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The purpose of this paper is to analyze a presentation of eddy current sensing coils for the turbo charger speed measurement, which were manufactured with the low temperature co-fired ceramic (LTCC) technology. The goal is to be able to manufacture small robust coils with complex geometries and improved signal output.

A crucial element for its performance is the quality factor of the embedded coil. Thanks to the use of the developed LTCC manufacturing processes, the lateral wounding distance of the printed coils can be reduced to 30 µm, and simultaneously, the aspect ratio should be enlarged compared to standard LTCC technologies. By the use of a novel printed double-D coil design, the overall sensor characteristics will be improved.

The metallization thickness can be simultaneously enhanced that results in the internal resistance being reduced. Thus, the inductivity and the ohmic resistance achieve an obvious optimization that results in significant improvement of the quality factor of the novel coils when compared to standard technologies. Embedded micro coils have a sintered metallization aspect ratio of more than one and thus an optimal performance differing clearly from prior art. Their reliability was proven through temperature cycle tests of over more than 1,300 h.

The developed LTCC coil technology will be introduced in the JAQUET sensor portfolio of TE Connectivity for the measurement of turbocharger speed on both passenger cars and trucks. The measurement and control of turbochargers speed enables the optimal regulation of airflow into the engine thereby improving the fuel economy and leading to a reduction of engine emissions.

This paper shows fabrication and performance of the original manufactured LTCC coil for turbocharger speed sensors and its optimized signal output by the novel design.

Selznick (1957) differentiated between institutional leadership, concerned with organizational identity and character, and administrative management, concerned with organizational operations or efficiencies. We investigated the timing and extent of each of these by leaders of new ventures during market emergence. Examining the case of satellite radio, we analyzed 235 executive statements in 244 press releases, 1998–2005, for the start-ups, XM and Sirius. We found that leaders, across the organizational hierarchy and over time, interpreted entrepreneurial action in terms of the venture's identity, but institutional leadership was primarily associated with CEOs and administrative management with lower echelon executives. Institutional leadership was higher during market emergence and commercialization, while administrative management increased with the growth and establishment of satellite radio as a market category.

This essay extends a Bourdieusian perspective on the microfoundations of institutions. Drawing on this perspective, the authors argue that the recursive dynamics of institutions and action orient actors toward the maintenance of distinct and contradictory practices within, rather than bridging across, different fields. The authors corroborate our argument with an illustration of how corporate executives strategize within the tax field compared to the philanthropy field. Specifically, the authors show how actors are simultaneously oriented by different capitals toward apparently contradictory strategies. This chapter provides promising avenues for future research on the microfoundations of institutions, inter-field dynamics, and critical accounting and business ethics studies.

About three million Russian-speaking immigrants from the former Soviet Union live in Germany. However, little is known about their health status. The purpose of this paper is to investigate mental and physical complaints among this immigrant group through German primary care compared with native-born Germans and Russians.

In the context of the quantitative part of our mixed-methods study Russian-speaking immigrants, native-born Germans and Russians completed self-rating questionnaires in their native languages comprising indicators of mental and somatic health. Included were two modules of the Patient Health Questionnaire (PHQ-9, PHQ-15), and the Hamburg Self-Care Questionnaire.

No differences were found between the three groups regarding depressive and somatic symptoms. Germans had higher ratings of general health status compared to immigrants and native-born Russians and were more satisfied with their physical health than immigrants. Germans were more convinced that they can actively contribute to their health than immigrants and Russians. Germans and Russians have higher scores of self-care than immigrants. Immigrants have more subjective physical health-related complaints than non-immigrants. There are different health beliefs in the three groups which could differentially affect global well-being.

As minorities are double socialized in the origin and host country, a minimum of three groups have to be compared to receive a reliable statement about migration- and culture-specific differences in health related aspects. These requirements of comparative cultural psychology are satisfied by our work.

In this article, my goal is to approach Thomas S. Kuhn's account of scientific development from the perspective of institutional theory. Reading it this way, his main work can be seen as a treatise on endogenous change of an institutional order, occurring under circumstances that do not allow the expectation of such discontinuities when deploying common institutional arguments. To elucidate the underlying mechanisms, I draw on ideology as the set of beliefs incorporated in the system of orientation Kuhn calls paradigm. From his dense description of paradigm shifts, I deduce five propositions on the role of ideology in radical institutional change. Subsequently, I reconcile these propositions with assumptions of institutional theory and identify, in addition to some convergences, points of divergence, which give impetus to extend conceptions of institutional change.

Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six.

A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the study. Children in the EG were randomized to two conditions: universal intervention (behavior modification (BM)=99) vs additional ADHD specific elements (BM+attention training; BM+AT=94) to evaluate effects of a universal intervention vs additional ADHD specific elements. The universal intervention trained general behavior modification (BM) techniques to enhance start behavior (i.e. following color based rules, positive participation in activities, enhancement of skills related to attentional function), and to extinguish stop behavior (i.e. hyperactive behavior such as uncontrolled running around, disturbing others, quarreling, etc.). These techniques were based on published intervention programs (Phelan and Schonour, 2004). The AT consisted of thirteen teacher led 45 minute based sessions in a small group format with an introductory play activity, 15 minutes picture based AT tasks (task analysis, action planning, action, reappraisal), a social interaction game, and a game to enhance perception of visual, auditory, olfactory, haptic, and gustatory senses. To determine effects, the Strength and Difficulties Questionnaire (SDQ) and the Behavior Rating for Preschoolers (VBV) were used. A high risk group with high scores on those measures was analyzed separately.

Children in all three groups did not differ significantly at baseline in all relevant variables (ADHD symptoms measured with the SDQ and VBV, socio-economic status (SES), gender, age: MANCOVA: F _10,796=1.732, p=0.07) and none of the children had a diagnosis of ADHD. After training participation, children in the EG showed significantly less ADHD related problem behavior compared to children in the CG (F _8,1,506=2.717, p=0.006); this was especially so for the high risk group (F _4,754=2.60, p=0.035). Multi-level analyses revealed significant influences of age, gender, and SES on post-training symptom ratings (SDQ: t-statistic=3.03, p=0.003; VBV 3-6: t-statistic=4.151, p < 0.001).

This is a quasi-experimental study, since due to time restriction half the preschools did not want to participate in the experimental study. Thus, participating children were not randomly assigned to the experimental and control conditions, though children were randomly assigned to two different treatments within the intervention group (EG1/EG2). Due to the design of the study and to ensure high participation rates, only preschool teachers rated children’s behavior, though the predictive value of teacher ADHD symptoms exceeds parental ones. Finally, inclusion of parent training elements would most probably enhance effects.

General BM techniques are easily taught and seem to positively influence children’s ADHD related symptoms while not harming children without such symptoms. Since studies showed that after a bogus instruction teacher expected children to exhibit ADHD symptoms and rated them as more disturbed (Rosenthal effect), a universal approach is less stigmatizing and possibly more effective, especially when interventions start early in life before symptoms result in full diagnoses.

This study established positive universal effects, and moderate to large effects for the subgroup of high risk children with ADHD related symptoms. General behavior management in preschools might thus be a possible strategy for preventive interventions of ADHD related symptoms.

The is one of the first studies on a preventive ADHD preschool program. General BM techniques of this study were easily taught and implemented, and showed positive effects. Since selective and indicated interventions depend on high program fidelity, are harder to implement, and related to higher costs, general BM techniques as introduced in this study, might be an option for universal prevention strategies for ADHD related symptoms in preschool settings.

This chapter sets forth a form of comparative analysis that is explicitly organizational, in the sense that it uses cross-level, contextual or compositional, analysis to explain organizational-level observations, especially comparisons between organizations. Inter-organizational comparisons often surface paradoxical results, in the form of unexpected differences among similar kinds of organizations, or unexpected similarities among different kinds of organizations. The value of using comparative analysis in these cases is that the information required to unravel organizational-level puzzling results is often located at a higher or lower levels. The proposed form of comparative analysis thus extends the conventional top-down, unidirectional form by adding a bottom-up component – making it bi-directional. In addition to introducing an organization-centered form of comparative analysis, the chapter offers suggestions for its practice and speculates about the potential benefits of its broad application within organizational studies.

Institutional theory has arguably become a popular and powerful explanatory tool for studying various organisational issues, including those in the context of higher education. However, little is known about the efforts of higher education researchers in tracing the development of organisational institutionalism and applying the theory in their research for a better understanding of the nature of universities and colleges. The purpose of this chapter is thus to fill the gaps by analysing nine leading higher education journals. The results indicate that the application of institutional theory in higher education research is dominated by the concepts of new institutionalism developed in the 1970s and 1980s. In spite of a growing tendency to utilise the recently developed insights of institutional theory in higher education studies, the full potential of institutional theory has not been fully exploited by higher education researchers. We therefore propose some directions for further institutional analysis in higher education studies.

Conflicting institutional logics are thought to be factors that hinder organizational changes in public institutions. Thus, this study explores the different strategies of public sector organizations to handle tensions from conflicting institutional logics in their day-to-day activities.

The authors argue that strategies for handling conflicting logics should not be treated separately. Rather, the authors show that within organizations, different strategies could be interconnected and depend on each other. The empirical insights come from a case study of a large German federal authority, in which management reporting was introduced with the intent to effect change in the organization.

The authors show how, over time, organization members confront the practice of management reporting with different approaches to address conflicting institutional demands and to find ways to create management reports that would be accepted by different addressees.

The study documents three states of responds to conflicting institutional logics: decoupling, compromising and hybridization. The authors highlight the power dynamics between the corresponding actors and the consequences for using management reports in these different states. Accordingly, the authors aim to provide profound insights into the microdynamics in the context of conflicting institutional logics.

Recent research develops theory and evidence to understand how organizations come to be seen as “actors” with specified features and properties, a core concern for phenomenological institutionalism. The authors use evidence from changes in research designs in the organizational study of institutional logics as an empirical strategy to add fresh evidence to the debates about the institutional construction of organizations as actors. The case is the research literature on the institutional logics perspective, a literature in which organizational and institutional theorists grapple with long-time social theory questions about nature and context of action and more contemporary debates about the dynamics of social orders. With rapid growth since the early 1990s, this research program has elaborated and proliferated in ways meant to advance the study of societal orders, frames, and practices in diverse inter- and intra-organizational contexts. The study identifies two substantive trends over the observation period: A shift in research design from field-level studies to organization-specific contexts, where conflicts are prominent in the organization, and a shift in the conception of logic transitions, originally from one dominant logic to another, then more attention to co-existence or blending of logics. Based on this evidence, the authors identify a typology of four available research genres that mark a changed conception of organizations as actors. The case of institutional logics makes visible the link between research designs and research outcomes, and it provides new evidence for the institutional processes that construct organizational actorhood.