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Drawing on sixty-one in-depth interviews conducted with commercial and noncommercial scientists at four universities in the United States, this paper examines why academic scientists embrace commercially oriented career paths in higher education. A central goal of this paper is to expand our descriptive and conceptual understanding of socialization in the academic profession by examining the explanatory power of differential association theory. Differential association theory emphasizes how patterns of behavior are learned through a process of interaction with different types of individuals with varying ideas about the acceptability of a particular course of action. The results demonstrate that socialization to commercialism is an interactive learning process in which scientists learn definitions that are favorable to commercial career trajectories. Such learning is often necessary because prior socialization can either lead to unfavorable views of commercialization or shelter doctoral students from techniques of and rationales for commercialization.

AbstractA transdisciplinary, integrated risk assessment and risk management process is particularly beneficial to the development of policies addressing risk from natural hazards. Strategies based on isolated risk assessment and management processes, guided by traditional "predict, then act" methods for decision making, may induce major regret if future conditions diverge from predictions. Analytic methods designed to identify robust solutions—those that perform satisfactorily over a broader range of future conditions—are more suitable for management of natural hazards risks, for at least three major reasons discussed within. Such approaches benefit from co‐production of knowledge to collaboratively produce adaptive, robust policies through an iterative process of dialogue between analysts, decisionmakers, and other stakeholders: exploring tradeoffs, searching for futures in which current plans are likely to fail, and developing adaptive management strategies responsive to evolving future conditions. The process leads to more effective adoption of risk management policies by ensuring greater feasibility of solutions, exploring a wide range of plausible future conditions, generating buy‐in, and giving a voice to actors with a diversity of perspectives. The second half of the article presents Louisiana's coastal master planning process as an exemplary model of participatory planning and integrated risk assessment and management. Louisiana planners have adopted a decision framework that incorporates insights from modern methods for decision making under deep uncertainty to effectively address the deep uncertainties and complexities characteristic of a variety of natural hazards and long‐range planning problems.

AbstractContemporary studies conducted by the U.S. Army Corps of Engineers estimate probability distributions of flooding on the interior of ring levee systems by estimating surge exceedances at points along levee system boundaries, calculating overtopping volumes generated by this surface, then passing the resulting volumes of water through a drainage model to calculate interior flood depths. This approach may not accurately represent the exceedance probability of flood depths within the system interior; a storm producing 100‐year surge at one point is unlikely to simultaneously produce 100‐year surge levels everywhere around the system exterior. A conceptually preferred approach estimates surge and waves associated with a large set of storms. Each storm is run through the interior model separately, and the resulting flood depths are weighted by a parameterized likelihood of each synthetic storm. This results in an empirical distribution of flood depths accounting for geospatial variation in any individual storm's characteristics. This method can also better account for the probability of levee breaches or other system failures. The two methods can produce different estimates of flood depth exceedances and damage when applied to storm surge flooding in coastal Louisiana. Even differences in flood depth exceedances of less than 0.2 m can still produce large differences in projected damage. This article identifies and discusses differences in estimated flood depths and damage produced by each method within multiple Louisiana protection systems. The novel coupled dynamics approach represents a step toward enabling risk‐based design standards.

Scholarship on technological change in academe suggests that the adoption of instructional technologies will erode professional control. Researchers have documented the pervasiveness of new technologies, but neither demonstrate how technological change is experienced by faculty nor collect data that permit assessment of consequences for professional control. Drawing on a sample of interviews with forty-two professors at three research-intensive universities, this research makes two contributions to existing research. First, in contrast to existing depictions of technological change in higher education, the findings reveals that academics perceive instructional technologies to have limited value in enhancing education and that technology use is rarely motivated by pedagogical innovation. Second, the study suggests that a relationship between technological change and "unbundling" of the academic role may be overstated. These data indicate that technological change threatens professional autonomy through exclusion from decision-making processes, increased workloads, and delimited teaching and research roles.

This paper uses data from the Grade 3 and 6 assessments conducted in Ontario schools to examine the association between student achievement and both strikes and work-to-rule campaigns by teachers. Between 1998/99 and 2003/04 approximately 5 percent of schools in Ontario were exposed to strikes (including one lockout) and over 10 percent of schools experienced a work-to-rule campaign (the withdrawal of many school activities normally carried out by teachers). This study finds large reductions in academic achievement associated with strikes at disadvantaged schools in both Grade 3 and Grade 6, and substantial reductions in results associated with work-to-rule campaigns. The reductions associated with work-to-rule campaigns vary across schools with the largest reductions at disadvantaged schools in Grade 3 and at advantaged schools in Grade 6.