Career adaptability and entrepreneurial behaviour in the K-12 classroom

ABSTRACT

With data from 311 K-12 public school teachers working in the United States, we tested a predictive model of entrepreneurial behaviour that included demographic characteristics and career adaptability, and identified differences between highly and minimally entrepreneurial teachers on how and why they adapt their teaching practices. Statistical analysis identified education and career adaptability to predict entrepreneurial behaviour. Qualitative analysis revealed that highly entrepreneurial teachers considered their professional development and the broader school system, while teachers scoring low on entrepreneurial behaviour focused on behaviour management and coping with imposed regulations when adapting their practices. The discussion includes theoretical and practical implications.     

Second Screening as Convergence in Brazil and the United States

Second screening is widespread worldwide, particularly in younger populations. We analyze a survey of college students in Brazil and the United States to compare second screening frequency, types, platforms, and motivations between the two countries. Despite lower Internet penetration, Brazilians second screen significantly more than Americans, a result of the country’s tradition of interacting with producers of television. In both countries, those who use the interactive affordances of social media are more likely to second screen. As such, we posit this unique audience-driven act works to bridge Web-connected devices and television to create a converged atmosphere.     

Teaching and learning conceptions in Engineering Education: an innovative approach on Mathematics

A worldwide problem in Engineering education is the high rates of students' failure and drop out particularly at the beginning of the course. This is related to the process by which students learn Mathematics. An innovative methodology of teaching calculus was developed and it is presented in this paper. The approach, based on both course modularisation and the error theory, is student centred. It fosters student/lecturer commitment and emphasizes continuous assessment of the process. Knowledge, in this work, is regarded as a construction and reconstruction process based on phenomenological and hermeneutic concepts. Survey results demonstrated the effectiveness of the applied methodology.     

Superstar inventors—Towards a people-centric perspective on the geography of technological renewal in the multinational corporation

This paper develops a people-centric perspective on the geographical dispersion of technological renewal in the multinational corporation (MNC). We contend that a large proportion of all foreign technological advancements can be attributed to a handful of individual inventors, suggesting a blockbuster effect of subsidiary technological development. This suggests that analyses carried out at the subsidiary or firm level disguise significant yet largely unexplored variation in the technological contributions made by individual members of these foreign units. To support this proposition, the paper draws upon an original data set that comprises all of the advanced foreign subsidiaries of 21 Swedish MNCs between 1893 and 2008, and follows their patenting activity in order to document the distribution of inventive activity, both across and within individual subsidiaries. The findings at the subsidiary level show that the distribution of technological activity and contribution to the overall multinational group is significantly skewed; the paper then empirically explores the assumption that a similar distribution also applies at the level of individual inventors. The results point to a pattern whereby most inventors make only occasional and limited technological contributions and, instead, more significant numbers of new technological discoveries are attributable to a select group of exceptionally inventive individuals. In the light of the results, we suggest the fruitfulness of applying a people-centric perspective on the sources of sustained competitive advantage of the MNC, the management of geographically dispersed capabilities in the multinational network, and the geographical sources of technological renewal in the MNC.     

Kompensatorische Wirkungen von Ganztagsschulen – Ist die Ganztagsschule ein Instrument zur Entkopplung des Zusammenhangs von sozialer Herkunft und Bildungserfolg?

The introduction of “all-day schools” (i.e. schools that provide extended education times and extracurricular activities) has been a major topic in educational debates in Germany in the last decade. One of the main goals for expanding the provision of all-day schooling in Germany was to support the development of academic skills and abilities of all students independent of their socio-economic-background. Based on empirical results of current studies and the data of the “study of the development of all day schools” educational effects of extracurricular activities are analyzed. Typically studies show that extracurricular participation supports social learning rather than academic achievement. Nonetheless, data provide first hints of compensatory effects. Thus all-day schools can weaken the link between socio-economic background and academic achievement.     

Review of Essays About Philosophical Analyses of Sport (Physical Culture) in Central Europe

Herein I address and extend the sparse literature on deception in sports, specifically, Kathleen Pearson’s Deception, Sportsmanship, and Ethics and Mark J. Hamilton’s There’s No Lying in Baseball (Wink, Wink). On a Kantian foundation, I argue that attempts to deceive officials, such as framing pitches in baseball, are morally unacceptable because they necessarily regard others (e.g., the umpire) as incompetent and as a mere means to one’s own self-interested ends. More dramatically I argue, contrary to Pearson and Hamilton, that some forms of competitor-to-competitor deception (which Pearson labels ‘strategic deception’) are similarly unacceptable. Specifically, I offer a ‘principle of caustic deceit’ according to which any strategic deception that divorces a game from its constitutive skills is morally untoward and ought to be met with negative social pressure at least, and/or legislated out of existence. The problem with these forms of strategic deception is that they treat one’s opponents, again in the Kantian sense, as a mere means to one’s own self-interested ends.     

Maximal and submaximal physiological responses to adaptation to deep water running

Abstract

The aim of the study was to compare physiological responses between runners adapted and not adapted to deep water running at maximal intensity and the intensity equivalent to the ventilatory threshold. Seventeen runners, either adapted (n = 10) or not adapted (n = 7) to deep water running, participated in the study. Participants in both groups undertook a maximal treadmill running and deep water running graded exercise test in which cardiorespiratory variables were measured. Interactions between adaptation (adapted vs. non-adapted) and condition (treadmill running vs. deep water running) were analysed. The main effects of adaptation and condition were also analysed in isolation. Runners adapted to deep water running experienced less of a reduction in maximum oxygen consumption ([Vdot]O_2max) in deep water running compared with treadmill running than runners not adapted to deep water running. Maximal oxygen consumption, maximal heart rate, maximal ventilation, [Vdot]O₂ at the ventilatory threshold, heart rate at the ventilatory threshold, and ventilation at the ventilatory threshold were significantly higher during treadmill than deep water running. Therefore, we conclude that adaptation to deep water running reduces the difference in [Vdot]O_2max between the two modalities, possibly due to an increase in muscle recruitment. The results of this study support previous findings of a lower maximal and submaximal physiological response on deep water running for most of the measured parameters.     

A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models.     

Lernen im freiwilligen Engagement und gesellschaftliche Partizipation

This contribution analyses the impact of young people’s work on political participation in adulthood on the basis of Dewey’s theory of democratic education and a theory of community service sketched by Reinders. Its primary goal is to examine whether the acquisition of specific skills and specific knowledge obtained in social and political institutions is as important for – or even more important than – future political commitment as the development of pro-social attitudes. Based on survey data (n = 2,052), these assumptions are tested using ordinal probit models. These models show that in addition to effects of changes in attitude, specific experiences in voluntary work seem to be important to promoting political participation. Political commitment is, therefore, indeed closely connected to learning and educational processes in the sense of Dewey.