面向重点团队的H大学图书馆知识产权信息服务案例研究     

梁美宏  孙清玉  林峥  陶媛媛 《图书情报工作》2022,66(6):34-42

[目的/意义]重点科研团队是高校科技创新的重要主体,高校图书馆为重点团队开展知识产权信息服务既能深化本馆用户服务,也能辅助团队科研创新、成果转化,促进高校产学研协同发展.[方法/过程]以H大学某重点团队知识产权信息服务为案例,介绍图书馆服务基础、图书馆服务的情报分析过程,依据重点团队服务需求与特点,提出基于巴斯德象限理...  相似文献   

影响高校专利转化的因素分析和对策研究          下载免费PDF全文

王瑞敏  滕青  卢斐斐 《科研管理》2013,(3):137-144

高校是人才集聚和知识集聚的地方,随着建设创新型国家战略的实施,高校的科技投入在不断加大,科技成果数量成快速增长趋势,然专利成果转化数量并不尽人意,受到社会各界的关注。文章以抽样数据分析和描述性统计数据为基础,从高校惯性价值观对专利转化的影响,高校职称评审政策导向对专利转化所产生的影响,高校专利的价值判断对转化的影响,高校专利与产业关联度对专利转化的影响,国家专利政策性导向对高校专利转化所产生的影响,中小企业技术创新能力对高校专利转化所产生的影响,市场技术中介服务能力对高校专利转化的影响等七个方面分析了高校专利转化所受的制约因素,并从高校、政府、市场技术中介、企业四方联动角度,提出了一系列提高高校专利转化率的对策与建议。  相似文献   

德王成为百灵庙自治运动领袖的原因     

王英维 《包头职业技术学院学报》2013,14(1):1-4,7

德王成为百灵庙自治运动领袖的原因有:一则德王个人素质高,多才多艺,思想上趋新入时,且政治野心大,个人魅力十足;二则注重扩大个人军事实力,注重外交影响;三则打着复兴民族的旗号,深得蒙古知识青年的支持;四则尊礼班禅,以此号令蒙古王公,支持百灵庙自治运动。  相似文献   

唐代宫廷女性知识分子情怀——唐太宗贤妃徐惠诗文之分析     

郭海文 《河南师范大学学报(哲学社会科学版)》2012,39(4):147-151

唐太宗贤妃徐惠,是一位在红尘落尽、繁华散去之后,身影还在卓然独立的女诗人,更是一位拥有知识分子情怀的知识女性.徐惠诗文知识分子情怀主要表现在三个方面:长太息以掩涕兮,哀生民之多艰——直言进谏的品性;纷吾既有内美兮,又重之以修能——相对独立的情感;伏清白以死直兮,固前圣之所厚——士为知己者死的气节.  相似文献   

《2004—2010年东盟知识产权行动计划》及实施述评——兼论其对构建中国—东盟知识产权合作机制的启示     

高兰英  宋志国 《广西师范大学学报(哲学社会科学版)》2012,48(1):79-85

《2004—2010年东盟知识产权行动计划》的出台,是东盟全面审视各国知识产权发展现状、加强东盟知识产权能力建设、强势推进单一的区域化知识产权法律体系建立、进而推动东盟经济一体化发展的重要行动。围绕该《行动计划》,东盟及其成员国采取了多项卓具成效的举措。基于中国东盟自由贸易区已经建成,中国与东盟在知识产权领域有加强合作的必要性与可行性。双方的知识产权合作机制将包括进行国家战略层面的沟通、扩大知识产权法律领域的交流、加强知识产权人力资源的开发、开展知识产权自动化与数据库建设等方面的合作、完善知识产权对话协调与争端解决机制等各个层面。  相似文献   

Conversation and Conflict: Supporting Authentic Dialogue in the Classroom     

Ann Fleck‐Henderson  Michael Paul Melendez 《Journal of Teaching in Social Work》2013,33(1):32-46

This paper presents an exploratory study of MSW students who self‐identified as having political/religious world views differing from what they perceived to be dominant at their school. A goal was to learn about conditions that fostered or inhibited authentic speech for those students. A secondary goal was to learn how students dealt with their political views differing from political positions taken by the profession. Eleven student volunteers participated in structured interviews. Qualitative analysis of these allowed the construction of themes concerning both how faculty may discourage and how faculty support expression of minority views.  相似文献   

The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities     

Miriam Alfassi  Itzhak Weiss  Hefziba Lifshitz 《欧洲特需教育杂志》2013,28(3):291-305

The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities.  相似文献   

Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication     

Mark Barber 《欧洲特需教育杂志》2013,28(4):393-402

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills‐based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom interactions were taken before introducing the approach of Intensive Interaction to the school. Following a 30‐week period during which the approach was practised routinely in classrooms, further video records were made. These video records enabled comparison to be made against five indicators of student involvement. Professional development using video techniques and structured reflection was initiated with all involved staff. Increases in the student’s joint focus, positive affect and interactive involvement were noted. In addition to changes in the communicative involvement of the pupils, the practitioner’s communicative involvement was also noted to change.  相似文献   

Self-determination of pupils with intellectual disabilities in Norwegian secondary school     

Line Melboe Sagen  Borgunn Ytterhus 《欧洲特需教育杂志》2013,28(3):344-357

This article examines how the self-determination of pupils with intellectual disabilities is practised in secondary school in Norway and discusses possible challenges connected to this practice. The argumentation builds on the fieldwork of qualitative interviews (N?=?55) and participant observations in schools in Norway (pupils 13–16?years old). The pupils attend a variety of educational settings, including ordinary classes at mainstream schools, the department of special education at mainstream schools and special education schools. The study reveals considerable variations in the pupils’ opportunities to practise self-determination. While the self-determination of pupils with intellectual disabilities is rather extensive when it comes to their influence over informal and minor decisions in everyday life at school, it is very limited when it comes to formal and major decisions. Furthermore, the implementation of the pupils’ self-determination is primarily spontaneous and seldom anchored in the pupils’ Individual Education Plans. Such an implementation practice limits the pupils’ opportunities to participate in democratic processes, learning and social interaction.  相似文献   

Cultivating Practical Wisdom as Education     

Aaron Marshall  Malcolm Thorburn 《Educational Philosophy and Theory》2013,45(14):1541-1553

This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making.  相似文献