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    Drivers of Innovation Using BIM in Architecture, Engineering, and Construction Firms

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    This material may be downloaded for personal use only. Any other use requires prior permission of the American Society of Civil Engineers. This material may be found at https://doi.org/10.1061/9780784482889.023[Otros] Architecture, engineering, and construction (AEC) firms need to innovate in order to increase their businessÂż competitiveness. Many companies around the world are considering the possibility of implementing building information modelling (BIM) in their projects without knowing its actual benefits for the business. The current literature recognizes certain barriers to BIM implementation; therefore, considering these barriers, this work proposes a holistic model that allows managers to explain how BIM can play an important role for the success of the AEC companies. The pillars of the model are a collaborative culture and training of employees in order to break down technological barriers. This way, BIM can help AEC companies to innovate. This proposal takes into consideration the three phases of the infrastructure life-cycle. In the design phase, the model considers 3D shape, scheduling (4D), costs (5D), and sustainability (6D). In the construction phase, the model focuses on supply chain and quality management. During the operation phase, the model is related to the virtual management of maintenance activities. Drivers of innovation should consider several facets: marketing, technology, organization, processes, and products. This model aims to enlighten the positive effects of a good strategic management using BIM on innovation activities in each of the phases of the infrastructure life-cycleVillena, F.; GarcĂ­a-Segura, T.; Pellicer, E. (2020). Drivers of Innovation Using BIM in Architecture, Engineering, and Construction Firms. American Society of Civil Engineers. 210-222. https://doi.org/10.1061/9780784482889.023S210222Aibinu, A., & Venkatesh, S. (2014). 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    Developmental Neurotoxicity Study of Dietary Bisphenol A in Sprague-Dawley Rats

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    This study was conducted to determine the potential of bisphenol A (BPA) to induce functional and/or morphological effects to the nervous system of F1 offspring from dietary exposure during gestation and lactation according to the Organization for Economic Cooperation and Development and U.S. Environmental Protection Agency guidelines for the study of developmental neurotoxicity. BPA was offered to female Sprague-Dawley Crl:CD (SD) rats (24 per dose group) and their litters at dietary concentrations of 0 (control), 0.15, 1.5, 75, 750, and 2250 ppm daily from gestation day 0 through lactation day 21. F1 offspring were evaluated using the following tests: detailed clinical observations (postnatal days [PNDs] 4, 11, 21, 35, 45, and 60), auditory startle (PNDs 20 and 60), motor activity (PNDs 13, 17, 21, and 61), learning and memory using the Biel water maze (PNDs 22 and 62), and brain and nervous system neuropathology and brain morphometry (PNDs 21 and 72). For F1 offspring, there were no treatment-related neurobehavioral effects, nor was there evidence of neuropathology or effects on brain morphometry. Based on maternal and offspring body weight reductions, the no-observed-adverse-effect level (NOAEL) for systemic toxicity was 75 ppm (5.85 and 13.1 mg/kg/day during gestation and lactation, respectively), with no treatment-related effects at lower doses or nonmonotonic dose responses observed for any parameter. There was no evidence that BPA is a developmental neurotoxicant in rats, and the NOAEL for developmental neurotoxicity was 2250 ppm, the highest dose tested (164 and 410 mg/kg/day during gestation and lactation, respectively)

    A comparative analysis of national media responses to the OECD survey of adult skills: policy making from the global to the local?

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    OECD’s Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. PIAAC’s first round of the Survey of Adult Skills compared performance in Literacy, Numeracy and Problem Solving in Technology-Rich Environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors including the media. This paper examines and compares how national media of Japan, England and France reported on the PIAAC results of their countries, and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies

    Problems in deriving Italian regional differences in intelligence from 2009 PISA data

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    Recent results of international assessment programs (e.g., PISA) have shown a large difference in high school students' performance between northern and southern Italy. On this basis, it has been argued that the discrepancy reflects differences in average intelligence of the inhabitants of regions and is associated with genetic factors (Lynn, 2010a and Lynn, 2012). This paper provides evidence in contrast to this conclusion by arguing that the use of PISA data to make inferences about regional differences in intelligence is questionable, and in any case, both PISA and other recent surveys on achievement of North and South Italy students offer some results that do not support Lynn's conclusions. In particular, a 2006–2009 PISA data comparison shows a relevant decrease in the North–South difference in only three years, particularly evident in the case of a single region (Apulia). Other large surveys (including INVALSI-2011) offer different results; age differences suggest that schooling could have an important role

    The moral legitimacy of entrepreneurs: An analysis of early-stage entrepreneurship across 26 countries

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    This article develops our socio-cultural understanding of entrepreneurship by examining the influence of the moral legitimacy of entrepreneurs upon an individual’s engagement in early-stage entrepreneurship. A multilevel analysis conducted across 26 countries demonstrates that the higher the perceived degree of moral legitimacy, the more likely an individual is to consider starting a business, to begin preparing a business and to progress to actually found and run the business. We conclude that moral norms in society are an important influence upon early-stage entrepreneurship; thus, it is critical to legitimize the position of entrepreneurs as moral and beneficial for society as a whole

    Suitability of pesticide risk indicators for less developed countries: a comparison

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    Pesticide risk indicators provide simple support in the assessment of environmental and health risks from pesticide use, and can therefore inform policies to foster a sustainable interaction of agriculture with the environment. For their relative simplicity, indicators may be particularly useful under conditions of limited data availability and resources, such as in Less Developed Countries (LDCs). However, indicator complexity can vary significantly, in particular between those that rely on an exposure–toxicity ratio (ETR) and those that do not. In addition, pesticide risk indicators are usually developed for Western contexts, which might cause incorrect estimation in LDCs. This study investigated the appropriateness of seven pesticide risk indicators for use in LDCs, with reference to smallholding agriculture in Colombia. Seven farm-level indicators, among which 3 relied on an ETR (POCER, EPRIP, PIRI) and 4 on a non-ETR approach (EIQ, PestScreen, OHRI, Dosemeci et al., 2002), were calculated and then compared by means of the Spearman rank correlation test. Indicators were also compared with respect to key indicator characteristics, i.e. user friendliness and ability to represent the system under study. The comparison of the indicators in terms of the total environmental risk suggests that the indicators not relying on an ETR approach cannot be used as a reliable proxy for more complex, i.e. ETR, indicators. ETR indicators, when user-friendly, show a comparative advantage over non-ETR in best combining the need for a relatively simple tool to be used in contexts of limited data availability and resources, and for a reliable estimation of environmental risk. Non-ETR indicators remain useful and accessible tools to discriminate between different pesticides prior to application. Concerning the human health risk, simple algorithms seem more appropriate for assessing human health risk in LDCs. However, further research on health risk indicators and their validation under LDC conditions is needed

    Fiscal Transparency, Elections and Public Employment: Evidence from the OECD

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    There is considerable variation in levels and changes in public employment within and between developed democracies. This article highlights the importance of fiscal transparency in determining changes in public employment. It argues that economic growth increases public employment under low fiscal transparency and that this effect is strongest in years of election. These hypotheses are tested on a panel of 20 OECD countries from 1995 to 2010. The analyses show substantial evidence in favor of the arguments. Fiscal transparency lowers the positive effect of growth on public employment, a relationship, which is most robust in election years

    Veteran teachers' identity: what does the research literature tell us?

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    This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers' identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers' resilience. Issues concerning veteran teachers' identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers' identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers' identities are highlighted in the paper.Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-00756
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