Impact Analysis of The Leahy-Smith America Invents Act

The United States patent system is crucial in protecting our intellectual property and strengthening our position in the world economy. The U.S. Constitution specifically empowers Congress to issue patents in order to “promote the progress of science and useful arts.” This research paper explores how The Leahy-Smith America Invents Act (AIA) has impacted independent inventors and small businesses in the United States. In this study, I used secondary analysis of existing research and statistical data from the United States Patent Trademark Office (USPTO) to examine this issue as it pertains to economic competitiveness (creativity and innovation), job creation / reduction, and legal. The most significant change by the AIA made to the patent law was the move from a first-to-invent to a first-to-file patent system. The second change was the 1-year commercial use limitation for any patent applicant to use an invention prior to filing an application for a patent. The Leahy-Smith America Invents Act has modified a 60-year-old patent system and brought us more in line with the rest of the patent systems in the world but it is having some damaging effects to the innovation and creativity here in the United States. Some of these effects result in diminishing patent quality and surging increase in patent applications reported by the USPTO. Going forward, we need to continue to closely monitor the quality and quantity of patents being filed and granted by U.S. based independent inventors and small businesses in comparison to foreign origin patent applications and grants

Additional Findings from the Common Research Model Natural Laminar Flow Wind Tunnel Test

An experimental investigation of the Common Research Model with Natural Laminar Flow (CRM-NLF) took place in the National Transonic Facility (NTF) at the NASA Langley Research Center in 2018. The 5.2% scale semispan model was designed using a new natural laminar flow design method, Crossflow Attenuated NLF (CATNLF). CATNLF enables laminar flow on typical transport wings with high sweep and Reynolds number by reshaping the wing airfoils to obtain specific pressure distribution characteristics that control the crossflow growth near the leading edge. The CATNLF method also addresses Tollmien- Schlichting transition, attachment line transition, and Grtler vortices. During the wind tunnel test, data were acquired to address three primary test objectives: validate the CATNLF design method, characterize the NTF laminar flow testing capabilities, and establish best practices for laminar flow wind tunnel testing. The present paper provides both experimental and computational data to understand the CRM-NLF laminar flow characteristics, as well as address the three primary test objectives. The effects of angle of attack and Reynolds number on the CRM-NLF laminar flow extent are studied, and the dominant transition mechanism is evaluated at a variety of test conditions. Critical N-factors are calculated for the NTF environment, and a discussion on best practices for laminar flow wind tunnel testing is provided. The CRM-NLF in the NTF provided initial confirmation of the ability of the CATNLF method to suppress crossflow growth and enable significant extents of laminar flow on transport wings with high sweep and Reynolds numbers

Inverse wing design in transonic flow including viscous interaction

Several inverse methods were compared and initial results indicate that differences in results are primarily due to coordinate systems and fuselage representations and not to design procedures. Further, results from a direct-inverse method that includes 3-D wing boundary layer effects, wake curvature, and wake displacement are represented. These results show that boundary layer displacements must be included in the design process for accurate results

Genome-wide mapping reveals single-origin chromosome replication in Leishmania, a eukaryotic microbe

Background DNA replication initiates on defined genome sites, termed origins. Origin usage appears to follow common rules in the eukaryotic organisms examined to date: all chromosomes are replicated from multiple origins, which display variations in firing efficiency and are selected from a larger pool of potential origins. To ask if these features of DNA replication are true of all eukaryotes, we describe genome-wide origin mapping in the parasite Leishmania. Results Origin mapping in Leishmania suggests a striking divergence in origin usage relative to characterized eukaryotes, since each chromosome appears to be replicated from a single origin. By comparing two species of Leishmania, we find evidence that such origin singularity is maintained in the face of chromosome fusion or fission events during evolution. Mapping Leishmania origins suggests that all origins fire with equal efficiency, and that the genomic sites occupied by origins differ from related non-origins sites. Finally, we provide evidence that origin location in Leishmania displays striking conservation with Trypanosoma brucei, despite the latter parasite replicating its chromosomes from multiple, variable strength origins. Conclusions The demonstration of chromosome replication for a single origin in Leishmania, a microbial eukaryote, has implications for the evolution of origin multiplicity and associated controls, and may explain the pervasive aneuploidy that characterizes Leishmania chromosome architecture

Instructional Designers' Observations about Identity, Communities of Practice and Change Agency

We presume that models and theory in instructional design inform professional practice, but theory has not been consistently built from the professional experiences of instructional designers. This study draws on the observations of five instructional designers who discuss their professional identities, their communities of practice and their roles as agents of social and institutional change. This study is embedded in two theoretical positions: instructional design as a social construct that is expressed in professional communities of practice, and critical pedagogy, in which designers act as agents of social change

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning

Agency of the Instructional Designer:Moral Coherence and Transformative Social Practice

In this paper we propose a view of instructional design practice in which the instructional designer is an agent of social change at the personal, relational, and institutional levels. In this view designers are not journeymen workers directed by management but act in purposeful, value-based ways with ethical knowledge, in social relationships and contexts that have consequences in and for action. The paper is drawn from the data set of a three-year study of the personal meaning that instructional designers make of their work, in a world where identities rely less on institutionally “ascribed status or place” than on the spaces that we make as actors in the social world. Through the voices of two instructional designers in this study, we begin to make the case for instructional design practice as ethical knowledge in action, and for how agency emerges from the designer’s validated sense of identity in institutions of higher learning

Instructional Designers Perceptions of Their Agency: Tales of Change and Community

In addition to the important role instructional designers play in the design and development of instructional products and programs, they also act in communities of practice as agents in changing the way traditional colleges and universities implement their missions. Designers work directly with faculty and clients to help them think more critically about the needs of all learners, issues of access, social and cultural implications of information technologies, alternative learning environments (e.g., workplace learning), and related policy development. As such, through reflexive practice, interpersonal agency and critical practice they are important participants in shaping interpersonal, institutional and societal agendas for change. This chapter will draw on the stories of instructional designers in higher education to highlight their interpretations of their own agency in each context. In essence, this chapter deviates from the understanding of a case study as occurring in a single setting in that it draws on the experiences of several instructional designers in several contexts. Rather, we accept Yin’s (2003) definition of case study as a research strategy, that is, as an empirical inquiry that “investigates a contemporary phenomenon within its real-life context” (p. 13) and view our study in this regard as a multiple-case design with the instructional designer as the unit of analysis. Taken as a group, these designers tell a strong story of struggle and agency in higher education contexts, and it is a story that portrays designers as active, moral, political and influential in activating change. So from their rich descriptions of practice, we attempt in this chapter to weave a composite case study of an instructional designer’s experience that is true to the collective narrative of the designers we’ve interviewed. Any single person’s story of agency is by necessity narrow and contextually bound, and these are both the greatest strengths and limitations of individual cases. We hope that by viewing the stories of instructional designers through the macro lens of narrative, we can better illustrate the scope of agency and community that instructional designers practice each day

Transforming Higher Education: Agency and the Instructional Designer

In addition to the important role instructional designers play in the design and development of instructional products and programs, they also act in communities of practice as agents in changing the way traditional colleges and universities implement their missions. Through reflexive practice, interpersonal agency and critical practice designers are important participants in shaping interpersonal, institutional and societal agendas for change. This paper draws on the stories of instructional designers in higher education to highlight their interpretations of their own agency in each context. These designers tell a strong story of struggle and agency in higher education contexts, and it is a story that portrays designers as active, moral, political and influential in activating change. By viewing the stories of instructional designers through the macro lens of narrative, we can better illustrate the scope of agency and community that instructional designers practice each day

Conversation as Inquiry: A conversation with instructional designers

Instructional designers regularly engage in a process of professional and personal transformation that has the potential to transform the culture of institutions through faculty-client relationships. Instructional designers promote new ideas and understandings in social contexts that include other designers and clients, among others. This research program attempts to understand this process, using narrative inquiry and instructional designers’ stories of practice to explore two interconnected theoretical frames. One frame is methodological and offers a case for narrative inquiry as an alternative approach to research in educational technology. The second frame is practice-based, and uses narrative inquiry to explore the themes of reflexivity, voice, strong subjectivity and power/authority through the stories of three instructional designers