Intellectual property protection mechanisms in research partnerships

A set of US-based companies is investigated regarding the effectiveness of intellectual property protection mechanisms (IPPMs) in the formation of research partnerships. Patents are the most frequently used IPPM to protect both background and foreground knowledge in partnerships. Other IPPMs are used to protect know-how, especially in the early, forming stages of a partnership. Existing IP titles are quite useful when negotiating new partnerships. IPR negotiations are reported to be more complex in horizontal partnerships and when universities are involved.     

Issues in Component Computing: A Synthetic Review

This paper provides a review of the rhetoric behind the component movement in educational software, and a critical analysis and synthesis of issues underlying the movement. We draw on case studies of several significant recent component projects in order to assess claims and to uncover and examine issues that are less often considered. While our empirical base cannot definitively answer all the questions raised, we hope to bring some clarity and some empirically based judgments to bear on how a promising technological innovation can best serve educational ends. Our study led to a focus on three critical issues: (1) the nature of the environment in which components are configured and used; (2) the extent of modifiability that is necessary for effective re-use of components; (3) how the work of designing components and component configurations is distributed among people with different competencies.     

I like to do it, I'm able, and I know I am: longitudinal couplings between domain-specific achievement, self-concept, and interest

The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and interested in domains where they achieve well, and were interested in domains where they perceive their personal strengths. The degree of coupling was the highest between interest and SCA and the lowest between interest and achievement. For all indexes, evidence for an increase in coupling across time was found. Female gender was related to a lower level of coupling. There was evidence for a positive effect of conscientiousness on the amount of coupling.     

Neutrinos and our Sun — Part 1

The elusive neutrinos have periodically yielded their secrets to man and at each such juncture major advances have been achieved in our understanding of the sub-atomic phenomena. These particles also carry invaluable information about the centre of the Sun where energy is generated through nuclear fusion. In Part I of this article, history of the discovery of neutrinos is traced, their properties and types are described. Also, the Standard Model which forms the basis of the structure of matter and of which massless neutrinos are an integral part, is described. The role of neutrinos in solar energy generation and the great ‘solar neutrino puzzle’ and its solution will be described later in the series.     

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.