Test-retest reliabilities of the Revised Children's Manifest Anxiety Scale over 1- and 5-wk. intervals were examined for two samples of students, 73 boys and 88 girls in regular sixth, seventh and eighth grade classrooms (11 yr. to 14 yr.). For raw scores the test-retest Pearson r was .88 (1-wk.) and .77 (5-wk.), indicating good reliability. For both samples there was a small difference between test (12.2 for 1-wk. sample; 11.4 for 5-wk. sample) and retest (11.2 for 1-wk. sample; 9.8 for 5-wk. sample) mean raw scores. Implications for test use are discussed.

SYNOPSIS Few controlled studies have examined the effectiveness of relaxation therapy for the treatment of adolescent headaches. In this study, ten chronic headache sufferers (migraine or muscle contraction), ranging in age from 12 to 17 years (M = 13.5 SD = 1.3), were sequentially assigned to either a relaxation therapy or waiting‐list control group. Following treatment, subjects in the treatment group demonstrated significantly lower Headache Index scores than subjects in the control group (U = 0, p £ .004). Group differences in Headache Free Days, Peak Headache Rating, and Medication Index scores were not significant; differences in Medication Index scores approached significance at U = 3, p £ .03. Objective compliance to treatment data indicated subjects overreported their actual practice time, on average, by 70%. Results and implications for future research are discussed.

Universities face increasing expectations from both the public and elected officials to contribute to the economic development of their respective states, geographical regions, and the country. Technology transfer activities have proven to be a key way to meet these new imperatives. Despite the university's expanded mission and the growing role of tech transfer, the academic community has yet to produce a consistent framework for evaluating faculty activities in technology transfer and their societal benefits. In response to this situation, the authors, working as the APLU Task Force on Tenure, Promotion, and Technology Transfer, surveyed US and Canadian universities to ascertain current approaches for defining technology transfer activities and recognizing them in assessing faculty performance. Building on the results of that survey, the authors offered the following five recommendations: 1) university policy statements should acknowledge the merit of technology transfer as part of the university's work, while including safeguards against conflicts of interest or commitment; 2) technology transfer activities should be explicitly included among the criteria relevant for promotion and tenure at the university, college, and department levels, as appropriate to the respective disciplines; 3) technology transfer activities should be an optional component of the review process, one that will be rewarded when present but not seen as a requirement for everyone; 4) recognizing the unique character of technology transfer, the criteria should be flexible enough to encompass high-quality work in many forms of creative expression; and 5) technology transfer activities should be evaluated for intellectual contribution and expected social benefit consistent with the accepted process of peer review and without reliance on artificial metrics. KeywordsConflict management, Faculty review, Technology transfer evaluation, Tenure and promotion Disciplines Higher Education | Higher Education Administration CommentsThis article is from Technology & Innovation, Volume 17, Number 4, 2016, pp. 197-204(8) and Innovation, Vol. 17, pp. 197-204, 2016 1949 Universities face increasing expectations from both the public and elected officials to contribute to the economic development of their respective states, geographical regions, and the country. Technology transfer activities have proven to be a key way to meet these new imperatives. Despite the university's expanded mission and the growing role of tech transfer, the academic community has yet to produce a consistent framework for evaluating faculty activities in technology transfer and their societal benefits. In response to this situation, the authors, working as the APLU Task Force on Tenure, Promotion, and Technology Transfer, surveyed US and Canadian universities to ascertain current approaches for defining technology transfer activities and recognizing them in assessing faculty performance. Building on the results of that survey, the authors offered the following five recomm...

The performance of hospitalized paranoid schizophrenics, nonparanoids, and hospitalized controls was compared on motor, perceptual, and cognitive tasks of increasing complexity. The data were examined within the context of comparing differential predictions made by input and 'central processing theories of information-processing deficit. Our results indicate that paranoid schizophrenics are comparable to nonschizophrenics in the amounts of information they can process, while nonparanoid schizophrenics reach a stage of information overload with tasks of relatively less complexity.