If 'we' can succeed, 'I' can too: Identity-based motivation and gender in the classroom

Gender matters in the classroom, but not in the way people may assume; girls are outperforming boys. Identity-Based Motivation (IBM) theory explains why: People prefer to act in ways that feel in-line with important social identities such as gender. If a behavior feels identity-congruent, difficulty is interpreted as meaning that the behavior is important, not impossible, but what feels identity-congruent is context-dependent. IBM implies that boys (and girls) scan the classroom for clues about how to be male (or female); school effort will feel worthwhile if successful engagement with school feels gender-congruent, not otherwise. A between-subjects experimental design tested this prediction, manipulating whether gender and success felt congruent, incongruent, or not linked (control). Students in the success is gender-congruent condition described more school-focused possible identities, rated their likely future academic and occupational success higher, and tried harder on an academic task (this latter effect was significant only for boys).     

中美两国确认不侵犯知识产权诉讼的法律与实践

美国以一个诉讼多的国度而闻名于世。但在美国法院提起确认不侵犯知识产权之诉却决非易事。原告必须满足美国《宪法》"案例和争议"要求才可起诉。美国《确认不侵权法案》的标准并未明确规定处理Medlmmune(医学免疫公司)诉