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Mi trabajo de investigación se centra en el estudio de problemas organizacionales en situaciones de colaboración. En particular, esta tesis se compone de tres capítulos en los que analizo problemas de incentivos en la investigación interdisciplinar y en acuerdos de colaboración entre empresas y universidades. El primero capitulo de mi tesis, "Incentives for Interdisciplinary Research", es (hasta el momento y según mi conocimiento) el primero trabajo que caracteriza formalmente la investigación interdisciplinar a través de complementariedad en la producción y desventaja innata en los costes para el desarrollo de una nueva área científica. Mi trabajo demuestra que cuando los objetivos de la investigación son suficientemente exigentes, la investigación interdiciplinar es preferible a la investigación especializada. En el segundo capítulo de la tesis, "Business-Science Research Collaboration under Moral-Hazard", analizo cómo las características de acuerdos de colaboración son el resultado de un contrato óptimo entre las partes contratantes. Además, el tipo de acuerdo puede ser un importante instrumento de incentivo cuando algún (algunos) de los recursos importantes para la colaboración no son contratables. El análisis se hace en dos dimensiones: de la estructura del gobierno del acuerdo (descentralizada o centralizada), y de los problemas de información que esa estructura enfrenta. Aunque una estructura descentralizada siempre elije proyectos que están más cercanos a los intereses de la parte gobernante, las dos estructuras podrán utilizar el proyecto como mecanismo para reducir el efecto de riesgo moral. El tercero capítulo de la tesis, "Patents and Business-Science Research Partnership" (escrito en conjunto con Walter Garcia-Fontes), presenta un estudio empírico que relaciona las características de patentes con el proceso de investigación que las precedieron. Utilizando datos de patentes europeas, los resultados de este capítulo están de acuerdo con las predicciones teóricas del capítulo anterior de esta tesis: la identidad institucional de las organizaciones que hacen la investigación se hacen visibles en las características de las patentes. / The research of my PhD dissertation focuses on the study of organizational problems, in the context of collaborative relations. In particular, the dissertation is composed by three chapters, in which I analyze incentives problems in interdisciplinary research and in collaboration agreements between firms and universities. The first chapter of the thesis, "Incentives for Interdisciplinary Research", is (up to the moment and to my knowledge), the first article that formally characterizes interdisciplinary research: through the presence of complementarities in the production and through an innate cost disadvantage, when developing a new scientific area. My work shows that when the goals for the research are sufficiently demanding, interdisciplinarity is preferred to specialization. In the second chapter of the thesis, "Business-Science Research Collaboration under Moral-Hazard", I analyze on how the characteristics of a research agreement can be the optimal outcome of a contract between the parties. Furthermore, the type of project can also be an importance incentive tool when some of the resources that are important for the success are non-verifiable and non-contractibe. The analysis is developed in two dimensions: the structure of partnership governance (decentralized and centralized), and the informational constraints that such structures may face. Even if a decentralized structure chooses a type of project that is closer to the interests of the governing party, both structures may optimally use the project as a mechanism to reduce the impact of moral-hazard. In the third chapter of the thesis, "Patents and Business-Science Research Partnership" (jointly written with Walter Garcia-Fontes), I present an empirical study that relates the characteristics of the patents with the research process that lead to the inventions. Using data from the European Inventors Survey, PatVal-EU, the results of this chapter are aligned with the theoretical predictions of the previous chapter of the thesis: the institutional identity of the research organizations are associated with different basicness levels of the patens.

The purpose of this study was to investigate the discourses that author basic writing in Texas and question how instructors of basic writing at a community college are constructed as well as constructive through discursive practices. Elements of Critical Discourse Analysis (Luke, 1995-1996; Faircloth, 2000) were employed to analyze primary source documents, publications, presentations, meeting minutes, public forum transcripts, professional literature and policies pertaining to the practice of developmental English since the adoption of the Texas Academic Skills Program and the Texas Success Initiative. The discourses of failure, economy and science were identified as authoritative systems of conventions and norms that operate through the practice of basic writing. A Foucaultian genealogical lens was then applied both to explore the power relations and categorizations processes that undergird the material consequences (Valle, 2005) of the discourses as well as to identify how the narratives of basic writing faculty intersect with the discourses. Findings suggest that the discourses of failure, economy, and science function in a reciprocal manner to promote distorted truth claims about students and basic coursework that effectively limit possibilities for and lend to increased governmental control over the future practice of developmental education. The instructors’ stories, however, provide critical disruptions to the discourses. Viewing their alternative understandings of basic writing alongside the recurrent statements that have constructed popular understandings of developmental English, this study foregrounds the urgent need for more research from practitioners within the field and better channels of communicating their scholarship and professional experiences in the public arena. / text

Το θέμα που προσπαθήσαμε να προσεγγίσουμε στην παρούσα εργασία ήταν η κατανόηση των βασικών εννοιών από τα παιδιά με και χωρίς αυτισμό, μέσα από την εφαρμογή του «Boehm Test of Basic Concepts- Preschool Version». Το ψυχομετρικό αυτό εργαλείο, όντας σταθμισμένο, μας βοήθησε να δούμε συγκριτικά τα αποτελέσματα που σημείωσαν τα τυπικώς αναπτυσσόμενα παιδιά σε σχέση με εκείνα που ανήκαν στο φάσμα του αυτισμού. Πιο συγκεκριμένα, σε αρχικό στάδιο, το τεστ μεταφράστηκε και εφαρμόστηκε σε παιδιά χωρίς αυτισμό. Τα αποτελέσματα φανέρωσαν πως τα τυπικώς αναπτυσσόμενα παιδιά που ερωτήθηκαν δεν παρουσίασαν ιδιαίτερη δυσκολία στην κατανόηση των εννοιών που εξετάστηκαν. Ωστόσο, ένας μικρός αριθμός παιδιών φάνηκε να μην κατανοεί πλήρως κάποιες συγκεκριμένες έννοιες, τις οποίες και θεωρήσαμε προβληματικές. Στη συνέχεια, ακολούθησε η εφαρμογή του τεστ και σε παιδιά με διαταραχές αυτιστικού φάσματος. Ωστόσο, όπως είχε αρχικά προβλεφθεί τα παιδιά αυτά αντιμετώπισαν σαφώς μεγαλύτερες δυσκολίες και οι προβληματικές γι’ αυτά έννοιες ήταν πολύ περισσότερες σε σύγκριση με τα τυπικώς αναπτυσσόμενα παιδιά. Συνεπώς, με βάση τα παραπάνω δεδομένα, οδηγούμαστε στο συμπέρασμα πως το εργαλείο αυτό θα μπορούσε να χρησιμοποιηθεί στη γενική εκπαίδευση ως διαγνωστικό εργαλείο δυσκολιών ως προς την κατανόηση εννοιών. Τέλος, οι δυσκολίες αυτές ανέδειξαν την ανάγκη σχεδιασμού ειδικών προγραμμάτων διδασκαλίας ή ένταξης με σκοπό την όσο το δυνατόν βαθύτερη αποσαφήνιση τέτοιων εννοιών από την προσχολική κιόλας ηλικία. / The subject that we tried to approach in this graduation thesis was the understanding of basic concepts by children with and without autism, through the application of «Boehm Test of Basic Concepts- Preschool Version». This psychometric tool, being standardized, helped us in order to see the comparative results of the typically developing children and those who belong to the autism spectrum. In particular, at an early stage, the test was translated and applied to children without autism. The results revealed that typically developing children showed no particular difficulty in understanding the concepts examined. However, a small number of children seemed not to fully understand some specific concepts, which we considered problematic. At the second stage, what followed was the implementation of the test in children with autism spectrum disorders. However, as we initially supposed, these children clearly faced greater difficulties and the problematic concepts for them were much more compared to typically developing children .Therefore, according to these data, we conclude that this test could be used in general education as a diagnostic tool for difficulties in understanding concepts. Finally, these difficulties have highlighted the need for designing specific teaching programs or integration ones with a view to possible deeper clarification of such concepts from preschool age.

This study examines basic design courses in industrial design programs in Turkey, in terms of origins, aims and methods. The aim of the study is to inquire the differences and similarities, and to understand factors affecting the characteristics of basic design courses. A field study was conducted about the subject, which comprised of interviews with instructors of basic design courses and chairpersons in six departments offering undergraduate program in industrial design in Turkey. The field study indicated that the aims of the course in different institutions were similar, whereas the origins, methods and the content varied. Of the factors affecting basic design education, student admission procedure, background of students and the faculty that the industrial design department belonged to were found to be important. The differences among course instructors were also found to be as much significant as the institutional differences.

No description available.

Thesis (Ph.D). / Written for the Dept. of Human Genetics. Title from title page of PDF (viewed 2009/06/08). Includes bibliographical references.

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 57-59).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 57-59).