Sorting Second-Grade Students: Differentiating Those Retained From Those Promoted.

A cohort of 2nd-grade students provided comparisons of academic and social competence based on school retention/promotion decisions. Sample groups were (a) retained, (b) at risk for retention, (c) special education, and (d) promoted. Findings suggested most children with academic deficiencies are identified by schools early and are sorted into educational treatments differing in intensity that represent a continuum of competence. The authors provide empirical evidence counter to the assumptions that retained students have the requisite ability to catch up and have more problem behaviors than other low-achieving students. The relevance of high-stakes test scores for promotion/retention decisions and the parallels between schools' implementation of retention policy and implementation of regulations for identifying children with disabilities are included in the discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perspectives on Design and Innovation

A series of studies of top European and other firms has revealed patterns of design management associated with commercial success. Firms that invest resources and professional expertise in product and industrial design in traditional and new industries have been commercially more successful than firms that pay less attention to these aspects of design. As an industry matures there is a shift in emphasis from design associated with technological innovation, to designs supporting technical improvements, and then to supporting user needs, fashion and product variants. These issues are illustrated through the history of the evolution of the bicycle.     

Technology transfer projects in developing countries—furthering the Project Management perspectives

This paper attempts to broaden the analysis of the technology transfer phenomenon by refocusing research attention on the level of performance assessment of technology transfer projects. An holistic evaluation framework based on the considerations of an extended Project Life Cycle model is proposed to overcome some of the shortcomings of conventional approaches to project evaluation. This also reinforces the need for open systems thinking in assessing and managing risk of technology transfer projects. The discussion is based on two case studies which articulate the experiences with two integrated mechanisms of technology transfer used in Algeria from 1965 to 1990: turnkey and “product-in-hand”. The aim is to gain a better understanding of the processes of technology transfer and to contribute to the improvement of associated managerial practices in developing economies.     

Creating a Student Centered Learning Environment at the University of Denver

A team of faculty members at the University of Denver changed the learning environment in key courses in the Department of Engineering from predominately teacher centered to student centered. Through this funded project new grading methods were implemented, classrooms were renovated and wired with studio layouts to facilitate learning, the Engineering Circuits Laboratory was rewired and instrumented for automated data acquisition and reporting, and two new pedagogical approaches were developed. At the onset of the project, six goals were established related to student learning. The introduction of industry standard hardware and software provided students with unprecedented hands‐on experience and project related activities stimulated faculty innovations in other current and future courses. Assessment results indicate that the new grading system improved the clarity of expectations for students before assignments were given resulting in increased reported motivation for learning in many courses. Even though course GPAs did not always reflect higher achievement on graded work, faculty members firmly believe that deeper understanding was achieved because more complex material was assimilated.     

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why are Websites co-linked? The case of Canadian universities

This study examined why Websites were co-linked using Canadian university Websites as the test set. Pages that co-linked to these university Websites were located using Yahool. A random sample of 859 co-linking pages (the page that initiated the co-link) was retrieved and the contents of the page, as well as the context of the link, were manually examined to record the following variables: language, country, type of Website, and the reasons for co-linking. The study found that in over 94% of cases, the two co-linked universities were related academically; many of these cases (38%) showed a relationship specifically in teaching or research. This confirms results, from previous quantitative studies, that Web co-links can be a measure of the similarity or relatedness of sites being co-linked and that Web co-link analysis can thus be used to study relationships among linked Websites.     

Biparametric Models for Elastic Wedge Foundation

In this paper, some biparametric models for an elastic foundation are proposed. It is assumed that the foundation has the shape of the wedge. The modeling procedure starts from the linear elasticity equations into which we introduce some simplifying assumptions based on the conceptions of decay functions. The simplified models are described by the ordinary differential equations. Stationary and nonstationary Green’s functions for the foundation considered are obtained by applying the Hankel and Laplace transform methods. An example of the interaction between the rigid plate and the elastic wedge foundation is studied.     

Congenic rats reveal three independent Copenhagen alleles within the Mcs1 quantitative trait locus that confer resistance to mammary cancer

It has previously been shown that the Copenhagen (COP) rat contains several genetic loci that contribute to its mammary tumor-resistant phenotype after 7,12-dimethylbenz(a)anthracene (DMBA) administration. One of these loci, mammary carcinoma susceptibility 1 (Mcs1), is located on the centromeric end of chromosome 2 and appears to act in a semidominant fashion. To confirm the existence and independent action of this locus and also aid in the identification of the physical location of the Mcs1 gene, congenic lines were generated by transferring the Mcs1 COP allele onto a Wistar Furth (WF) genetic background. Male carriers were genotyped using microsatellite markers spanning 20-30 cM of the Mcs1 locus. One of the congenic lines minimally retained the COP allele at D2Mit29 on the centromeric end of chromosome 2 and extended distally to D2Rat201. Heterozygous Mcs1 carrier rats were interbred, and the female offspring were treated with DMBA. The female rats from the Mcs1 congenic line that carried one or two COP alleles of the Mcs1 region had a significantly reduced (65 and 85%, respectively) tumor development (P < 0.001) compared with rats carrying zero COP alleles at this locus. A WF.COP-D2Mit29/D2Rat201 homozygous congenic strain derived at the N10 generation was treated with DMBA, and the COP homozygous rats developed 1.5 +/- 0.3 carcinomas/rat versus 6.3 +/- 0.5 in WF control rats (P < 0.0001). Fine mapping of this congenic interval using several recombinant lines identified three genetic loci within the Mcs1 congenic region that independently supported a tumor resistance phenotype. These genetic loci have been termed Mcs1a, Mcs1b, and Mcs1c. In rats for which each locus was homozygous for the COP allele, tumor development was reduced by approximately 60% compared with littermate controls. The identification of these independent loci within the Mcs1 COP allele provide a model of the genetic complexity of cancer.