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This article analyzes the interrelationship among technology transfer mechanisms using data specific to the US National Institute of Standards and Technology (NIST). An overview of the history of NIST and US policies that emphasize the economic importance of technology transfer are discussed. The empirical analysis focuses on NIST investments in research and development (R&D) and the cascading impact of those investments on new inventions disclosed, new patent applications, new patents issued and new patent licenses; and accounting for the effects of R&D on these three investments, an overall estimate of the R&D elasticity of new patent licenses is calculated to be 0.7976. The article concludes with a policy-focused summary of the implications of the empirical findings, and a suggested road map for future research related to technology transfer from US federal laboratories.

"Innovations and Applications of Technology in Language Education is a collection of twelve chapters by an international group of language and linguistics education experts. Although technology in language education is a global interest, its practices should be contextualized. The book covers how language educational technology is currently applied, discusses how it should be applied, and gives directions for its future development. Providing a critical review of respective current practices and perspectives, the book begins by presenting a set of research-based principles for developing second language teachers' professionalism. It then examines the use of technology to enhance students' English language skills. Acknowledging the advantages and disadvantages of AI-mediated communication, the book argues for the use of AI to facilitate communication in language education. It also proposes the use of AI to develop and administer language tests and suggests guidelines for practitioners to deploy AI in developing and administering language tests efficiently. The book concludes by discussing technology for specific purposes in second language education and the potential of computer-mediated communication (CMC) to enhance interaction between students"--

Responsible innovation (RI) is founded on the idea that present modes of innovating with science and technology fail because they insufficiently take into account societal needs and values. Hence, proponents of RI solicit society's opinions in an attempt to render science and technology developments, institutions, and policies more socially responsive. This article asks how the RI concept is taken up and elaborated, based on accounts developed on the EU policy level and on a Flemish, technology assessment level. It finds that, notwithstanding important differences between these two deliberative frameworks, neither one leaves much room for politics, understood as the constitution and contestation of power. Rather, these frameworks largely ignore questions about the politics in and of deliberation, the authoritative allocation of values, and the institutional uptake of deliberative engagements. The article's aim is to provide constructive criticism of the RI paradigm by rendering these political issues explicit and proposing ways of taking them into account. ; Peer reviewed