Academics or entrepreneurs? Investigating role identity modification of university scientists involved in commercialization activity

Establishing the microfoundations of academic entrepreneurship requires closer scrutiny of a key actor contributing to this phenomenon—the university scientist. We investigate the sense-making that scientists engage in as part of their participation in technology transfer and postulate that this process involves a potential modification in their role identity. We analyzed more than 70 h of interview data at a premier U.S. public research university. We observe that scientists invoke rationales for involvement that are congruent with their academic role identity. They typically adopt a hybrid role identity that comprises a focal academic self and a secondary commercial persona. We delineate two mechanisms – delegating and buffering – that these individuals deploy to facilitate such salience in their hybrid role identity. Overall, these patterns suggest that university scientists take active steps to preserve their academic role identity even as they participate in technology transfer. Our findings clarify the social psychological processes underlying scientist involvement in commercialization activity, and offer fresh insights to the academic entrepreneurship, science policy and role identity literatures.     

Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males

This study investigated relationships between SRL and EF in a sample of 254 school-aged adolescent males. Two hypotheses were tested: that self-reported measures of SRL and EF are closely related and that as different aspects of EF mature during adolescence, the corresponding components of SRL should also improve, leading to an age-related increase in the correlation between EF and SRL. Two self-report instruments were used: the strategies for self-regulated learning survey (SSRLS) and the behavioural rating instrument of executive function (BRIEF). Strong correlations between the measures of EF and SRL were found, especially in areas associated with metacognitive processes. Correlations between EF and SRL were found, with weaker correlations between behavioural regulation and SRL were found to be weaker for the younger participants in the sample while the relationship between EF and SRL appears to grow stronger during the initial years of high school even though self-reported levels of EF along with motivation for SRL and important components of SRL such as goal setting and planning were found to decrease with age. Decreasing levels of motivation for learning during adolescence are speculated to moderate the deployment of SRL and EF in a school context.     

Determinants of countermovement jump performance: a kinetic and kinematic analysis

Abstract

This study aimed to investigate the contributions of kinetic and kinematic parameters to inter-individual variation in countermovement jump (CMJ) performance. Two-dimensional kinematic data and ground reaction forces during a CMJ were recorded for 18 males of varying jumping experience. Ten kinetic and eight kinematic parameters were determined for each performance, describing peak lower-limb joint torques and powers, concentric knee extension rate of torque development and CMJ technique. Participants also completed a series of isometric knee extensions to measure the rate of torque development and peak torque. CMJ height ranged from 0.38 to 0.73 m (mean 0.55 ± 0.09 m). CMJ peak knee power, peak ankle power and take-off shoulder angle explained 74% of this observed variation. CMJ kinematic (58%) and CMJ kinetic (57%) parameters explained a much larger proportion of the jump height variation than the isometric parameters (18%), suggesting that coachable technique factors and the joint kinetics during the jump are important determinants of CMJ performance. Technique, specifically greater ankle plantar-flexion and shoulder flexion at take-off (together explaining 58% of the CMJ height variation), likely influences the extent to which maximal muscle capabilities can be utilised during the jump.     

Accessibility,Disability, and Inclusion in Information Technologies: Introduction

Abstrat

The inclusion of informatics supporting trans‐border data flows (TDFs) in research and action related to the New World Information Order is essential. Documents prove the fact that information has been treated by developing countries as a critical element in the establishment of a New International Economic Order.

The author calls for the recognition of TDFs as an integral element of the debate over information. Such issues as free flow of information, national sovereignty, and dependent development are addressed. In the conclusion, it is argued that the International Telecommunication Union is well equipped to expand its domain of jurisdiction to TDFs in coordination with a maturing Intergovernmental Bureau for Informatics.     

Psychomotor learning theory informing the design and evaluation of an interactive augmented reality hand hygiene training app for healthcare workers

Education and Information Technologies - Hand hygiene is critical for infection control, but studies report poor transfer from training to practice. Hand hygiene training in hospitals typically...     

Technology Assessment Study in The Netherlands

The Technology Assessment Study was aimed at describing the achievement of 14/15‐year‐old pupils who either did or did not take technology, with reference to the objectives for the subject technology, as stated in the (revised) Curriculum Guideline for Technology of the Foundation for Curriculum Development (SLO). The pupils’ achievement has been, among other things, assessed by means of a written test (the Technology Achievement Test) developed by the project team. This test was administered to 1805 pupils in 86 schools covering various types of secondary education. For the condition ‘technology’ the highest mean total score belongs to pupils of schools for junior technical training, immediately followed by pupils of schools for junior agricultural training and middle schools. This study shows that the boys’ mean total score is significantly higher than that of the girls. Furthermore, it becomes evident that no relationship exists between either father's level of education or profession and the children's test scores.     

Recognising and managing pupils with mental health difficulties: teachers' views and experiences on working with educational psychologists in schools

The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.