Speciation through entrepreneurial spin-off: The Acorn-ARM story

Can the concept of speciation explain evidence on how technologies branch and advance? Can evidence on innovation through spin-off usefully inform the concept of speciation? These questions are addressed through a case study of detailed processes enabling the shift of technology to new domains of application. An innovative IT firm developed its own semiconductor technology to remedy supplier deficiencies but it required a joint venture with a completely new business model to adapt and move the technology into new market domains. We propose the concept of techno-organizational speciation to delineate this phenomenon. Competing perspectives on speciation (compatibility, niche and lineage approaches) are found to illuminate the evidence, while complementarities between these conceptual dimensions are revealed by the case. Causal processes uncovered include the following: (1) Techno-organizational speciation through spin-off may be needed to launch a dominant technical standard, compatible with multiple applications. (2) This can be achieved through niche creation from which develops a new business ecosystem. (3) Inherited knowledge together with organizationally based learning foster the branching and renewal of technological lineages.     

Concept mapping: How should it be introduced, and is there evidence for long term benefit?

A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.     

Prevention and Intervention Programming: Lessons from an After-School Program

Given that thoughtfully developed formal after-school programs can make a difference in the academic performance of schoolchildren, and that some public schools are implementing their own on-site after-school curricula, this study sought to identify programmatic features that appear to be associated with successful after-school programming. Qualitative methods were used and the study site was the Manchester Youth Development Center, which has a twenty-five-year record of effective service. The six elements found as salient were that both structure and autonomous space are provided; academic achievement is supported; the program is culturally consistent (in the present case, African-American cultural patterns are evidenced); there is a core of committed authoritative adults; the leadership is child-centered; and the environment is safe.     

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.     

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM instruction support the equitable participation of young girls. This study builds on the existing body of literature to better understand how gender is related to student participation in small group STEM activities and whether students participate differently in science and engineering activities. A single embedded case study was used to explore the experiences of four students aged 10–11 years as they participated in small group work within an integrated STEM unit in their fifth-grade classroom. Two girls and two boys worked together throughout the unit to explore science content related to electromagnetism and apply their content knowledge to an engineering design challenge. Video and audio of students' small group interactions were analyzed using an observation protocol to code their participation in each 3-min segment of STEM activity. Student- and case-level analyses were used to identify patterns of interaction based on gender and type of activity (science vs. engineering). Findings suggest that boys and girls participate in small group STEM activities in different ways, adopting distinct roles within their group. In addition, students displayed divergent patterns of interaction in science- and engineering-focused lessons, suggesting that students need additional practice and support in navigating between science and engineering in integrated STEM units.     

Mainstreaming: Parental perceptions

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.     

You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents

Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research.     

The Symbolic Boundary of Sports: Middle School Athletic Culture and Mexican Immigrant Girls

In this article the author presents an analysis of the hidden curriculum of school sports in mediating the achievement of Mexican immigrant girls in middle schools in the southwestern United States. Using Bourdieu's theory of taste, the author shows how symbolic boundaries expressed by students and teachers legitimize cultural practices that privilege youth who value sports while marginalizing those who do not.     

Mobilities of gaseous ions in CH3NO2H2 and CH3CNH2 mixtures

Extending previous investigations by Loeb of mobilities in gaseous mixtures using his procedure except that the auxiliary field in these measurements was made equal to the advancing field thus giving absolute values of the mobilities, measurements of mobilities were made in mixtures of CH₃NO₂H2 and CH₃CNH₂. The mobilities in H₂ were 7.12 for the positive ions and 10.46 for the negative ions in cm./sec. per volt/cm. Those in CH₃NO₂ were 0.221 cm./sec. per volt/cm. for both ions and in CH₃CN they were 0.234 cm./sec. per volt/cm. for both ions. Both ion mobilities deviated from Blanc's law in CH₃NO₂ indicating the formation of complexes with the CH₃NO₂ ions somewhat greater in size than the normal ions in H₂. The molecules attached to negative ions somewhat less readily than to the positive ions but both final ions were of the same size. In CH₃CN mixtures both positive and negative ions deviated from Blanc's law, the positive ion showing more ready attachment of CH₃CN. The negative ion had consistently a higher mobility than the positive ion, a circumstance indicating a smaller ion and suggesting that the attaching molecule might not be CH₃CN but some impurity. Both ion addition products in CH₃CN are larger than the normal ion in H₂ but smaller than those in CH₃NO₂ as was to be expected.