Inter‐firm Migration of Tacit Knowledge: Law and Policy1

Abstract

Much knowledge is diffused by the exchange of property rights in intangibles. But tacit knowledge, not being subject to property rights, is instead diffused by migration of knowledgeable individuals between firms. The law impacts significantly on this diffusion mechanism, in particular those rules that determine the use individuals may make of their tacit knowledge after migration to a different firm. The general principle underlying the relevant law is that individuals are free to migrate with all their tacit knowledge. Nonetheless there are some narrow exceptions to this principle. That these exceptions remain narrow and carefully policed by the courts is important because imposing too many restraints on use of tacit knowledge post‐term would have a negative impact on real innovation.     

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.     

国内若干虚拟参考咨询项目调查与分析

介绍了国内7种具有代表性的虚拟参考咨询项目运行的情况。并以此提出了国内图书馆虚拟参考咨询项目运行的一些合理性建议，包括加强队伍建设，重视非实时型；分析图书馆效益，慎重考虑实时型虚拟参考咨询；加强协作力度及协作规范化等，以期推动虚拟参考咨询服务可持续发展。     

高校馆图书调剂工作初探

随着市场经济引入 ,如何开拓图书馆的范围与手段日趋需要。本文从多方面分析论述了图书调剂工作于高校图书馆的实际意义。     

网络环境下地方文献工作模式的探讨--从湖南图书馆"地方文献长廊"网页谈起

介绍了湖南图书馆建设"地方文献长廊"网页的有关情况,从征集、整理、开发利用、工作管理、业务工作拓展等几个方面就网络环境下的地方文献工作模式进行了探讨.     

校务公开与和谐校园建设

贯彻落实党中央关于构建和谐社会的战略决策,加快教育事业的改革和发展,推动和谐校园建设,校务公开是重要途径。论述了要真正搞好校务公开:认识到位是基础;领导重视是关键;机构健全是前提;制度严密是保证;形式多样是特色;落实权利是根本;注意策略是生命;团结和谐是检验;促进工作是目的;加强监督是动力。     

Self‐determination of young children with intellectual disability: understanding parents' perspectives

Self‐determination is considered to be a basic human right which, to develop, demands contextual opportunities as well as individual competencies. For people with intellectual and developmental disabilities, the family is the natural support environment in the task of increasing control over their own lives. There is little, however, that has been published in Spain on the needs and strengths of families in this regard. This article presents a study carried out in Spain on the knowledge, attitudes and strategies that a sample group of parents (N = 201) have regarding self‐determination. An analysis of the data gathered highlights the need for intervention proposals to prepare parents to further their children's self‐determination, through collaborative partnerships and through cognitive restructuring.     

Validating Student Score Inferences With Person‐Fit Statistic and Verbal Reports: A Person‐Fit Study for Cognitive Diagnostic Assessment

The goal of this study was to investigate the usefulness of person‐fit analysis in validating student score inferences in a cognitive diagnostic assessment. In this study, a two‐stage procedure was used to evaluate person fit for a diagnostic test in the domain of statistical hypothesis testing. In the first stage, the person‐fit statistic, the hierarchy consistency index (HCI; Cui, 2007 ; Cui & Leighton, 2009 ), was used to identify the misfitting student item‐score vectors. In the second stage, students’ verbal reports were collected to provide additional information about students’ response processes so as to reveal the actual causes of misfits. This two‐stage procedure helped to identify the misfits of item‐score vectors to the cognitive model used in the design and analysis of the diagnostic test, and to discover the reasons of misfits so that students’ problem‐solving strategies were better understood and their performances were interpreted in a more meaningful way.     

RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.