中国著作权制度：英美模式还是大陆模式？

一、引言 1990年9月7日通过的中华人民共和国着作权法,已经两度修改：第次修改稿於2001年月27日通过,最近的第二次修改稿,     

日本运用专利法律激励保护职工发明及思考

<正>随着世界新科技革命的迅猛发展和全球贸易的激烈竞争,发达国家为形成持续的强势竞争力和保持持续增长的空间,普遍运用专利制度激励保护职工发明创造。日本为实现知识产权立国的国策和增强企业的竞争力,近年来进一步重视激励保护职工发明创造。中日两国因国情不同,专利制度表现迥异,但日本重视运用专利法律激励保护职工发明创造的经验,令人深思,值得借鉴。     

Spaces for Change: Gender and Technology Access in Collaborative Software Design

Equitable computer collaborations in mixed-gender teams have been a pressing issue for many years. While some have argued for creating single-gender teams or girls-only computer activities, our approach was different. The current study examines a three-month software design activity in which mixed teams of girls and boys (10–12 year olds) designed and implemented multimedia astronomy resources for younger students. In this context we assessed gender differences in students' levels of access to technology and how these participation patterns changed throughout the project duration. We found through our qualitative analyses that the configuration of social, physical and cognitive spaces in the project environment contributed to a positive change in girls' levels of access. We discuss the implications of these results in regard to issues surrounding the development and maintenance of gender equity in computer use and further research.     

Using working agreements in participatory action research: working through moral problems with Malaysian students

In this paper we propose that taking time before the work begins to develop agreements about how to work together in participatory action research enables researchers to directly address several ethical issues that can be problematic in this type of research: gaining fully informed consent; in-group confidentiality; cultural misconceptions; and protecting participants from risky self-disclosures. We begin by discussing some of these ethical challenges that can arise in participatory work, especially with young people. We argue that these issues are magnified and politicised in certain politico-cultural settings, and therefore are all the more important when working cross-culturally. Drawing on the findings of the lead writer’s doctoral thesis, which sought to find a more relevant way of teaching moral education in a Malaysian setting by including the voices of young people, we show how participants responded to attempts to address these issues by creating a safe space in which to discuss sensitive topics through the use of a working agreement. Responses indicate that when such an agreement was in place, the young people in this Malaysian study experienced a greater sense of safety, greater encouragement to participate, and were more confident in their ability to solve ethical problems than in situations where there was no working agreement. Furthermore, the agreement enabled the researcher to be more aware of, and responsive to, the cultural context of the participants.     

Culture,gender and school leadership: school leaders' self-perceptions in China

Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational settings into which Chinese school leaders are socialised and in which their leadership styles and behaviours are shaped and leadership is exercised.     

ELDERLY PERSONS’ ATTITUDE TOWARD CHILDREN

Many school systems and other agencies across the nation are implementing or planning to implement programs involving older persons with children. Thus it now seems crucial to examine older person's attitudes toward children. Intergenerational encounters can be positive only if the attitudes of both groups are known and taken into consideration. The instrument, Elderly Persons’ Attitudes Toward Children, was administered to a random sample of persons over age 65 throughout the nation (N = 542). Results indicated that the elderly hold overall positive attitudes toward children; however, their responses reveal the complexities of attitudes. Negative attitudes toward some personality characteristics of children, as well as the belief that stricter methods of discipline should be used, were found. Higher levels of education, more frequent contact with children, and having grandchildren under the age of twelve were related to more positive attitudes toward children. This information should be useful to those involved in planning and implementing intergenerational programs in school and nonschool settings and for the design of training programs for elder volunteers desiring to work with children.