112,997 research outputs found

    Does international patent collaboration have an effect on entrepreneurship?

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    .Entrepreneurship is one of the main pillars of growth in any economy. Achieving a high rate of entrepreneurship in a region has become the priority objective of governments and firms. However, in many cases, new firm creation is conditioned by relations or collaboration in innovation with agents from other countries. Previous literature has analyzed the mechanisms that foster entrepreneurship. This paper attempts to shed light on the influence of international patent collaboration (IPC) on entrepreneurial activity at country level taking into account the timing of this relationship. An empirical study is proposed to verify whether IPC leads to greater entrepreneurship and to analyze the gestation period between international patenting actions and firm creation. Using the Generalized Method of Moments, the two hypotheses proposed were tested in a data panel of 30 countries for the period 2005–2017. Results show the influence of IPC in promoting entrepreneurship in the same year, but especially in the following year. The study offers implications for entrepreneurs and public agents. IPC affects the integration and interaction of international agents in a country, favors the production of new knowledge, and increases positive externalities in a territory. All this facilitates the creation of new companies with a high innovative component.S

    Análisis de la calidad del servicio que prestan las entidades bancarias y su repercusión en la satisfacción del cliente y la lealtad hacia la entidad

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    p. 79-107El objetivo de la investigación se ha encuadrado en determinar las percepciones de calidad que tienen los clientes sobre su entidad bancaria. Para ello, para contrastar el modelo se han utilizado ecuaciones estructurales por medio de mínimos cuadrados parciales conocido como PLS (Partial Least Square). El objetivo concreto ha sido analizar los factores que determinan la calidad del servicio que perciben los clientes de las entidades bancarias, entre los que se encuentran: i) aspecto operativo, ii) aspecto físico, iii) nuevas tecnologías, y iv) aspecto humano. Una vez determinada la fiabilidad y validez de la escala, se procedió a verificar las tres hipótesis de la investigación. La primera hipótesis del modelo examina cada una de las relaciones de estos factores con la calidad del servicio, del que se resalta la gran influencia de los aspectos operativos en la percepción de la calidad. La segunda hipótesis demuestra que la calidad del servicio es un antecedente de la satisfacción del cliente. Y una tercera hipótesis verifica que la satisfacción del cliente tiene influencia en la lealtad del cliente hacia la entidad.S

    Bioinformatic characterization of a triacylglycerol lipase produced by Aspergillus flavus isolated from the decaying seed of Cucumeropsis mannii

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    Lipases are enzymes of industrial importance responsible for the hydrolysis of ester bonds of triglycerides. A lipolytic fungus was isolated and subsequently identified based on the ITS sequence analysis as putative Aspergillus flavus with accession number LC424503. The gene coding for extracellular triacylglycerol lipase was isolated from Aspergillus flavus species, sequenced, and characterised using bioinformatics tools. An open reading frame of 420 amino acid sequence was obtained and designated as Aspergillus flavus lipase (AFL) sequence. Alignment of the amino acid sequence with other lipases revealed the presence GHSLG sequence which is the lipase consensus sequence Gly-X1-Ser-X2-Gly indicating that it a classical lipase. A catalytic active site lid domain composed of TYITDTIIDLS amino acids sequence was also revealed. This lid protects the active site, control the catalytic activity and substrate selectivity in lipases. The 3-Dimensional structural model shared 34.08% sequence identity with a lipase from Yarrowia lipolytica covering 272 amino acid residues of the template model. A search of the lipase engineering database using AFL sequence revealed that it belongs to the class GX-lipase, superfamily abH23 and homologous family abH23.02, molecular weight and isoelectric point values of 46.95 KDa and 5.7, respectively. N-glycosylation sites were predicted at residues 164, 236 and 333, with potentials of 0.7250, 0.7037 and 0.7048, respectively. O-glycosylation sites were predicted at residues 355, 358, 360 and 366. A signal sequence of 37 amino acids was revealed at the N-terminal of the polypeptide. This is a short peptide sequence that marks a protein for transport across the cell membrane and indicates that AFL is an extracellular lipase. The findings on the structural and molecular properties of Aspergillus flavus lipase in this work will be crucial in future studies aiming at engineering the enzyme for biotechnology applications

    Structural and Attitudinal Barriers to Bicycle Ownership and Cycle-Based Transport in Gauteng, South Africa

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    Policies that aim to facilitate and promote non-motorised transport (NMT), and in particular cycling, have been developed by many high-income countries facing increasingly congested roads and saturated public transport systems. Such policies are also emerging in many low- and middle-income settings where high rates of urbanisation have led to similar problems with motorised transport. The aim of the present study was to better understand the potential structural and attitudinal barriers to cycle-based transport in one such context: South Africa’s Gauteng Province, the industrial powerhouse of sub-Saharan Africa that has recently made a firm commitment to NMT. The study focussed on demographic and socioeconomic variation in bicycle and car ownership, and related this to: (1) the reported use of motorised and non-motorised transport (both private and public); and (2) perceived ‘problems’ with cycling. The analyses drew on interviews with key respondents from n = 27,490 households conducted in 2013 as part of the third Quality of Life survey undertaken by the Gauteng City Regional Observatory. The survey contained items on three outcomes of interest: household vehicle ownership (bicycles and cars); modes of transport used for the “trips” most often made; and respondents’ “single biggest problem with… cycling”. Respondent- and household-level demographic and socioeconomic determinants of these outcomes were examined using descriptive and multivariable statistical analyses, the latter after adjustment for measured potential confounders identified using a theoretical causal path diagram (in the form of a directed acyclic graph). Of the n = 26,469 households providing complete data on all of the variables examined in the present study, only n = 8722 (32.9%) owned a car and fewer still (n = 2244; 8.4%) owned a bicycle. The ownership of these assets was commonest amongst wealthier, economically active households; and those that owned a car had over five times the odds of also owning a bicycle, even after adjustment for potential confounding (OR 5.17; 95% CI 4.58, 5.85). Moreover, of household respondents who reported making ‘trips’ during the preceding month (n = 18,209), over two-thirds of those whose households owned a car (70.1%) reported private car-based transport for such trips, while only 3.2% of those owning a bicycle reported cycling. Amongst the specific responses given to the item requesting the “single biggest problem with… cycling” by far the commonest was “Don’t know how to cycle” (32.2%), less than half as many citing “Vehicle accident risk” (15.9%), and fewer still: “Destination is too far” (13.9%); “Crime” (10.3%); “Too much effort” (9.2%); or “Lack of good paths” (4.6%). While the first of these reasons was commonest amongst poorer households, concerns about risk and effort were both most common amongst better educated, economically active and wealthier/better serviced households. In contrast, concerns over (cycle) paths were only common amongst those owning bicycles. The low prevalence of household bicycle ownership, and the disproportionate number of households owning bicycles that also owned cars, might explain the very small proportion of the ‘the trips most often made’ that involved cycle-based transport (0.3%), and the preferential use of cars amongst households owning both bicycles and cars. Low levels of bicycle ownership might also explain why so many respondents cited “Don’t know how” as the “single biggest problem with… cycling”; although risk and effort were also substantial concerns (presumably for many who did, and some who did not, know how to cycle); the lack of suitable cycle lanes being only primarily a concern for those who actually owned bicycles. Structural and attitudinal barriers to cycle-based transport limit the use of cycle-based transport in Gauteng, not only amongst the vast majority of household respondents who lack the means to cycle (and the means to learn how), but also amongst those dissuaded from learning to cycle, purchasing a bicycle and/or using a bicycle they own by: the risks and effort involved; the lack of suitable cycle paths; and/or because they also own a car and prefer to drive than cycle

    Paradoxes in the Management of Timebanks in the UK’s Voluntary Sector: Discursive Bricolage and its Limits

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    This paper contributes to our understanding of volunteer management by charting some important challenges associated with the governance of one of the UK’s largest timebanking networks. While timebanking is often treated as a form of volunteering, many timebank advocates are keen to distinguish it sharply from traditional volunteering. We suggest that this tension generates a fundamental ‘performance paradox’ in the management of timebanks in the voluntary sector. We draw on political discourse theory to characterise and evaluate associated challenges, suggesting that, when viewed against a host of context-specific organisational and policy pressures, the progressive potential of timebanking cannot be realised as a distinct community economy without adequate support. Instead of taking up a position alongside more traditional forms of volunteering, timebanking is more likely to be subsumed by them

    Hukum Jual Beli Handphone Rekondisi Dalam Shigat Al – ‘Aqd Analisis Fatwa MUI No. 110/Dsn MUI/IX/2017(Studi Kasus Pasar Ular Jl Sutomo Medan)

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    Adapun Praktik Jual beli handphone rekondisi di Pasar Ular Jl Sutomo Medan dipandang telah melanggar prinsip ‘An-taradin minkum karena dalam praktik jual beli tersebut menimbulkan beberapa kekecewaan setelah transaksi dan mengakibatkan hilangnya unsur kerelaan dari salah satu pihak dalam melakukan suatu transaksi, dan melanggar prinsip la tazhlimuna wa la tuzhlamun, yang mana dalam bentuk praktik tersebut terdapat gharar yakni suatu ketidak jelasan atau penipuan barang yang dijualbelikan yang sedikit banyaknya dapat menimbulkan kerugian dari salah satu pihak, bahwa dalam praktik jual beli handphone rekondisi ini pembeli tidak bisa memeriksa apakah sparepart yang ada dalam handphone rekondisi ini bisa dimanfaatkan atau tidak dan para pembeli belum mengetahui kondisi dalamnya melainkan mengetahui kondisi luarnya saja. Dalam praktik jual beli handphone rekondisi jika dianalisis melalui fatwa Nomor: 110/DSN-MUI/IX/2017. Hendaknya setiap akad jual beli wajib memenuhi rukun dan syarat-syaratnya: apabila tidak terpenuhi rukun dan/atau syarat-syaratnya, maka perjanjiannya batal atau tidak sah. Jual beli yang terjadi di Pasar Ular Sutomo Medan jelas bertentangan dengan ketetapan fatwa MUI ini karena sebahagian barang yang dijual tidak dapat dirasakan manfaatnya oleh pembeli karena memang barang yang dijual adalah barangbarang rekondisi yang cenderung mengalami kerusakan.jual beli handphone rekondisi di Pasar Ular Jl Sutomo Medan, penjual tidak memberitahu spesifikasi handphone secara rinci dan jelas, sehingga pihak pembeli tidak mengetahui bahwa handphone yang akan dibeli merupakan handphone rekondisi. Maka perjanjian jual beli handphone rekondisi ini tidak sah atau haram. Sebab, perjanjian ini mengandung unsur penipuan, karena penjual berusaha menutupi kondisi barang yang sudah rekondis

    Metodología de intervención para trabajar ODS. Educación a través de las artes

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    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los países miembros de la ONU emplean para enmarcar sus políticas. Entre las metas del ODS 4 “educación de calidad” encontramos: “asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible”. La educación, se considera el motor de la Agenda 2030 porque, además de representar el centro del ODS 4, desempeña también un papel notable en la implementación de los demás, mejorando su alcance y efectividad. Así pues, entre las disciplinas que sustentan este trabajo se escogió la Educación para el Desarrollo Sostenible y la Ciudadanía Global como marco de acción y punto de partida en la formación de los ciudadanos de un futuro viable, equitativo y habitable. Se continuó investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y cómo la educación permitiría su aprovechamiento. Con todo ello, se planteó el marco didáctico de interacción en el cual se implementó la interculturalidad en el ejercicio educativo. Se estudió así el poder de las artes como medio de motivación e inspiración a la hora de transmitir de la manera más eficaz posible los valores considerados más arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadanía y sostenibilidad. Para ello, se ha realizado una investigación aplicada que deriva en una propuesta concreta de intervención con un programa educativo destinado a la enseñanza de lenguas, tanto primera como extranjera, en distintos niveles de la educación formal en Mali y en España, aplicando un método holístico basado en el paradigma interpretativo. A través de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento crítico, la empatía, la resiliencia, la comunicación, la cooperación y la educación intercultural, como competencias esenciales para la consecución de los 17 ODS, la construcción de un mundo transcultural sostenible y el desarrollo de una ciudadanía global preparada para los retos del siglo XXI. En la metodología de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un análisis del proceso de investigación para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observación, rúbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un análisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles más bajos de la misma y en todos los niveles de la educación formal) de en qué consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecución para garantizar un futuro sostenible para toda la ciudadanía global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 “quality education,” we find the one that seeks: “to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development”. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens
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