Natural language processing to identify the creation and impact of new technologies in patent text: Code,data, and new measures     

Sam Arts  Jianan Hou  Juan Carlos Gomez 《Research Policy》2021,50(2):104144

We develop natural language processing techniques to identify the creation and impact of new technologies in the population of U.S. patents. We validate the new techniques and their improvement over traditional metrics based on patent classification and citations in two case-control studies. First, we collect patents linked to awards such as the Nobel prize and the National Inventor Hall of Fame. These patents likely cover radically new technologies with a major impact on technological progress and patenting. Second, we identify patents granted by the United States Patent and Trademark Office but simultaneously rejected by both the European and Japanese patent office. Such patents arguably lack novelty or cover small incremental advances over prior art and should have little impact on technological progress. We provide open access to code, data, and new measures for all utility patents granted by the USPTO up to May 2018 (see https://zenodo.org/record/3515985, DOI: 10.5281/zenodo.3515985).  相似文献   

From eligibility assessment to intervention for students with autism spectrum disorder     

Sam Goldstein  Tiffany Sellars  Alexandro Velez 《Psychology in the schools》2023,60(2):364-377

The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of “autistic behaviors” in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals.  相似文献   

Tensions in Community Health Improvement Initiatives: Communication and Collaboration in a Managed Care Environment     

Caryn Medved  Kelly Morrison  James Dearing  Sam Larson  Greg Cline  Boris Brummans 《Journal of Applied Communication Research》2001,29(2):137-152

Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions.  相似文献   

Use of predictive text in text messaging over the course of a year and its relationship with spelling,orthographic processing and grammar          下载免费PDF全文

Sam Waldron  Clare Wood  Nenagh Kemp 《Journal of Research in Reading》2017,40(4):384-402

An investigation into the impact of predictive text use upon the literacy skills of primary school, secondary school and university cohorts was conducted over the course of a year. No differences in use of text abbreviations (‘textisms’) were found between predictive text users and nonusers. However, secondary school children who used predictive text made more genuine spelling errors than nonusers. Predictive text was related to use of some specific grammatical violations in school‐age children's text messages but was not related overall to the tendency to make grammatical errors when texting. University students, however, made significantly fewer grammatical errors in their text messages when they used predictive text. Over the course of a year, predictive text use was variable for all age groups. Consistency of predictive text use was unrelated to grammatical understanding, spelling or orthographic processing for primary and secondary school cohorts. Predictive text use was negatively related to morphological awareness for adult participants.  相似文献   

Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication     

Alexandra J. Macbeth  Hannah S. Zurier  Erin Atkins  Sam R. Nugen  Julie M. Goddard 《Journal of Food Science Education》2021,20(1):31-47

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.  相似文献   

Psychology,market pressures,and pricing decisions in higher education: the case of the US private sector     

Cheslock  John J.  Riggs  Sam O. 《Higher Education》2021,81(4):757-774

Higher Education - We examine listed tuition and institutional aid practices within the US private sector, a sector where market pressures are relatively strong and consequently influence...  相似文献   

Study Skills at a Distance—ten years on     

Sam Rouse  Roger Lewis 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(1):24-32

How to Study Effectively was probably the first distance learning course in the UK to help students to acquire learning skills. It has consistently attracted large numbers of students. Sam Rouse has tutored the course for the whole of its life and this paper reports the result of an evaluation he recently carried out. Samples of three student groups, all enrolled in 1972, were asked for their views on the course after a ten year gap. A group of'normal'enrollers is compared with two more special groups, one of TUC sponsored students and one of intending ordinands in the Church of England. Why did they enrol? How many assignments did they complete? What did they think of the course? What differences if any has it made to their lives? The paper concludes with three case studies of students, one from each group. The full report, And Having Studied Effectively , is published by the National Extension College.  相似文献   

Integrating student learning with practitioner experiences via virtual field trips     

E. Sam Cox 《Learning, Media and Technology》2004,29(2):113-123

The challenge of enriching the teaching/learning experience with the voice of practitioners has long been accomplished via field trips. Now, whether students are on another continent or in the presence of a teacher, they can have the field trip experience electronically. Therefore, this paper addresses: (i) the rationale for virtual field trips (VFTs) for a basic public speaking course; (ii) the content and design of the VFTs; (iii) insights gained from assessments of the roles and functions of VFTs over a 3 year period.  相似文献   

A New Kantianism?     

Mitchell  Sam 《Metascience》2003,12(2):201-204

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Specific impairment in developmental reading disabilities: a working memory approach   总被引：6，自引：0，他引：6  

Kibby MY  Marks W  Morgan S  Long CJ 《Journal of learning disabilities》2004,37(4):349-363

Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual-spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual-spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning.  相似文献