The new agricultural research and technology transfer policy agenda

The paper draws upon a national study to analyze two issues relevant to the future effectiveness of the American agricultural technology system: (1) linkages between research and technology transfer activities; and (2) relationships between the public and private sectors. Increased commitments to basic research by the US Department of Agriculture and the state agricultural experiment stations have served to exacerbate existing strains between research and technology transfer functions and units. Both the feasibility and desirability of having USDA's Agricultural Research Service simultaneously seek to strengthen its basic research capabilities and its commitment to technology transfer have been questioned. Within the landgrant universities, multiple pressures have served to attenuate traditional ties among agricultural researchers, extension specialists, and county extension agents.Private sector activity in agricultural research and the provision of technical information has increased following the expansion in the domains of knowledge over which firms can establish property rights and the concentration of production in a smaller number of economic units. Adjustments in the activities of the public sector in response to these changes can be seen. Still, the optimal mix of public-private sector activities in both research and technology transfer has yet to be fully analyzed. Current analyses (and public policy) are excessively constrained by the “property rights” approach to technological change.     

Informing UK Information Management pedagogic practice: The nature of contemporary higher education culture

This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory.     

Why Do Achievement Measures Underpredict Female Academic Performance?

In the context of college admissions, the current study examined whether differential prediction of first‐year grade point average (FYGPA) by gender could be explained by an omitted variable problem—namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking and conscientious. Based on nearly 10,000 college students, the current study found that differences in intercepts by gender were reduced by 45% with the inclusion of academic discipline in a model that already included high school grade point average (HSGPA) and ACT Composite score. Moreover, academic discipline resulted in an additional 4% of variance accounted for in FYGPA. Gender differences in slopes were not statistically significant (p > .001) regardless if academic discipline was included in the model. The findings highlight the utility of taking a more holistic approach when making college admission decisions. Namely, the inclusion of noncognitive measures has benefits that are twofold: increased predictive validity and reduced differential prediction.     

Broadcasting on a troubled island: Cyprus

This article describes the way in which the Cyprus government adapted a radio and television service to the needs of a population made up of Greeks and Turks, who speak different languages and are further divided by marked contrasts in culture and religion. The material was obtained while the author was on the island serving as a Fulbright Consultant to the Cyprus Broadcasting Corporation before and during the outbreak of the current trouble in December of 1963.