The Piratical Ethos in Streams of Language

This article conducts a discourse analysis related to intellectual property gathered from digital piracy communities. By conducting a quantitative analysis of qualitative data, it renders an account of the piratical subject by exploring what Andersson Schwarz calls “specimens of reasoning” concerning intellectual property and piracy. Varying attitudes toward intellectual property are produced from the data. The outputs of this analysis challenge mainstream articulations of piratical motivations, drawing attention to the complex and often contradictory attitudes that pirates evince with respect to intellectual property. Attention is paid to attitudes that convey support of and resistance to intellectual property on technological, social, and economic grounds.     

Parents Influence the Visual Learning Environment Through Children's Manual Actions

The present research studied children in the second year of life (N = 29, M_age = 21.14 months, SD = 2.64 months) using experimental manipulations within and between subjects to show that responsive parental influence helps children have more frequent sustained object holds with fewer switches between objects compared to when parents are either not involved or over-involved. Regardless of parental involvement, sustained holds were visually rich, based on the size, centeredness, and dominance of the held object relative to other objects. These findings are important because they suggest not only that the child's body creates visually rich scenes across play contexts but also that a responsive parent can increase the frequency of these visually rich and informative moments.     

Engaging Experts: Science-Policy Interactions and the Introduction of Congestion Charging in Stockholm

This article analyzes the conditions for mobilizing the science base for development of public policy. It does so by focusing upon the science-policy interface, specifically the processes of direct interaction between scientists and scientifically trained experts, on the one hand, and agents of policymaking organizations, on the other. The article defines two dimensions – cognitive distance and expert autonomy – which are argued to influence knowledge exchange, in such a way as to shape the outcome. A case study on the implementation of congestion charges in Stockholm, Sweden, illustrates how the proposed framework pinpoints three central issues for understanding these processes: (1) Differentiating the roles of, e.g., a science-based consultancy firm and an academic environment in policy formation; (2) Examining the fit between the organizational form of the science-policy interface and the intended goals; and (3) Increasing our understanding of when policymaker agents themselves need to develop scientific competence in order to interact effectively with scientific experts.     

The concurrent validity of the peabody individual achievement test and woodcock reading mastery tests among students with mild learning problems

Previous research has revealed moderate to high validity coefficients between the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. However, the same research has indicated rather consistently that the latter instrument provides significantly lower means than do several screening tests currently being used in the field. This investigation replicated and extended previous research by comparing the two instruments across three grade clusters in order to determine whether the lower Woodcock scores are equally robust for each level. As in prior research, validity coefficients were moderate to high in magnitude. However, the differences between the means of two instruments were found to decrease in size from earlier to later grades. That is, seven of the eight significantly different means were found to occur in grades 1 through 4. Only one significant difference was found for grades 5 through 8. Discussion sought to explain the results in terms of the representativeness of the Woodcock norms and the novel method that Woodcock used to estimate sample means and standard deviations.     

Peak oxygen uptake measured during a perceptually-regulated exercise test is reliable in community-based manual wheelchair users

This study compares test-retest reliability and peak exercise responses from ramp-incremented (RAMP) and maximal perceptually-regulated (PRET_max) exercise tests during arm crank exercise in individuals reliant on manual wheelchair propulsion (MWP). Ten untrained participants completed four trials over 2-weeks (two RAMP (0–40 W + 5–10 W · min^?1) trials and two PRET_max. PRET_max consisted of five, 2-min stages performed at Ratings of Perceived Exertion (RPE) 11, 13, 15, 17 and 20). Participants freely changed the power output to match the required RPE. Gas exchange variables, heart rate, power output, RPE and affect were determined throughout trials. The V?O_2peak from RAMP (14.8 ± 5.5 ml · kg^?1 · min^?1) and PRET_max (13.9 ± 5.2 ml · kg^?1 · min^?1) trials were not different (P = 0.08). Measurement error was 1.7 and 2.2 ml · kg^?1 · min^?1 and coefficient of variation 5.9% and 8.1% for measuring V?O_2peak from RAMP and PRET_max, respectively. Affect was more positive at RPE 13 (P = 0.02), 15 (P = 0.01) and 17 (P = 0.01) during PRET_max. Findings suggest that PRET_max can be used to measure V?O_2peak in participants reliant on MWP and leads to a more positive affective response compared to RAMP.     

Needs Assessment-A Critical Reappraisal

We argue in this article that the discrepancy model of needs assessment is lacking in that it does not capture expert behavior, and hence can not lead to problem–solving expertise. With arguments based on a review of the theory and research literature related to problem solving and reflections based on practical experience, we contend that in the first instance, organizational problems are typically too illdefined and shrouded in ambiguity to be meaningfully captured by the model. In the real world, current and desired states cannot always be clearly articulated. We review literature showing that problem–solving expertise, while having a process component, is premised on possession of domain–specific knowledge. Expertise is knowledge based. It comes from wide and varied experience, based on learned principles and rules, which leads to problem categorization, to automacity, and to the deliberate selection or formulation of strategies. The expert draws on schemata stored in long–term memory. Thus we contend that by dwelling almost exclusively on the discrepancy approach to problem solving, the field of Human Resource Development unwittingly forfeits the opportunity to engage in a discourse which would be premised on expert practice.