International Open Innovation Strategies of Firms in European Peripheral Regions

The involvement of companies in different open innovation activities, through knowledge outputs and inputs, has become increasingly important for the success of companies. However, the existing literature on open innovation is scarce concerning the internationalization process of companies. The internationalization of companies is fundamental in the continuous search to increase the performance of companies externally. The objective of the present research is to explain the strategic processes in the internationalization of companies located in peripheral regions at the time of the COVID-19 pandemic from the perspective of dynamic capabilities. The sample used for this research is composed of seven Portuguese companies. The methodology of qualitative nature is exploratory and uses a case study approach. Regarding the foremost modes of operation in international markets and strategies, we find that (1) companies have partnerships with local distributors or appoint exclusive importers/distributors, and (2) companies prefer to place their products in the market through their brand, “co-branded” projects with retailers, or “private label” projects. Of the seven companies under study, six use a standardization strategy, and one opts for a configuration-coordination strategy. Our findings clarified the literature on export and internationalization strategies in a peripheral country, allowing a closer incept of the organizational and dynamic capabilities and an overview of the supporting tools these companies have to compete in the global market. Our study is original because few articles study the internationalization strategies of companies at the time of the COVID-19 pandemic and in peripheral regions of Europe.

Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem / Early Childhood Education: The Use of the Ludic in the Learning Process

O presente artigo intitulado Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem; se caracteriza como uma pesquisa bibliográfica de cunho qualitativo que buscou fazer uma análise ao uso dos jogos na educação infantil, como facilitadora no processo de aprendizagem de crianças. Objetivou-se com este trabalho discorrer sobre a infância, a criança, o ensino infantil e o lúdico, pretendendo fazer uma abordagem a estes assuntos, estabelecendo uma relação entre eles, e para que fosse possível, conceitos de autores que publicaram sobre o assunto, foram utilizados ao longo de todo o trabalho. A escolha deste tema para constituir o artigo, se deu a partir da necessidade de discutir sobre as estratégias pedagógicas que o professor precisa ter para tornar o seu trabalho ainda mais atrativo, principalmente dentro da educação infantil. Alia se a isso, a relevância da ludicidade como mediadora de todo esse processo ensino e aprendizagem. Do ponto de vista acadêmico, o trabalho tornou possível a aquisição de notórios conhecimentos, e do ponto de vista pessoal, a realização da pesquisa, bem como da escrita, foram fundamentais para conhecer mais sobre questões que se manifestam como pertinentes, não somente no campo da educação, mas também no meio social. A ludicidade não se trata de jogos e atividades sem nexos, mas sim planejamentos metodológicos que contemplem dentre outras coisas as dificuldades do alunado, por isso é essencial deixar claro que a ludicidade em sala de aula precisa ter um objetivo real para a sua aplicação. --- This article is characterized as bibliographic research of a qualitative nature that sought to analyze the use of games in early childhood education, as a facilitator in the learning process of children. The aim of this work was to discuss childhood, children, early childhood education and play, intending to approach these issues, establishing a relationship between them, and so that it was possible, concepts of authors who have published on the subject, were used throughout the work. This topic was chosen to constitute the article, based on the need to discuss the pedagogical strategies that teachers need to make their work even more attractive, especially in early childhood education. Allied to this, the relevance of playfulness as a mediator of this entire teaching and learning process. From an academic point of view, the work made it possible to acquire notorious knowledge, and from a personal point of view, conducting the research, as well as writing, were essential to know more about issues that appear to be relevant, not only in the field. education, but also in the social environment. Playfulness is not about unrelated games and activities, but rather methodological planning that addresses, among other things, the difficulties of the students, so it is essential to make it clear that playfulness in the classroom needs to have a real objective for its application.

IMMUNOLOGICAL AND BIOSSENSORY TECHNIQUES FOR DETECTION OF SALMONELLA IN FOOD DERIVED FROM FISH FARMING - REVIEW

Salmonellosis is the world's most common foodborne illness. In Brazil, foods contaminated by salmonella lead the statistics. Therefore, the aim of this study is, through biotechnological knowledge, to compile alternative and innovative techniques for the detection of salmonella in foods, such as fish-farming derivatives, immunological and biosensorial techniques. This is a descriptive exploratory data survey of a qualitative nature, aiming at data analysis. Research and data collection were carried out in bibliographic databases: Academic Google, Scielo, CAPES journals and institutional repositories using specific descriptors - in Portuguese and English, with words and terms separated by the Boolean operators 'AND' and 'OR'. Some innovative and alternative methods are available to identify the presence of salmonella in food. Immunological and biosensory techniques, despite being less frequent in the scientific literature than molecular methods, are techniques that present high specificity and sensitivity. These techniques have been the most developed alternative methods in fish in recent years. And, they can employ both molecular and immunological techniques in biorecognition, which is characterized as an advantage of not having a requirement for pre-enrichment of the sample. According to the literature found, the techniques covered in this study are quick to respond, which speeds up decision-making by researchers and technicians, which makes the techniques very promising for industrial application.

Rhetoric and Visual Argument: proposition of methodological models based on the analysis of infographics

This study proposes analytic models for multimodal genres, specifically for the infographic, based on a finished master’s research and in light of a brief literature review regarding multimodal argumentation. This study is justified by the fact that visual rhetoric is a relatively new field of investigation which still needs analytic proposals that promote the increase of studies in the area. This work, of a descriptive and qualitative nature, is grounded in theories and methodologies of the visual field (BLAIR, 2008; KJELDSEN, 2012; 2015; MATEUS, 2016; 2018; ROQUE, 2012; 2016; TSERONIS; FORCEVILLE, 2017; GONÇALVES-SEGUNDO, 2021; LEAL, 2021), and the gathering of data was based on Google Scholar through software Harzing’s Publish or Perish. The results show that, even though the procedures have been developed for the analysis of infographics, the analytic method may collaborate with the growing studies in multimodal argumentation and may be applied to other genres circulating in society

Environmental education in Brazil: A look from Law Nº 9.795

Concerns about environmental issues have strengthened since the 1970s in different parts of the world. In Brazil, the socio-environmental debate resulted in the need for Environmental Education. The study presents the trajectory of twenty years since the implementation of the Environmental Education Law, nº 9795, of April 24, 1999 and its importance in guiding education professionals, students and professionals in the tourist trade on environmental education. It is characterized by a study of a qualitative nature, through exploratory research, resulting from the analysis of documents from the Ministry of the Environment and the Ministry of Education. As a result, the essential topics that helped in the creation of this Law are presented, the main foundations that support it and how it touches on the precepts of quality of life and sustainability.

Covid-19: La brecha (digital) educativa a través de la prensa

La situación socio-sanitaria ocasionada por la COVID-19 ha implicado la clausura de los centros educativos forzando a la población escolar a continuar su proceso de enseñanza-aprendizaje de forma virtual. Esta situación ha puesto en evidencia la brecha digital existente entre los escolares, una realidad que ha aflorado en toda su magnitud para convertirse en objeto y tema de debate en el ámbito periodístico. Este trabajo tiene por objetivo describir el alcance de la brecha digital en el ámbito educativo y sus consecuencias, así como las posibles soluciones a corto y largo plazo. La metodología elegida es de carácter cualitativo apoyada en el análisis de contenido, en la que se exploran y revisan publicaciones de prensa generalista española en el primer mes de confinamiento, tanto de ámbito nacional como autonómico. Los resultados muestran que la prensa aborda el desequilibrio y desigualdad social respecto al acceso a la información y las dificultades consecuentes para acceder a la modalidad online, se observa un claro interés por la brecha digital, principalmente de acceso a internet, como una más de las dificultades en entornos socio-económicos vulnerables para acceder a la educación en igualdad de condiciones. Como conclusión cabe destacar que la pandemia, a través de la prensa generalista, ha incrementado la visibilidad de una situación ya existente: la desigualdad digital. Una desigualdad que favorece la exclusión en una sociedad que se muestra eminentemente tecnológica. The socio-sanitary situation caused by COVID-19 has implied the closure of educational centers, forcing the school population to continue their teaching-learning process virtually. This situation has highlighted the existing digital divide between schoolchildren, a reality that has emerged in all its magnitude to become an object and topic of debate in the journalistic field. This work aims to describe the scope of the digital divide in education and its consequences, as well as possible solutions in the short and long term. The chosen methodology is of a qualitative nature supported by content analysis, in which general Spanish press publications are explored and reviewed in the first month of confinement, both nationally and regionally. The results show that the press addresses the social imbalance and inequality regarding access to information and the consequent difficulties in accessing the online modality, there is a clear interest in the digital divide, mainly internet access, as one more of the Difficulties in vulnerable socio-economic environments to access education under equal conditions. In conclusion, it should be noted that the pandemic, through the generalist press, has increased the visibility of an already existing situation: digital inequality, which favors exclusion in a society that is eminently technological

Noise-induced coherence in molecular processes

Excitation of molecules by incident incoherent electromagnetic radiation, such as sunlight, is described in detail and contrasted with the effect of coherent (e.g. laser) light. The nature of the quantum coherences induced by the former, relevant to transport processes in nature and in technology, is emphasized. Both equilibrium and steady state scenarios are discussed, Three examples: simple models, calcium excitation in polarized light, and the isomerization of retinal in rhodopsin are used to expose the underlying qualitative nature of the established coherences.

“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

We want connection and we do not mean wi-fi: examining the impacts of Covid-19 on Gen Z’s work and employment outcomes

Purpose This study aims to examine how members of Gen Z are impacted by Covid-19, specifically focusing on their professional opportunities, work preferences and future outlook. Design/methodology/approach A survey consisting of 24 questions including a Likert scale, multiple choice and open-ended was created to understand how members of Gen Z perceive Covid-19 impacting their education, employment, mental health and relationships. The survey was disseminated to employees of a corporate restaurant franchise, Christian college admissions and guidance non-profit, and online through social media including Instagram, Facebook, Reddit and LinkedIn. A total of 517 respondents completed the survey. Survey participants came from 29 states and 6 countries. Findings Results highlight Gen Z overwhelmingly values interpersonal connections, wants to Zoom less and work more in-person. The findings help anticipate potential professional gaps due to Covid-19 restrictions, as well as point out how Gen Z is markedly different in terms of workforce trends. Content analysis from an open-ended question reveals the extent of disruption Gen Z has experienced, adversely affecting their career plans and stalling professional development. Yet, despite these setbacks, Gen Z maintains a cautiously optimistic future outlook. Research limitations/implications Limitations to the study include the sample is largely comprising White women so the generalizability of results may be limited and the self-reporting nature of the survey may pose problems with method variance. Practical implications These findings have implications for Millennials as managers as they identify where resources should be invested including strengthening interpersonal communication skills, providing mentoring opportunities and appealing to their financial conservatism to recruit and retain Gen Z employees. The changes in telecommuting preferences and desire for more interpersonal and in-person communication opportunities highlight how Gen Z is markedly different than previous generations. Social implications Gen Z’s optimistic future outlook conveys a sense of resilience and strength in the face of stress. Rather than engaging in cognitive distortions and over generalizations when stressed, results show Gen Z is able to find healthy alternatives and maintain optimism in the face of stress. Additionally, due to the extent of isolation and loneliness Gen Zers reported, the value of in-person connections cannot be overstated. As results convey a sense of being overlooked and missing out on so many rites of passage, inviting Gen Zers to share how they have been impacted, recognizing their accomplishments and listening to them may go a long way to develop rapport. Originality/value This study differs from others because it takes a generational look at Covid-19 impacts. The qualitative nature allows us to hear from members of Gen Z in their own words, and as a generational cohort, their voices inform workplace attitudes, practices and managerial procedures.

Younger and Older Together: Children's Interactions in a Mixed-Age Early Childhood Centre

<p>Since industrialisation, children have increasingly become educated in age-bands to facilitate manageability. The contemporary 21st century Western world further limits mixed-age interaction for young children, yet there is little concern expressed about educational segregation based on age. At the same time, mixed-age settings have been noted to be beneficial for children's learning. This qualitative exploratory study, situated within a socio-cultural framework, considered the nature of children's interactions in one mixed-age Playcentre. Using narrative records that captured the nuances of the social interactions of three focus children, over the course of three Playcentre sessions for each child, the experiences of an 18-month aged girl, a 3-year-3-month old boy and a 4-year-7-month old girl were analysed to explore the qualitative nature of the social interactions that are enabled in a mixed-age early childhood setting. This study supports earlier studies that indicate that age makes a difference to the type of interactions that children engage in. In this study age impacted on the social interaction techniques and strategies that the focus children applied and was also a factor when choosing a peer to engage with. Older children were the ideal child to observe, and to engage with, and this assigned an unspoken leadership role to these older children. Yet, all children were active in their life-world with all being able to contribute to the interactions at the Playcentre, regardless of age. Each of the focus children took responsibility for one another, contributing to the upholding of centre rules and regulations while also respecting each others' needs. I argue that the children's social interactions within this Playcentre created a sense of togetherness within a community; this was the central feature of children's social experiences in this mixed-age setting.</p>