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Copyright of Estudios de Traducción is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A new student generation, denominated generation Y emerged as a consequence of structural changes in a higher education globalization context as well as the social and technologic development. Some of the generation Y characteristics are: digital natives, the most diverse generation, at once more connected and more isolated, facing the worst economy in recent memory, more immature and dependent, with a pragmatic vision of studies and with useful searching information skills. This paper focused a comprehensive and structural vision of generation Y college students. This vision, multidimensional and multilevel, has been constructed with two types of evidence: the first one it's about some secondary evidence sources (research studies, institutional reports), with special focus on strong methodological issues; the second one is founded on primary evidence from a group of junior faculty of University of Barcelona. The multidimensional vision included such aspects as: social and academic background, transition to higher education, modes and types of studies, and learning styles. The multilevel analysis focuses on students of several countries (especial attention on European students), national Spanish students, and student from some specifics universities. A singular objective of this paper is to have the possibility of contrasting the similitude of the double vision generated from the two typologies of examined evidence. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicación y Sociedad is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several studies have determined the relative importance of firm, industry, corporate, and strategic groups' effects in explaining firm profitability. Firm performance also depends on the territory where the company is located. The present paper analyzes the location effect at the regional level within a country, and the relative importance of this region effect is examined together with firm and strategic group effects. This paper offers a multilevel analysis and is applied to the Spanish hotel industry employing a cross-classified hierarchical model, because hotels are cross-classified into strategic groups and locations. The results show that the firm effect is the one that accounts for the largest proportion of performance variance, whereas the strategic group and location effects have a relevant role in explaining firm performance. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The idea of democracy is probably one of the easiest to get consensus about in contemporary societies, while at the same time there are clear symptoms of political disaffection. The explanations for this political disaffection phenomenon are quite varied. While some argue that the lack of political implication is a consequence of individualism and «civic privatism» that threatens to break the bonds within the political community, others argue that this is a consequence of the crisis of the politics led by elites, which gives way to new forms of political participation driven by the masses. Lying behind these contradictory explanations there is a debate about the normative concept of citizenship or the «good citizen». In this paper I analyze empirically different conceptions of citizenship in Europe, as measured by how much value individuals attach to different civic duties that belong to the definition of citizenship from a normative point of view. In order to do that, I distinguish one dimension of normative commitment and one of community commitment. I then explain the value attached to each dimension at the individual level using multilevel analysis techniques. [ABSTRACT FROM AUTHOR]

Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)