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Improving the commercialization of university research has become a national priority. Most existing programs focus on training and supporting faculty and students to be the entrepreneur. However, programs are also needed to train and support those who will serve the entrepreneur. This chapter asserts that professionals with specific expertise in serving entrepreneurs are a critical, yet overlooked, part of the “innovation ecosystem” necessary to commercialize university research. It provides an overview of the Entrepreneurial Law Clinic at the University of Washington, which provides a multidisciplinary teaching, research, and service platform that assists University spin-offs while developing the next generation innovation ecosystem. Bringing together law, business, and engineering students to work with tech transfer licensing officers and faculty researchers to spin off a university technology involves many challenges. Yet, it can be done and the benefits are manifold. This chapter outlines three key issues for this kind of program. First, who is the client: the tech transfer office or the faculty researcher? Second, how to mediate among the different visions for how to commercialize the technology through the spin-off – including whether the technology is ready for commercialization or needs to undergo further translational work. And third, how to ensure that all the different students are being properly supervised and that all project members are keeping appropriate confidentiality toward the technology and business plans. The chapter shows how the missteps, conflicts, and confusion that naturally arise for each team project actually provide the best teaching moments for team members, supervisors, and faculty alike.

Gossip is part of everyday life and can play an important role in society. It has been part of human communication since we started to talk and is common to communities around the world. Evidence of gossip adorned the walls of ancient tombs in Egypt, and advice against gossiping can be found in the words of King Solomon in the Old Testament, in the theses of Greek philosophers, and in proverbs from all cultures. Yet gossip continues to be all around us, and most of our conversation time involves some form of it. Despite this, those who initiate gossip are often derided for being gossip mongers, and not without good reason. At its worst, gossip can destroy reputations and businesses, be used as a form of bullying, and cause a great deal of distress. In this chapter, however, I focus on why and how gossip is used and the purpose it serves in village life. Ambridge resident Susan Carter is a renowned gossip with high, unsubtle output compared to other villagers. I look at Susan's gossiping at both a psychosocial level and in terms of benefits she may gain. I also discuss gossip at the village level from two perspectives. I explore the importance of gossip to village life based upon peer reviewed literature, and relate these findings to the comings and goings of the residents of Ambridge. I then also look at how gossip is needed to relay storylines to the listeners. Finally, social media has helped to bring together Archers fans who like nothing more than to spend hours gossiping about their favourite villagers and berating Susan for her tittle-tattle. Yet The Archers wouldn't exist without gossip, so maybe we should be grateful to Susan and carry on gossiping.

Despite the Helen and Rob storyline initially being billed as showcasing the new offence introduced by Section 76 of the Serious Crime Act 2015, it concluded with only minimal discussion of the offence. This section briefly explores some of the flaws in the coercive control offence and its portrayal in The Archers from a legal and criminological perspective.

This chapter asks, how do the decisions made by Ambridge women compare to the rest of the UK when faced with an unexpected positive pregnancy test, and will explore the decisions made by four Ambridge women when faced with the question of their own pregnancies. It will firstly present the UK context of pregnancy and family composition and go on to examine four case studies of unplanned pregnancy, the decision-making process encountered and its outcomes in BBC Radio 4’s The Archers.

This chapter explores the fascinating relationship between the way we speak (our accents) and who we are (our identities) by investigating the ways in which accent is used in The Archers in the process of characterisation. It begins by describing the link between accent and identity in everyday life, arguing for a perspective in which the way we speak is seen as contributing to the active performance of our identities rather than something through which our identities are passively reflected. The main part of the chapter describes two small studies into the ways in which The Archers both uses and reinforces existing language-based stereotypes in order to help in its presentation of clear and recognisable characters.

Taken in its entirety, this edited volume presents broad, sweeping perspectives on race culture, society, socialization and education. The topics are expansive and the analyses incisive. Various contributors to the volume earned doctoral degrees in education, human development, psychology, social work and sociology across four decades (1970s, 1980s, 1990s, 2000s). Despite the variety of disciplines, theoretical perspectives, methodological approaches and conclusions, there is an underlying coherence. This coherence derives in part from the authors' shared commitment to an holistic approach, which examines questions around educational achievement in relation to ecological, cultural, historical, political, economic, social and psychological contexts. In a word, these chapters embody an holistic approach to educational research, theory, practice and policy that is very much consistent with the Chicago School Tradition.To be sure, the studies in this volume raise far more questions than provide definitive answers concerning the perplexing problems of race, culture, inequality and education in America. The central importance of these studies and this volume may reside in their very ability to challenge established orthodoxies. By doing so, the studies published here provide a vital heuristic function. Certainly, there continues to be a pressing need for concerted efforts on research, theory, teaching/learning and policy fronts in order to achieve educational equity for African Americans and for other disenfranchised groups. To the extent that this volume fuels the dialogue and continues the quest, then our purpose of honoring Professor Edgar G. Epps, consummate scholar and important contributor to the Chicago School Tradition, has been well served.