual forma se evidencio la importancia del papel del emprendimiento del gerente en los procesos de internacionalización, así como su habilidad para mezclar los recursos obtenidos de diferentes mercados internacionales para satisfacer las necesidades de los clientes.

The role of Spanish schools in providing environmental knowledge in science. 'El papel de las escuelas españolas en proporcionar conocimientos sobre el medio ambiente en la ciencia'.

Resumen basado en el de la publicación

101 essential lists on managing behaviour in the primary school.

Trata sobre la forma de hacer frente a los problemas relacionados con la conducta de los alumnos, tales cómo los comportamientos desafiantes, la intimidación, las rabietas y otros más graves como las drogas, así como sus causas. También, incluye temas sobre el desarrollo de una comunicación eficaz en el aula, el fomento del buen comportamiento de los alumnos, la imposición de sanciones y la utilización de sistemas de recompensa.

El dise??o de entornos de aprendizaje colaborativo a trav??s del programa Knowledge Forum : an??lisis de una experiencia

Resumen tomado del de la publicaci??n. Monogr??fico con el t??tulo: La cualificaci??n profesional b??sica: competencias para la inclusi??n sociolaboral de j??venes

Managing innovations in biotechnology

Estudi de la situació, estratègies i tendències de la gestió de les innovacions en biotecnologia. El projecte es desenvolupa amb participants de Polònia, França, Holanda i Espanya. Per tant, l'anàlisi té una perspectiva internacional, principalment centrada en els països esmentats. L'expliació teòrica contrasta amb un projecte de gestió real en una empresa de biotecnologia, amb les dades i la informació obtinguda en una visitat a una empresa de biotecnologia a Polònia

The GlobMODEL demonstrator: assimilation of new satellite products in an operational meteorological center

As part of its Data User Element programme, the European Space Agency funded the GlobMODEL project which aimed at investigating the scientific, technical, and organizational issues associated with the use and exploitation of remotely-sensed observations, particularly from new sounders. A pilot study was performed as a "demonstrator" of the GlobMODEL idea, based on the use of new data, with a strong European heritage, not yet assimilated operationally. Two parallel assimilation experiments were performed, using either total column ozone or ozone profiles retrieved at the Royal Netherlands Meteorological Institute (KNMI) from the Ozone Monitoring Instrument (OMI). In both cases, the impact of assimilating OMI data in addition to the total ozone columns from the SCanning Imaging Absorption spectroMeter for Atmospheric CartograpHY (SCIAMACHY) on the European Centre for Medium Range Weather Forecasts (ECMWF) ozone analyses was assessed by means of independent measurements. We found that the impact of OMI total columns is mainly limited to the region between 20 and 80 hPa, and is particularly important at high latitudes in the Southern hemisphere where the stratospheric ozone transport and chemical depletion are generally difficult to model with accuracy. Furthermore, the assimilation experiments carried out in this work suggest that OMI DOAS (Differential Optical Absorption Spectroscopy) total ozone columns are on average larger than SCIAMACHY total columns by up to 3 DU, while OMI total columns derived from OMI ozone profiles are on average about 8 DU larger than SCIAMACHY total columns. At the same time, the demonstrator brought to light a number of issues related to the assimilation of atmospheric composition profiles, such as the shortcomings arising when the vertical resolution of the instrument is not properly accounted for in the assimilation. The GlobMODEL demonstrator accelerated scientific and operational utilization of new observations and its results - prompted ECMWF to start the operational assimilation of OMI total column ozone data.

Adsorption of water vapor by bare soil in an olive grove in southern Spain

Data for water vapor adsorption and evaporation are presented for a bare soil (sandy loam, clay content 15%) in a southern Spanish olive grove. Water losses and gains were measured using eight high-precision minilysimeters, placed around an olive tree, which had been irrigated until the soil reached field capacity (similar to 0.22 m(3) m(-3)). They were subsequently left to dry for 10 days. A pair of lysimeters was situated at each of the main points of the compass (N, E, S, W), at a distance of 1 m (the inner set of lysimeters; ILS) and 2 m (the outer set of lysimeters; OLS), respectively, from the tree trunk. Distinct periods of moisture loss (evaporation) and moisture gain (vapor adsorption) could be distinguished for each day. Vapor adsorption often started just after noon and generally lasted until the (early) evening. Values of up to 0.7 mm of adsorbed water per day were measured. Adsorption was generally largest for the OLS (up to 100% more on a daily basis), and increased during the dry down. This was mainly the result of lower OLS surface soil moisture contents (period-average absolute difference similar to 0.005 m(3) m(-3)), as illustrated using various analyses employing a set of micrometeorological equations describing the exchange of water vapor between bare soil and the atmosphere. These analyses also showed that the amount of water vapor adsorbed by soils is very sensitive to changes in atmospheric forcing and surface variables. The use of empirical equations to estimate vapor adsorption is therefore not recommended.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.

Assessing the process of knowledge transfer – An empirical study

This paper investigates and evaluates the process of knowledge transfer in construction projects. Due to the highly competitive nature of business environments, knowledge transfer between organisations has become increasingly popular in recent years. However, although organisations can realise remarkable benefits by transferring knowledge from one unit to another, successful knowledge transfer can be difficult to achieve. The discussions presented in the paper are mainly based on findings of two case studies. The two cases were selected from Private Finance Initiative (PFI) projects in the UK. According to the case study findings, different stages of a knowledge transfer process can be overlapped, omitted, repeated as well as intermitted and then restarted. One of the significant findings of the case studies was the role of the "knowledge mediator". In selected case studies, there were external consultants and expert staff in the form of knowledge mediators. The importance of their roles was frequently highlighted by the interview participants. They were not only facilitating the close liaison between the knowledge source and the receiver, but also their role was strongly associated with practices of translation and interpretation. This combined role of mediator/translator, therefore, appears to be particularly significant for inter-organisational knowledge transfer in PFI projects.

Overview of an innovative EU-China collaboration in education and research in sustainable built environment

This paper introduces an international collaboration of EU and Asia in education, training and research in the field of sustainable built environment, which attempts to develop a network of practical and intellectual knowledge and training exchange between Chinese and European Universities in the field of sustainable building design and construction. The projects funded by the European Commission Asia Link program, UK Foreign & Commonwealth Office, British Council and the UK Engineering Physical Sciences Council (EPSRC) have been introduced. The projects have significant impacts on promoting sustainable development in built environment in China. The aim of this paper is to share the experiences with those who are interested and searching the ways to collaborate with China in education and research.

Educational value of different types of exhibits in an interactive science and technology center

This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed during their interaction and interviewed immediately afterwards. Findings suggest that the type of exhibit constrains the nature of the understanding achieved. The use of analogical reasoning may lead to an intended causal explanation of an exhibit that is an exemplar of a phenomenon, but visitors often express misconceptions as a consequence of using this type of exhibit. Analogy-based exhibits are often not used as intended by the designer. This may be because visitors do not access the source domain intended; are unaware of the use of analogy per se (in particular, when the exhibit is of the subtype "only showing similarities between relationships"); only acquire fragmentary knowledge about the target; or fail to use analogical reasoning of which they were capable. Furthermore, exhibits related to everyday world situations are recognized to have an immediate educative value for visitors. Suggestions for enhancing the educative value of exhibits are proposed.

Language, education and ethnicity: whose rights will prevail in an age of globalisation?

Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now greater recognition of the importance of language both for economic and educational development, as well as for human rights, the forces of globalisation are leading towards uniformity in the languages used, in culture and even in education. They are working against the development of language rights for smaller groups. We are witnessing a sharp decline in the number of languages spoken. Only those languages which are numerically, economically and politically strong are likely to survive. As a result many linguistic and ethnic groups are in danger of being further marginalised. This paper will illustrate this thesis both historically and from several contemporary societies, showing how certain policies have exacerbated ethnic conflict while others are seeking to promote harmony and reconciliation. Why this should be so will be explored. (c) 2006 Elsevier Ltd. All rights reserved.

A simple relationship between volcanic sulfate aerosol optical depth and surface temperature change simulated in an atmosphere-ocean general circulation model.

In this study we quantify the relationship between the aerosol optical depth increase from a volcanic eruption and the severity of the subsequent surface temperature decrease. This investigation is made by simulating 10 different sizes of eruption in a global circulation model (GCM) by changing stratospheric sulfate aerosol optical depth at each time step. The sizes of the simulated eruptions range from Pinatubo‐sized up to the magnitude of supervolcanic eruptions around 100 times the size of Pinatubo. From these simulations we find that there is a smooth monotonic relationship between the global mean maximum aerosol optical depth anomaly and the global mean temperature anomaly and we derive a simple mathematical expression which fits this relationship well. We also construct similar relationships between global mean aerosol optical depth and the temperature anomaly at every individual model grid box to produce global maps of best‐fit coefficients and fit residuals. These maps are used with caution to find the eruption size at which a local temperature anomaly is clearly distinct from the local natural variability and to approximate the temperature anomalies which the model may simulate following a Tambora‐sized eruption. To our knowledge, this is the first study which quantifies the relationship between aerosol optical depth and resulting temperature anomalies in a simple way, using the wealth of data that is available from GCM simulations.

Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks?

The degree to which orthographic knowledge accounts for the link between Rapid Automatized Naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10-11 year old children, a low RAN group (N=69) and matched controls (N=74) on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of sub-word letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems, and raise questions about reading strategies in this group.