Scientific Experts and the Controversy About Teaching Creation/Evolution in the UK Press

The issue whether creationist accounts of the origins of life should be taught in science education alongside or even instead Darwin’s theory of evolution is controversial in many countries. In 2002 there was a controversy around teaching creationism in science classes at a secondary school in England. The research presented in this paper uses this controversy around teaching creationism/evolution as case study to find out more about the public representation of science education. Here it focuses on the question who the experts were that appeared in the press coverage and examines the role of scientific experts in this controversy. Expertise is a key resource in many public controversies involving science and can also have an impact on decision-making processes and on the public opinion. Also the way expert sources are presented in media accounts of socio-scientific controversies can have an effect on how their credibility is perceived and the arguments being made.     

Trivializing the News? Affective Context Effects of Commercials on the Perception of Television News

This study examined whether affect induced by television commercials influences the perception of news programming. An experiment showed that viewers in positive moods generated by television commercials perceive news stories viewed both after and before watching the commercials as more entertaining, relaxing, realistic, and more credible than viewers exposed to neutral commercials do. Of interest, viewers in positive mood, as compared to neutral mood, perceived the topic presented in the news story as less important and serious.     

A multichannel acoustically driven microfluidic chip to study particle-cell interactions

Microfluidic devices have emerged as important tools for experimental physiology. They allow to study the effects of hydrodynamic flow on physiological and pathophysiological processes, e.g., in the circulatory system of the body. Such dynamic in vitro test systems are essential in order to address fundamental problems in drug delivery and targeted imaging, such as the binding of particles to cells under flow. In the present work an acoustically driven microfluidic platform is presented in which four miniature flow channels can be operated in parallel at distinct flow velocities with only slight inter-experimental variations. The device can accommodate various channel architectures and is fully compatible with cell culture as well as microscopy. Moreover, the flow channels can be readily separated from the surface acoustic wave pumps and subsequently channel-associated luminescence, absorbance, and/or fluorescence can be determined with a standard microplate reader. In order to create artificial blood vessels, different coatings were evaluated for the cultivation of endothelial cells in the microchannels. It was found that 0.01% fibronectin is the most suitable coating for growth of endothelial monolayers. Finally, the microfluidic system was used to study the binding of 1 μm polystyrene microspheres to three different types of endothelial cell monolayers (HUVEC, HUVECtert, HMEC-1) at different average shear rates. It demonstrated that average shear rates between 0.5 s⁻¹ and 2.25 s⁻¹ exert no significant effect on cytoadhesion of particles to all three types of endothelial monolayers. In conclusion, the multichannel microfluidic platform is a promising device to study the impact of hydrodynamic forces on cell physiology and binding of drug carriers to endothelium.     

Effective incomplete contracts and milestones in market-distant R&D collaboration

R&D outsourcing is often conducted during the early, market-distant stages of the innovation process. However, the main obstacle to this potentially efficient interfirm specialization is the high danger of moral hazard. Most organizational mechanisms fail to control that type of opportunism because of information asymmetries, even ex post. In the theory of incomplete contracts, this problem is mitigated by assigning the control rights to the supplier. To date, empirical studies have mainly investigated the interfirm distribution of the control rights. However, we do not know yet which concrete control right is crucial with regard to supplier opportunism, which is the decisive dependent variable. Our study addresses this research gap. For the first time, we extend the empirical focus from biotechnology and pharmaceutical firm alliances to a cross-industry sample of 113 collaboration cases. The results show the effectiveness of contracts that ex ante assign patent ownership rights to the supplier. The findings are also relevant for management practice because the majority of practitioners do not use this contract type yet, although there is no sign of an effective alternative.     

Observing Interprofessional Collaboration: Impact on Attitude and Knowledge Acquisition

Interprofessional collaboration (IPC) in the medical field is an important factor for good clinical outcomes and should be taught as early as in undergraduate medical education. Since implementing IPC training is an organizational challenge, students are often limited in their opportunities to experience real-life IPC. Therefore, an approach where students observe successful IPC activities of role models in an applied anatomical format was proposed. It was studied whether observing IPC activities in undergraduate anatomical education has an impact on both students' attitude toward IPC and on knowledge acquisition. Further, it was examined whether the attitudes and knowledge of students from different medical disciplines were influenced in different ways. Therefore, 75 medical students and thirty-eight physiotherapy students participated in a study with the task of observing a live broadcast of an interprofessional teaching session. Participants were asked about their attitudes toward interprofessional learning, their evaluation of professional responsibilities, and their profession-specific knowledge before and after observing the IPC session. The participants' attitude toward interprofessional learning improved for both groups of students. Moreover, students of physiotherapy adjusted their evaluation of their own and others' professional responsibilities after observing IPC. In both student groups, knowledge increased, in particular, with respect to the field of knowledge in other professions. So, observing IPC can modify students' attitudes and support knowledge acquisition. The implementation of IPC observations provides students from various healthcare disciplines with a clearer impression of professionals' responsibilities and gives learners the opportunity to acquire knowledge from healthcare fields unfamiliar to them.