Securing Hong Kong’s identity in the colonial past: strategic essentialism and the umbrella movement

ABSTRACT

The Umbrella Movement in Hong Kong is the most radical political movement to have taken place in the former British colony since 1967 anti-colonial demonstrations. Using empirical evidence obtained from activists who participated in the Umbrella Movement, this paper explains how Hong Kong’s youth are looking simultaneously to both the past and future to secure their identity in the colonial past even as some hope to achieve ultimate secession from Mainland rule. Racism and anti-Mainland hostilities in Hong Kong are the result of nostalgia and the insurrectionary impulse akin to the millenarianism of social movements founded on suffering and loss that continually seek the recovery of pasts of which they are now deprived. We illuminate how, to young activists, the Umbrella Movement presents hope for a future embedded in the past that remains one the territory and former colony may still aspire toward.     

Who Develops a University Invention? The Impact of Tacit Knowledge and Licensing Policies

In this paper, I propose a theoretical model to illustrate how the inventor know-how affects whether the inventor starts a firm to develop her idea or licenses an invention to an established firm for development. Inventor start-ups are characterized as development organizations that serve a temporary role in the invention–innovation process, developing an invention until they can sell the developed invention to an established firm that owns requisite complementary assets for commercialization. This model is then used to analyze the role and impact of a university technology transfer office (TTO) on this process to understand how TTO’s may both positively and negatively impact the transaction. The model posits a general theory of inventor–entrepreneur behavior in university and corporate research labs based on two factors: the importance of know-how and the distribution of inventors’ personal costs to transfer that know-how.     

Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service

Positive behavioural support (PBS) is a non-aversive approach to preventing and managing challenging behaviours. Seventy-nine qualified and unqualified nursing, psychology and occupational therapy staff were trained in using PBS. To measure the effectiveness of the training, confidence in managing challenging behaviour and attributions for causality, control and stability were measured before and after the training. To measure confidence, an adapted version of the Confidence in Coping with Patient Aggression Instrument was used. Attributions were measured using the Challenging Behaviour Attributions Scale and the Causal Dimension Scale II. There was a significant increase in confidence after training. In addition, there were significant changes in attributions relating to causality and stability of challenging behaviour, particularly for qualified staff. The results suggest that confidence and attributions are affected positively by training in PBS within a medium secure forensic mental health setting.     

Classroom Context,School Engagement,and Academic Achievement in Early Adolescence

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.     

Engagement in after-school program activities: quality of experience from the perspective of participants

Middle school students’ experiences at after-school programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.

Multilingual Sentiment Analysis: A New Approach to Measuring Conflict in Legislative Speeches

Comparative scholars of legislative politics continue to face the challenge of measuring a key theoretical concept: conflict at the level of legislative bills. We address this challenge with a multilingual sentiment‐based approach and show that such a measure can effectively capture different types of parliamentary conflict. We also demonstrate that an automated translation of the dictionary yields valid results and therefore greatly facilitates comparative work on legislatures. Our applications show that a sentiment approach recovers government‐opposition dynamics in various settings. The use of a simple, translatable sentiment dictionary opens up the possibility of studying legislative conflict in bill debates across languages and countries.     

The global rail revival

She is an analyst of urban transport and land use. She is co-author of five of the Worldwatch Institute’s State of the World reports, and author of the reports Alternatives to the Automobile: Transport for Livable Cities;and Shaping Cities: The Environmental and Human Dimensions.