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Co-location tools of urban economic development, such as accelerators and incubators, can facilitate entrepreneurship. Of these tools, accelerators have proliferated in number and variety over the past couple of decades. However, growing evidence suggests that these programs are not equally effective, varying in form and function with disparate outcomes. Initial evidence indicates that the effectiveness of accelerators varies by entrepreneurial ecosystem features, such as density and university involvement. Current scholarship is limited, however, in that it doesn't provide an adequate explanation for why that is the case. This paper uses creative class theory to explain the distinct advantages of an accelerator powered by an urban, metropolitan research university. Among these advantages are the dense and diverse networks comprising urban research universities and the value each network participant contributes. In addition, we posit that amplifying these collective contributions is critical to startup success and the overall vitality of the entrepreneurial ecosystem within the region. We support our logic by profiling the best practices, design features, and lessons learned of an accelerator powered by a public, metropolitan research university serving as an anchor institution for the St. Louis region. [The citation of v34 n4 on the PDF is incorrect, this article appears in v34 n3.]

Once the COVID-19 pandemic occurred in the United States, social distancing measures that included closing sport facilities, recreational facilities, schools, restaurants, entertainment venues, and so on were put in place to decrease the spread of the virus. This posed a unique challenge for physical education (PE) instructors as they were left to determine possibilities to continue to teach through an online platform. While the Department of Physical Education (DPE) at the United States Military Academy at West Point (USMA) was in a similar position, the determination by school officials was that the mission of the school was not achievable via distance. Therefore, the school returned to West Point and held online academic classes that students attended from their own rooms, except for PE classes, which were conducted in person. This choice was made because it was determined that the mission of the department would not be able to be achieved in an online platform. The aim of this article is to demonstrate how USMA was able to design and implement a successful, in-person physical education curriculum during the COVID-19 pandemic that could relate to a public high school, a boarding school, or a higher education institution.

The widespread use of student evaluations to rate faculty has raised the question of whether high student evaluations can be gained simply through the process of faculty giving higher grades to students, or whether learning of students is a critical factor in such evaluations. Four different models were tested which represented different relationships between students= expected student grades and student evaluations of the quality of instructors, with and without student motivation, ability, and amount learned as potentially important variables. Evaluations from 119 students of four different instructors were used for the data set. Statistical tests of the alternative models indicated that a more complex model incorporating student motivation and ability levels as factors affecting student evaluations of instructors provided the best fit to the data. The fit was superior to that of a model using only expected grades and student evaluations of instructors, indicating that students= evaluations of faculty did not appear to be based solely on the grades students expected to receive. The complex model also fit the data better than a simpler model using only perceived amount learned, expected grades, and instructor ratings. For this data set, instructor ratings were not simply a function of expected grades, or simply a function of perceived amount learned, but a function of motivation, ability, amount learned, and grades.

The Linux kernel utilizes caches to speed up accesses to thehigh-usage objects that are normally stored on disks, such as data cache pagesfor files, inodes, and directory entries. These cache data types areimplemented using separate chaining. In our experience, we found that some ofthe hash functions used in th circa 2000 Linux kernel can results, for certainaccess patterns, in very skewed data distributions over the chains. Betterhash functions are desirable. In this paper, we analyze the data distributionand run-time efficiencies of a set of hash function for Linux inode anddirectory caches. Our analysis utilizes data traces from both an industrystandard benchmark and two real world computing environments. Although some ofthe results were anticipated by Lever, who has carried out a similar study, weshow that his results can be further improved.Pre-2018 CSE ID: CS2001-0680

Rotational position optimization disk scheduling algorithms utilizeseek distance versus rotational distance information implemented as rpo tables(arrays) which are stored in flashmemory within each disk drive. We consider anovel representation scheme for this information reducing the requiredflashmemory by a factor of more than thirty thereby reducing the manufacturingcost per drive. We present simulation results showing the throughput forconservative and aggressive versions of the scheme as well as comparativeresults with the standard production drives not using these results.Pre-2018 CSE ID: CS2001-0679

The study investigated the stakeholders' perceptions of South Korea's higher education internationalization policy. Based on the research framework that defines four policy values--propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders' perceptions. According to the findings, the stakeholders perceived that the government's internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities.

Our study investigates how Korean universities are designing and implementing internationalization policies to meet the demands of globalization. Relying upon globalization theory we reveal how power is embedded within these internationalization efforts. Indeed, we accept the notion that the United States is the world's superpower and therefore Korea was compelled to "Westernize" in order to become active participants in the highly competitive globalized twenty-first century. Through the perspectives of Koreans and foreigners (e.g., professors, students, government officials, and university administrators), our paper aims to discover and understand Korean values and traditions in comparison and detached from Western theory of globalization and internationalization policies in higher education.

In perception, divided attention refers to conditions in which multiple stimuli are relevant to an observer. To measure the effect of divided attention in terms of perceptual capacity, we introduce an extension of the simultaneous-sequential paradigm. The extension makes predictions for fixed-capacity models as well as for unlimited-capacity models. We apply this paradigm to two example tasks, contrast discrimination and word categorization, and find dramatically different effects of divided attention. Contrast discrimination has unlimited capacity, consistent with independent, parallel processing. Word categorization has a nearly fixed capacity, consistent with either serial processing or fixed-capacity, parallel processing. We argue that these measures of perceptual capacity rely on relatively few assumptions compared to most alternative measures. (Contains 10 figures.)

Market segmentation strategies based on levels of consumer shopping effort have long been utilized by marketing professionals. Such strategies can be beneficial in assisting marketers with development of appropriate marketing mix variables for segments. However, these types of strategies have not been assessed by researchers examining segmentation frameworks for various types of programs in higher education. This paper attempts to fill this void in the literature by specifically examining ways that levels of customer shopping effort might be utilized to more effectively segment markets for higher education programs. The relative effectiveness of various elements of the marketing mix is also examined and recommendations are provided for colleges and universities attempting to target various markets segmented by levels of consumer shopping effort.

In both behavior and neuroscience research, it is debated whether the processing of identity and location is closely bound throughout processing. One aspect of this debate is the possibly privileged processing of identity or location. For example, processing identity may have unlimited capacity, while processing location does not. The authors have investigated the possibility of such privileged processing by measuring set-size effects for a variety of identification and localization tasks. In particular, set-size effects in accuracy visual search are measured with either 1 or 2 possible targets. For 1-target tasks, set-size effects are smaller for identification than localization; for 2-target tasks, set-size effects are larger identification than localization. The observed crossover interaction is inconsistent with a privileged processing hypothesis for either identity or location. Furthermore, this interaction is predicted by an independent channel model based on signal detection theory, in which the details of each decision determine the relative magnitude of the set-size effects. This result is consistent with the similar processing of identity and location, and it refutes the privileged processing hypothesis for either identity or location. (Contains 9 figures and 2 tables.)

This article investigates the identity negotiations of a group of Korean-born Korean American (KBKA) high school students. One of the major tensions that arise from within the Korean American community is who should be considered an "authentic" member. Therefore, in this article I illustrate (a) the way American-born Korean Americans' (ABKAs') (mis)recognition (ascribed identity) influences the identities of KBKA high school students; and (b) the way these KBKA high school students endeavor to gain recognition of how they want to be perceived by ABKAs (achieved identity). Utilizing James Paul Gee's (2001) identity theoretical framework, I analyzed interview transcripts and informal conversations from 6 KBKA high school students. I believe that by viewing identity from the tensions that exist within the Korean American community, we as educators and educational researchers can become better informed about the ways in which identities are multiple, complex, and fluid.

This paper explores how a group of Korean born, Korean-American high school students came to understand race and racism in the US through social interactions and conversations, with particular attention paid to the locality of time, space and people engaged. Therefore, we explore not only how race and racism are socially constructed in the lives of the participants, but also how social interactions and daily conversations play a critical role for the students to develop and locate their voices in relation to understanding how race and racism effect their lives. It is worth emphasizing that the participants' understanding on the concepts of race and racism were refined in dialogic and emergent fashion in the course of dialogue. In other words, it was not like a new learning or sudden enlightenment. Rather, it was rediscovery of their own experiences, which they had but were not able to explicate or find appropriate languages with which to identify their experiences until they were provided an opportunity to discuss their thoughts around the concepts of race and racism.

We here describe a discrete trial, forced-choice, combined spontaneous preference and novelty preference technique. In this technique, spontaneous preferences and familiarized (postfamiliarization) preferences are measured with the same stimulus pairs under closely parallel conditions. A variety of systematic stimulus variations were used in 16-week-old infants to explore the interrelations among spontaneous preferences, familiarized preferences, and familiarization (novelty) effects. Infants were exposed to pairs of 10[degrees] red and blue disks of varying colorimetric purity generated on a video monitor. Pairs of disks were identified for which spontaneous preferences were balanced at about 50-50 or unbalanced at about 75-25, and the magnitudes of familiarized preferences were determined. When spontaneous preferences were balanced at 50-50, novelty effects increased with increasing chromatic separation between the 2 stimuli, showing the independence of these variables. When spontaneous preferences were unbalanced, novelty effects were asymmetrical, being large after familiarization to the spontaneously preferred stimulus, but small or nonexistent after familiarization to the spontaneously nonpreferred stimulus. The potential uses of combined spontaneous preference and novelty preference techniques are discussed. (Contains 1 footnote, 2 tables and 8 figures.)