Sustainable transition of electronic products through waste policy

The European Union's Waste Electrical and Electronic Equipment (WEEE) directive makes a challenging case for transition theory and its different aspects, as it represents an ongoing and still open-ended case. At present the objectives of the directive are not met: the amount of electronic waste is increasing, and the resulting waste is poorly managed. With its starting point in the multi-level perspective of transition theory, this case study analyzes how the outcome of the WEEE directive is constituted in the interplay between the somewhat detached regimes of electronics and waste management. The two regimes are described and analyzed together with the underlying regulatory principle of extended producer responsibility, which has guided the design of the directive. Conflicting interpretations of sustainability, in combination with a simplistic understanding and agency introduced from the top-down, has eliminated waste minimization as the main outcome of the directive. The concluding discussions raise the issues of the role of sustainable niche initiatives in electronics compared to multi-regime interaction. Guiding visions may need to be supplemented with other alignment devices in order to support co-evolution of regimes and coherent actions within transition processes.     

Challenging the “deficit model” of innovation: Framing policy issues under the innovation imperative

As innovation is increasingly becoming an imperative for policymakers around the globe, there is a growing tendency to frame policy problems as problems of innovation. This logic suggests that we are unable to address grand societal challenges and ensure economic competitiveness because our societies, institutions, scientific activities or individual predispositions are not sufficiently geared towards innovation. In this paper, we analyze this “deficit model” of innovation in which a lack of innovation is routinely invoked as the main obstacle to social progress. Drawing parallels to research on the deficit model of public understanding of science (PUS), we develop a theoretical framework that captures the dynamics and normative implications of deficit construction, highlighting five salient dimensions: problem diagnoses, proposed remedies, the role of expertise, implied social orders, and measures of success. We apply this framework to three empirical case studies of recent innovation strategies in Luxembourg, Singapore, and Denmark. Attention to this deficit framing around innovation is important, we argue, because it is an essential part of how innovation transforms societies in the 21st century: not only through new technological possibilities or economic growth, but also by shaping public discourse, narrowing policy options, and legitimizing major institutional interventions. The implied pro-innovation bias tends to marginalize other rationales, values, and social functions that do not explicitly support innovation. It further delegates decisions about sweeping social reconfigurations to innovation experts, which raises questions of accountability and democratic governance. Experiences from the history of PUS suggest that, without a dedicated effort to transform innovation policy into a more democratic, inclusive, and explicitly political field, the present deficit logic and its technocratic overtones risks significant social and political conflict.     

The boss is not always right: Norwegian preschoolers do not selectively endorse the testimony of a novel dominant agent

Theories of cultural evolution posit that cues of competence-based prestige, rather than formidability-based dominance, should guide culturally transmitted learning, but recent work suggested that French and Kaqchikel Guatamalan preschoolers place their epistemic trust in dominant others. In contrast, this study shows that 249 three- to six-year-olds (116 girls, tested between 2016 and 2018 across metropolitan locations with varying ethnic composition and socioeconomic status) randomly endorsed the word-labels of dominant and subordinate agents in the egalitarian culture of Norway, using stimuli which solicit dominance inferences among infants and manipulating anonymity across studies to control for egalitarian desirability bias. A meta-analysis estimated that 48% endorsed the dominant's testimony. This demonstrates that the tendency to endorse the epistemic claims of dominant individuals does not emerge reliably in early childhood.     

National Devolution in Swedish Higher Education -- A Quest for New Local Leadership. The Case of Leadership Development at Göteborg University

In 1993 a new national form for governance was introduced in Swedish higher education. The new regime, best described in terms of deregulation and decentralisation, among other things, required a new individually based leadership at universities.The paper describes the development of one particular 10-day interfaculty leadership training course for heads of departments, directors of study and other local managers, its content and methods and some implications for strategic management in higher education institutions.Four such implications are covered: constructing a new social identity as leaders, getting leadership acceptance in an individualistic academic-freedom culture, training academic leaders in accordance with professional values, and dealing with accountability in a collegial decision-making environment.     

Do regression-based computer algorithms for determining the ventilatory threshold agree?

The determination of the ventilatory threshold has been a persistent problem in research and clinical practice. Several computerized methods have been developed to overcome the subjectivity of visual methods but it remains unclear whether different computerized methods yield similar results. The purpose of this study was to compare nine regression-based computerized methods for the determination of the ventilatory threshold. Two samples of young and healthy volunteers (n = 30 each) participated in incremental treadmill protocols to volitional fatigue. The ventilatory data were averaged in 20-s segments and analysed with a computer program. Significant variance among methods was found in both samples (Sample 1: F = 11.50; Sample 2: F = 11.70, P < 0.001 for both). The estimates of the ventilatory threshold ranged from 2.47 litres.min(-1) (71% VO2max) to 3.13 litres.min(-1) (90% VO2max) in Sample 1 and from 2.37 litres.min(-1) (67% VO2max) to 3.03 litres.min(-1) (83% VO2max) in Sample 2. The substantial differences between methods challenge the practice of relying on any single computerized method. A standardized protocol, likely based on a combination of methods, might be necessary to increase the methodological consistency in both research and clinical practice.     

父亲和儿子的比赛:大学篮球变成家务事

正【阅读难度:★★★】道格?迈克德莫特是大学篮球的顶级得分手之一,并将参加今年6月29号在纽约新泽西进行的NBA选秀,颇受球迷关注。格雷格?迈克德莫特是克瑞顿大学的篮球教练,也是道格的父亲。当大学篮球变成家务事,这对篮球场上的父子搭档相处的怎么样?     

Code Red: Triage Or COgnition‐based DEsign Rules Enhancing Decisionmaking TRaining In A Game Environment

Serious games have a great potential for training and educating people in novel and engaging ways. However, little empirical research has been done on the effectiveness of serious games, and although early findings do point to a moderately positive direction, even less is known about why some games succeed in effectively educating while others do not. We therefore propose a serious game, COgnition‐based DEsign Rules Enhancing Decisionmaking TRaining In A Game Environment (Code Red: Triage), which is designed to empirically test a number of cognition‐based design guidelines in the context of crisis management training that ameliorate mental model construction. Our purpose is to come to a set of design guidelines through empirical experiments that enhance the instructional design of serious games and can be used in the development of future games. Furthermore a method is discussed to extract the mental structure players have built during gameplay.     

Are boys discriminated in Swedish high schools?

Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is on average 15% lower for boys than for girls. Blind grading lowers the average grades with 13%, indicating that personal ties and/or grade inflation are important in non-blind grading. But we find no evidence of discrimination against boys in grading. The point estimate of the discrimination effect is close to zero with a 95% confidence interval of ±4.5% of the average non-blind grade.