The Educational Object Economy: Alternatives in Authoring and Aggregation of Educational Software

The Educational Object Economy (EOE) emerged from research on end-user authoring tools for multimedia software and, by 1997, developed into a library of over 2000 freely available interactive simulations for learning. The organization's original goals and its ongoing interest in alternative methods of software authoring led to continuing connections with component-based software development and collaborative development models. Subsequent focus on learning resource development in developing countries has led to contributions to projects in India, Turkey, Brazil, and other countries. Although the need for learning resources in these and other countries is great, component-based approaches have not yet been adopted.     

权利要求解释、等同原则与禁止反悔:专利審查档案的法律效力 评最高人民法院午时药业提審案(2009)民提字第20号

午时药业提审案是最高人民法院精选出作为《最高人民法院知识产权案件年度报告》(2010)示范指导案例之一。此案最引人关注的法律问题莫过于专利审查档案在权利要求解释、等同技术特徵认定和禁止反悔原则适用中的法律作用。本文以最高人民法院《关于审理侵犯专利权纠纷案件应用法律若干问     

如何确定外观设计专利侵权判定中的“一般消费者”

外观设计专利侵权司法审判实践中,如何确定作为侵权判断主体的“一般消费者”,一直存在争议。本文此较了美国法院和中国法院的做法,并就如何进一步完善我国外观设计专利侵权判断主体提出了建议。     

审理侵权纠纷与合同纠纷的不同思维——中国天府可乐集团诉百事天府公司、百事可乐国际公司案评析

中国天府可乐集团（下称天府集团）前身重庆饮料厂于1981年与四川省中药研究所共同开发‘天府可乐’秘密配方,约定开发成果归天府集团所有。P994年,天府集团与肯德基国际控股公司（百事国际的子公司）合资成立百事天府公司（下称百事天府）,由百事天府使用前述秘密配方生产’天府可乐’饮料等。其後,天府集团及肯德基国际控股公司分别将各自持有百事天府的股权转让给百事可乐国际公司（下称百事国际）。     

从“unionpay”案解析域名争议解决程序和法律適用问题

基本案情吴鹏于2005年11月注册了unionpay.com域名(下称争议域名)。2009年2月,中国银联股份有限公司(下称中国银联)就该域名注册向亚洲域名争议解决中心(北京秘书处)(下称亚洲中心)投诉。亚洲中心组成专家组审理后,裁决被投诉人     

我国图书馆“学科馆员”制度建设研究状况分析

本文采用文献检索的方法,利用＂中国期刊全文数据库（CNK I）＂、＂核心期刊＂的检索数据对1980~2009年间国内图书馆界在＂学科馆员＂研究领域的论文的发布、期刊分布等情况进行了统计分析,并对研究主题做简要的综述,探讨了这一领域论文研究在核心期刊上所呈现的特点。     

School leadership and teachers’ pedagogical orientations in Hong Kong: A comparative perspective

As a secondary analysis of SITES 2006, this paper aims to explore the school leadership factors that potentially affect teachers’ pedagogical orientations. The exploration is guided by four questions: (1) How do we describe school leadership factors? (2) What are the principals’ perceptions about pedagogy and ICT use? (3) What are the teachers’ perceptions about pedagogical orientations? and (4) How does the school leadership associate with teachers’ pedagogical orientations? Eight school leadership constructs were identified, which cover four areas: learning goals, priority for resource allocation, types of assessment, and priority of competencies for school leadership to acquire. The findings also indicate a gap between principals’ and teachers’ perceptions on pedagogy and ICT use in Hong Kong.     

Mathematics and science teachers’ pedagogical orientations and their use of ICT in teaching

The key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important for bringing changes to classroom teaching and learning, so as to foster the development of students’ 21st century skills. An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which can be broadly conceptualized as traditionally important or 21 ^st century oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers’ pedagogical orientation based on their espoused curriculum goals, teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science classrooms is reported and the associated policy implications are discussed.