83,418 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‚Äď2017. 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

    El Tratado de Niza: entre la consolidación de la Unión Europea de Maastricht y el debate sobre el futuro de Europa

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    30 p√°ginasLas principales reformas introducidas en el Tratado de Niza incluyen las cooperaciones reforzadas, cuestiones institucionales y la ampliaci√≥n del uso de mayor√≠as calificadas. El sistema de cooperaciones reforzadas, introducido en el Tratado de Amsterdam, fue fortalecido en Niza y permitir√° una integraci√≥n m√°s r√°pida y profunda. La reforma institucional toc√≥ el n√ļmero de votos asignados en el Consejo Europeo, y la distribuci√≥n de asientos en el Parlamento Europeo y en la comisi√≥n. En cuanto a la Corte de Justicia, varias de sus caracter√≠sticas podr√°n ser reformadas con el voto un√°nime del consejo en lugar de requerirse una Conferencia Intergubernamental. Ha habido cambios en la distribuci√≥n de las competencias entre el Tribunal de Primera Instancia y la Corte de Justicia. Esta √ļltima ser√° integrada por un juez por cada Estado miembro, y trabajar√° preferentemente en salas, y no en pleno como en el pasado.S

    Confesiones religiosas y fiscalidad local = Religious confessions and local taxation

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    La evoluci√≥n de la sociedad espa√Īola ha provocado que las medidas fiscales adoptadas a favor de las confesiones religiosas, en particular, de la Iglesia Cat√≥lica, generen un debate pol√≠tico y social sobre las posibilidades de una reforma en este √°mbito. Este debate en torno a los beneficios fiscales aprobados a favor de las confesiones religiosas ha generado y genera numerosos debates que, en ocasiones, exceden la esfera puramente jur√≠dica. Sin embargo, el examen legal de esta cuesti√≥n no solo no se puede obviar, sino que debe ser el goce de un car√°cter esencial. En este sentido, estas entidades, en virtud de diferentes Acuerdos de cooperaci√≥n y de otra normativa aplicable al efecto, se encuentran exentas de manera total o parcial respecto a algunos tributos, muchos de ellos parte del sistema tributario local. Estos tributos han generado numerosos problemas en lo que su aplicaci√≥n se refiere, derivados fundamentalmente de la concurrencia de distintos textos normativos que inciden sobre esta cuesti√≥n. No obstante, la pertenencia de Espa√Īa a la Uni√≥n Europea y la necesaria observancia del Derecho Comunitario genera nuevos interrogantes que pueden conducir a una verdadera reformulaci√≥n de los beneficios fiscales vigentes para las confesiones religiosas. Es por ello que en este estudio se analizar√°n la procedencia de esas exenciones, desgranaremos la raz√≥n de su concesi√≥n y examinaremos las posibilidades para su pervivencia

    Efectividad de la pol√≠tica de cooperaci√≥n en innovaci√≥n: evidencia emp√≠rica espa√Īola

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    pp. 3-29En este trabajo se han desarrollado distintos modelos econom√©tricos a partir de datos de empresas innovadoras para determinar si las ayudas p√ļblicas a la innovaci√≥n provenientes de la Administraci√≥n Central, las Comunidades Aut√≥nomas y otros organismos (b√°sicamente ayudas europeas) influyen sobre la propensi√≥n o probabilidad de las empresas innovadoras a establecer acuerdos de colaboraci√≥n tecnol√≥gica. Se analizan distintas formas de cooperaci√≥n (vertical, horizontal o institucional). Los resultados globales indican que las ayudas p√ļblicas tienen un efecto sobre la probabilidad cooperadora de las empresas respecto a la cooperaci√≥n en general. Este efecto inductor se confirma para la cooperaci√≥n privada-publica (o institucional) y para la cooperaci√≥n horizontal, es decir, entre empresas competidoras. Las ayudas no reflejan un efecto sobre la cooperaci√≥n entre clientes y proveedores (cooperaci√≥n vertical).S

    How Does Reciprocity Affect Undergraduate Student Orientation towards Stakeholders?

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    5987Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. This exploratory research contributes to stakeholder theory by analysing the e ect of the individual’s decision-making process, including the consideration of their social preferences, on their orientation toward stakeholder management. Here, we draw upon a theoretical model for resource-allocation decision-making consisting of reciprocal and non-reciprocal components. Our data, from undergraduate students enrolled in di erent degrees, were collected through a questionnaire and two social within-subject experiments (ultimatum and dictator games). Thus, our results show that the presence of a reciprocal component when decisions are made is positively linked to an instrumental orientation toward stakeholders. In addition, a greater non-reciprocal component in the decision-making process corresponds to a more normative orientation.S

    Introduction to Special Issue ‚ÄúAdvances in Sustainability-Oriented Innovations‚ÄĚ

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    8836This Special Issue focuses on the study of Sustainability-Oriented Innovations (SOIs). Our purpose is to shed light on the SOIs literature regarding their determining factors, implications and new challenges for the future. In this editorial, we are delighted to present the three papers included in this Special Issue. Each of them tackles di erent issues related to SOIs having important academic and managerial implications. Two papers analyze the influence of SOIs on urban development and resource productivity, respectively, and the third studies SOIs determinants, in particular, cooperation networks. Moreover, two of the papers analyze SOIs considering territory (cities or countries) as their unit of analysis while the third focuses on firms. This denotes that SOIs’ actions are important whatever the level of analysis and as either a determinant or a consequence.S

    Information on social value orientation and cooperation in public goods games

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    In the present thesis, we report the design and results of three experiments. These experiments focused on the impact of information of social value orientation (SVO) in public goods game on cooperative behavior in public goods game. To provide a theoretical underpinning to the work we apply belief-based guilt aversion and reciprocity models from psychological game theory. These allow us to derive testable hypotheses on the role of information on contributions

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

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    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    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‚Äôs 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 ‚Äėperformance paradox‚Äô 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

    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 pa√≠ses miembros de la ONU emplean para enmarcar sus pol√≠ticas. Entre las metas del ODS 4 ‚Äúeducaci√≥n de calidad‚ÄĚ encontramos: ‚Äúasegurar que todos los alumnos adquieran los conocimientos te√≥ricos y pr√°cticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educaci√≥n para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de g√©nero, la promoci√≥n de una cultura de paz y no violencia, la ciudadan√≠a mundial y la valoraci√≥n de la diversidad cultural y la contribuci√≥n de la cultura al desarrollo sostenible‚ÄĚ. La educaci√≥n, se considera el motor de la Agenda 2030 porque, adem√°s de representar el centro del ODS 4, desempe√Īa tambi√©n un papel notable en la implementaci√≥n de los dem√°s, mejorando su alcance y efectividad. As√≠ pues, entre las disciplinas que sustentan este trabajo se escogi√≥ la Educaci√≥n para el Desarrollo Sostenible y la Ciudadan√≠a Global como marco de acci√≥n y punto de partida en la formaci√≥n de los ciudadanos de un futuro viable, equitativo y habitable. Se continu√≥ 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 c√≥mo la educaci√≥n permitir√≠a su aprovechamiento. Con todo ello, se plante√≥ el marco did√°ctico de interacci√≥n en el cual se implement√≥ la interculturalidad en el ejercicio educativo. Se estudi√≥ as√≠ el poder de las artes como medio de motivaci√≥n e inspiraci√≥n a la hora de transmitir de la manera m√°s eficaz posible los valores considerados m√°s arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadan√≠a y sostenibilidad. Para ello, se ha realizado una investigaci√≥n aplicada que deriva en una propuesta concreta de intervenci√≥n con un programa educativo destinado a la ense√Īanza de lenguas, tanto primera como extranjera, en distintos niveles de la educaci√≥n formal en Mali y en Espa√Īa, aplicando un m√©todo hol√≠stico basado en el paradigma interpretativo. A trav√©s 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 cr√≠tico, la empat√≠a, la resiliencia, la comunicaci√≥n, la cooperaci√≥n y la educaci√≥n intercultural, como competencias esenciales para la consecuci√≥n de los 17 ODS, la construcci√≥n de un mundo transcultural sostenible y el desarrollo de una ciudadan√≠a global preparada para los retos del siglo XXI. En la metodolog√≠a de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un an√°lisis del proceso de investigaci√≥n para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observaci√≥n, r√ļbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un an√°lisis 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 m√°s bajos de la misma y en todos los niveles de la educaci√≥n formal) de en qu√© consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecuci√≥n para garantizar un futuro sostenible para toda la ciudadan√≠a 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 ‚Äúquality education,‚ÄĚ we find the one that seeks: ‚Äúto 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‚ÄĚ. 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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