Influences and conflicts of federal policies in academic–industrial scientific collaboration

This paper examines the role of the federal government in shaping the relationship between academics scientists and industry. There exists a potential conflict between government policies encouraging collaboration within academia and the policies encouraging collaboration between academia and industry. To test and model these potential conflicts, this paper uses data collected in a 2004–2005 survey by the Research Valuing Mapping Project (a project based at Georgia Tech and led by Barry Bozeman) of more than 2000 academically based research scientists and engineers. The major finding in this paper shows that academic scientists working with industry collaborate more (with all types of collaborators) than those that do not collaborate with industry. However, when examining only those scientist that collaborate with industry, the results reveal a negative relationship between the amount of time spent collaborating with industry and the number of collaborators; implying that increasing collaboration with industry leads to less academic–academic collaboration.     

Does more federal environmental funding increase or decrease states' efforts?

We examine the flow of federal grants‐in‐aid from the U.S. Environmental Protection Agency (EPA) to the states. We simultaneously model two dependent variables (the flow of EPA funds, and state environmental and natural resource budgets) to identify the independent roles of state political institutions, political preferences, economic and demographic characteristics, and the task environment. Our central focus, though, is on the relationship between grants and state spending after taking into account those direct effects. We examine the evidence for positive association (a flypaper effect) and negative association (crowding out). We show the different roles for political institutions, political preferences, demographic and economic characteristics, and the task environment in each spending context. Most importantly, we find evidence for a flypaper effect between federal funds and state spending: Federal spending and state spending are positively correlated after accounting for the contribution of the unique factors. © 2010 by the Association for Public Policy Analysis and Management.     

The Reciprocal Relationships Among Parents’ Expectations,Adolescents’ Expectations,and Adolescents’ Achievement: A Two-Wave Longitudinal Analysis of the NELS Data

Previous research has consistently demonstrated the importance of parents’ expectations and adolescents’ expectations on adolescents’ academic achievement. Less is known, however, about the reciprocal relationships among these constructs. To address this issue, we analyzed two waves of data from the National Education Longitudinal Study of 1988 (NELS:88) using longitudinal cross-lagged path models. The sample consisted of 14,376 students (51.1% females; 6.5% Asian, 11.1% Hispanic, 9.2% African American, and 73.2% White). Results indicated that there was a reciprocal relationship between parents’ expectations and adolescents’ expectations (i.e., they had mutual influence on each other). Moreover, there was a reciprocal relationship between expectations (both parents’ and adolescents’) and adolescents’ academic achievement. Multiple-group analyses of gender and ethnicity revealed that the effects of parents’ expectations on students’ expectations were stronger among males than among females. With respect to ethnic differences, the effects of adolescents’ expectations were weakest on parents’ expectations among African Americans as compared to the other ethnic groups (i.e., Asian, Hispanic and White). Implications of these findings are discussed.     

Staying Cool Across the First Year of Middle School

As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls) ethnically diverse adolescents from 99 sixth grade classrooms in the United States. Attaining a cool status at any point across the school year was associated with stronger aggressive reputations. Additionally, classroom norms for aggressive behavior moderated the association between changes in aggression over the school year and the stability of coolness such that students who maintained their coolness across the school year showed greater increases in their verbally aggressive reputations from fall to spring when they were in classrooms with higher levels of aggression. The findings illustrate the importance of fitting in with social norms for maintaining a high social status among a new set of peers in middle school.     

A Cross-National Analysis of the Mediating Effect of Economic Deprivation on Crime

This study develops and tests a model of economic deprivation and crime using data from 52 nations for the years 1995–1999. The model, centering on the role of absolute and relative economic deprivation in mediating crime, predicts that social change causes variation in economic deprivation, which, in turn, leads to variation in crime rates. The results show that the relative deprivation variable, income inequality, mediates a large portion of the effects of two social change variables, population growth and urbanization, on homicide, while one of the absolute deprivation variables, GDP, transmits a great part of the effects of social change variables on theft. Both social change variables were found to have a weak direct connection to homicide and theft rates. Implications for policy and future research are discussed.     

Differentiating cause-of-death terminology for deaths coded as sudden infant death syndrome, accidental suffocation, and unknown cause: an investigation using US death certificates, 2003-2004

We compared written text on infant death certificates for deaths coded as sudden infant death syndrome (R95), unknown cause (R99), and accidental suffocation (W75). Using US mortality files supplemented with the death certifiers' written text for all infant deaths with International Classification of Diseases (ICD)-10 assigned codes R95, R99, and W75, we formed cause-of-death subcategories from common themes identified from the written text. Among all infant deaths in 2003-2004, the underlying cause of death was listed as R99 for 2128 deaths, R95 for 4408 deaths, and W75 for 931 deaths. Among the postneonatal deaths, the differences in subcategories varied between assigned ICD-10 codes: for R99-coded deaths, 45.8% were categorized as "Unknown" and 48.6% as "Pending"; for R95-coded deaths, 67.7% were categorized as "sudden infant death syndrome (SIDS)"; and for W75-coded deaths, 76.4% were categorized as "Suffocation." Examination of the written text on the death certificates demonstrates variability in the assigned ICD-10 codes which could have an important effect on the estimates of SIDS cases in the United States.