Caring but sharing unintentionally: Lobbying for innovations and the leakage of knowledge

When firms engage in lobbying, their intended outcome is a regulatory change that benefits them. However, prior literature suggests that there may also be an unintended outcome of lobbying—the leakage of knowledge to competitors. In this paper, I explore when the intended and the unintended outcomes are more likely by theorizing about the relationship between lobbying and innovation. I predict that innovations that are novel are more likely to benefit from the intended regulatory changes. However, innovations that use knowledge uniquely possessed by a few firms are more likely to be compromised by the leakage of knowledge that happens during lobbying. I use new data from 1999-2013 on public U.S. firms that engaged in lobbying to federal agencies, the regulatory changes made by federal agencies, and the 16,000 patents applied for by those firms. I employ unsupervised machine learning (Doc2Vec) to measure knowledge leakage and an instrumental variable 2SLS mediation analyses to test the theory. The results suggest that the intended regulatory changes that follow lobbying can benefit innovations by facilitating wider adoption. However, unique technological knowledge that only a few firms possess may be expropriated by competitors during the process of lobbying. Overall, this paper demonstrates that fundamental aspects of innovation— such as institutional change, knowledge transfer, and technology adoption—are closely related to lobbying, a form of nonmarket activity.

Israeli Pre-Transitional Justice and the Nakba Law

Pre-transitional justice activities that expose past injustices during entrenched conflicts can incite strong reactions among actors who feel threatened by or dislike such activities, and who thus attempt to silence controversial truths. This article illuminates how attempts to silence controversial truths, in parallel with shutting down debate, can also have the unintended outcome of enlarging public discourse on previously marginalised issues. Thus, paradoxically, efforts to curb freedom of expression sometimes result instead in an expanded public capacity to debate previously silenced truths about the conflict. We conduct a case study of reactions to pre-transitional justice in Israeli society focusing on the so-called Nakba Law, enacted in 2011. Through interviews with members of the non-governmental organisation Zochrot, politicians, teachers and media persons, we first show the relationship between pre-transitional justice and enacting the Nakba Law. We then demonstrate that while the Nakba Law indeed aimed to hamper freedom of expression, it also enabled increased public knowledge about the meaning of Nakba. Our theoretical proposition regarding this paradox, in this case activated by instigating new memory laws, is highly relevant to other conflicts-in-resolution that experience pre-transitional justice processes.

Reframing Poetic Consciousness through Deconstruction and New Media

Generic Escape: Reframing narratives and breaking code It is dark and stormy, and you switch on the television in the 1990s. The cable signal is out so what do you see? Often times you will receive a signal that looks like a bunch of coloured bars. Other times, all you get is an electronic noisy image. Today, this noisy visual effect is often intentionally produced by manipulating, distorting, or blurring the pixel structure of an image with photo-editing software. The accidental or unintended outcome of the technological errors that produce these images somehow speaks to our subconscious need for a break from the reality of well-defined narratives and circumscribed modes of interpretation (Kane, 2016).

Reframing Poetic Consciousness through Deconstruction and New Media

Generic Escape: Reframing narratives and breaking code It is dark and stormy, and you switch on the television in the 1990s. The cable signal is out so what do you see? Often times you will receive a signal that looks like a bunch of coloured bars. Other times, all you get is an electronic noisy image. Today, this noisy visual effect is often intentionally produced by manipulating, distorting, or blurring the pixel structure of an image with photo-editing software. The accidental or unintended outcome of the technological errors that produce these images somehow speaks to our subconscious need for a break from the reality of well-defined narratives and circumscribed modes of interpretation (Kane, 2016).

Experiences of Personnel in Accreditations in Higher Educational Institution: Concerns and Actions

Aims: To determine the experiences of the participants who were involved in the accreditation process Study Design: Qualitative-phenomenology Place and Duration of Study: Southern Philippines Agribusiness and Marine and Aquatic School of Technology for five months. Methodology: The participants were 12 program area leaders, and Internal Assessment Board in-charge. They were grouped into four and interviewed using the validated interview guide questionnaire. Results: Themes which concern emotional issues themes were: utilizing archive, enjoying unintended outcome, negotiating time availability, and dealing with inconveniences. Moreover, emerging themes describing the problems encountered in the 10 areas of accreditation included: lack of support, difficulties in documents preparation, utilized personal resources, undefined and unclear dissemination of tasks. Finally, themes for solutions conducted were: necessity of training and workshop, provision of matrix of activity, familiarity of the different tools and program offerings, and establish monitoring team. Conclusion: Preparations are the key to accreditations. The preparation processes should not start months before the scheduled accreditation visit rather right after the commencement of the previous visit. Qualified persons who are knowledgeable on accreditation processes should be. Higher education administration should observed due diligence. Recommendation: College’s Quality Assurance (QA) individuals may be trained to become knowledgeable on the processes of accreditation; preparations for accreditation may be done way ahead of the scheduled visit; area leaders may manage their time in the preparation of documents to avoid discrepancies during accreditation; reorganization of area leaders may be prevented to avoid unfamiliarity of tasks; budget for accreditation processes may be provided; appropriate incentives may be given for those who work overtime; the principle of “Every day is an Accreditation Day” may be observed in order to cultivate among the staff of the college the essence of accreditation. Lastly, creation of College Accreditation Coordinating Council may be created to oversee the processes of accreditation and serve as the focal point for strategic planning.

Vilkår for fleirspråklegheit i norskfaget – Ein analyse av læreplanar og lærebøker med fokus på fleirspråklege kompetansemål

Artikkelen fokuserer på korleis fleirspråklegheit trer fram i læreplan- og lærebok­diskursar knytt til norskfaget. Korleis tematiserer lærebøkene fleirspråklegheit ut frå dei føringane læreplanen gir forfattarane, og er diskursen mynta på alle elevar? I eit kritisk diskursanalytisk perspektiv er det sentrale å sjå korleis ideologiske forhold vert reprodu­serte gjennom språk, og korleis makt skjuler seg i det usagte. Dersom fleirspråklegheit ikkje vert verdsett og anerkjent som ein ressurs for alle elevar i lærebokdiskursen, vil det vera eit utilsikta utfall som kan verka ekskluderande på nokre elevar. Analysen viser at det føreligg diskursar som kan verka ekskluderande i lærebøkene. Dette vert halde fram som døme på at det finst ein «skjult» læreplan når det gjeld handsaminga av fleirspråklegheit og fleirspråklege elevar i dagens norskfag. Manglande definisjon av nøkkelomgrepet «fleirspråklegheit» er ei hovudforklaring, men også at eit problem­orientert og einspråkleg syn på fleirspråklegheit er rådande i norskfaget. Som andre læreverkanalysar konkluderer med, viser også denne studien at fleirspråklegheit er presentert som spesialtilfelle og ikkje som ein normalsituasjon (Loftsdóttir, 2009; Marx, 2014; Andersson-Bakken & Bakken, 2017; Niehaus, 2018; Kulbrandstad, 2020). Alt i alt er det fortsatt lite diskusjon og merksemd rundt lærebøkenes innhald og den rolla dei spelar som formidlarar av det som vert oppfatta som nasjonale verdiar og normer (Røthing, 2015b). Nøkkelord: fleirspråklegheit, mangfald, norskfaget, læreplanstudiar lærebøker Conditions for multilingualism in the Norwegian L1 education – An analysis of curricula and textbooks with a focus on multilingual competence goals Abstract The article focuses on how multilingualism is addressed in curriculum and textbook discourses related to the Norwegian L1 subject. How is multilingualism thematised in the textbooks according to the guidelines the curriculum gives the authors, and do the discourses seem to be aimed at all students? Within a critical discourse analysis, it is of main interest to look at how ideological conditions are reproduced through language, and how power is hidden in the unspoken. If multilingualism is not valued and recognised as a resource for all students within the textbook discourses, it will be an unintended outcome of the curriculum that may exclude some students. The analysis shows that there are excluding discourses in the textbooks. This is pointed out as an example of a “hidden” curriculum when it comes to how the L1 subject treats multi­lingualism and multilingual students. Lack of definition of the key concept “multi­lingualism” is a major explanation. Another cause is that a problem-oriented and mono­lingual approach to multilingualism is prevalent in the Norwegian L1 subject. This study also concludes that multilingualism is presented as special cases and not as a normal situation in school textbooks as other research has found (Loftsdóttir, 2009; Marx, 2014; Andersson-Bakken & Bakken, 2017; Niehaus, 2018; Kulbrandstad, 2020). In sum, there is still little discussion about textbooks’ content and the important role that they play as mediators of what is perceived as national norms and values (Røthing, 2015b). Keywords: multilingualism, diversity, Norwegian L1, curriculum studies, textbooks

The Riksbank Endows a Nobel Prize

This chapter shows how the Swedish economy during the mid-twentieth century aided in the formation of a Nobel Prize in economics. During the 1950s, the forces of sound money in Sweden had become restive. When inflation began to rise, the choice appeared to be between full employment and housebuilding on the one side, or price stability on the other. The Nobel Prize was an indirect and unintended outcome of this dilemma. Unlike most central banks between the wars, the Riksbank was the bank of Parliament and belonged to the nation. After the war, low interest rates were imposed by government on the bank (as in the United States and Britain). In Sweden, the main reason was to keep housing credit cheap. The central bank was made to purchase government and mortgage bonds.

The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

Through a Screening, Brief Intervention and Referral to Treatment (SBIRT) grant from NORC and the Conrad Hilton Foundation, the Department of Social Work at California University of Pennsylvania (Cal U) integrated SBIRT throughout the social work curriculum. A combination of computer simulation and standardized clients was developed to evaluate students’ skills in assessing for substance misuse and engaging with clients. Along with the development of students’ skills with assessment, motivational interviewing and active listening were an unintended outcome of student activism. Students, drawing from their new knowledge, training, and experiences, organized advocacy events on campus to promote awareness of the opioid epidemic impact on surrounding rural communities.