论新的发展阶段高校工会的维权

切实维护教职工合法权益是高校工会的基本职责,高校工会组织要从以人为本的思想理念出发,把握求真务实、依法办事的工作原则,拓展维权的空间,增大维权的力度,推动社会主义和谐校园的构建。     

实例分析中的高校图书馆读者权利保障

读者权利研究是近年来图书馆研究领域颇受关注的问题。本文以三个实例为材料,对工作实践中有关读者权利的保障问题进行了具体的分析探讨。     

中国自然灾害减灾救灾标准完备性评价

探讨中国减灾救灾标准的现状及其完备性对健全和完善减灾救灾标准体系意义重大。基于中关两国现有的自然灾害减灾救灾相关标准,分析了两国现有减灾救灾标准数量上的差异;同时采用故障树分析方法,从综合、灾害监测预警、救灾准备、灾害应急响应、灾后恢复重建和减灾6个方面构建了自然灾害减灾救灾标准的故障树。评价了中国自然灾害减灾救灾标准的完备性。结果表明：中关两国已颁布的自然灾害减灾救灾相关标准在数量上存在较大的差异,其中中国共有减灾救灾相关标准779条,美国共有263条;中国现有标准中国标、行标、地标和企标分别有180条、358条、233条和8条;中国现行自然灾害相关标准有664条,其中强制性标准150条、推荐性标准493条和指导性文件1条;中国自然灾害减灾救灾相关标准的完备度为77．9％;地震和生物灾害减灾救灾标准的完备度较高,分别为89．1％和88．2％,海洋灾害减灾救灾标准的完备性相对较低,完备度为51．0％。目前中国在自然灾害减灾救灾领域缺失需要完善的标准内容涉及应急预案的管理、社区综合减灾、灾情信息共享、防灾减灾能力评估、次生灾害防范和处置、生态系统恢复、灾区动物疫病监测与防治等。     

试论博士后开展独立科学研究的能力和在科研工作中的定位

在调查、访谈和文献研究的基础上,本文以国家自然科学基金项目为例,探讨了博士后开展独立科学研究的能力及其在科研工作中的定位,提出博士后有能力作为项目负责人承担科研项目。     

Do Institutional Environments Matter for Firm＇s R＆D Investment？

利用世界银行2005年对我国120个城市12 400家工业企业的调查数据,分析了企业所处地区的制度环境对当地企业研发活动的影响,结果发现：所处地区政府干预水平越低、产权保护水平越高、金融发展水平越高,企业越倾向于进行研发活动并提高研发投入强度。进一步的分析还发现,制度环境对不同所有制类型企业研发投入的影响存在显著差异。总体而言,同国有企业相比,政府干预水平的降低,产权保护水平和金融发展水平的提高对促进民营企业进行研发活动并加大研发投入的作用更加明显。     

Technology Transfer from Publicly Funded Research for Improved Natural Resource Management: Analysis and Australian Examples

Considerable public funding is provided for research and development intended to improve the management and use of shared natural resources, such as water. In Australia, the Land and Water Research and Development Corporation (LWRRDC) and Environment Australia are significant providers of such funds. These providers tend to judge the value of R&D projects supported by them on the basis of whether or not significant technology transfer and adoption takes place. Researchers involved in these projects are expected to be the prime movers of such transfer. However, it seems that research funders have been guided by over-simplified models of processes of technology transfer and by false analogies with the transfer of industrial technology. There has been a failure to recognise that much of the new technology developed to improve the management of shared resources, such as water, affects the supply of social or collective commodities, a factor which materially alters the technology transfer process. Here, processes of transferring publicly funded intellectual knowledge are discussed and modelled, dynamic patterns of adoption of new technology are considered along with factors influencing adoption rates and barriers to adoption, particularly when the supply of social or collective commodities such as water, are involved. Some points from the analysis are illustrated by observations from a sample of LWRRDC-supported research projects.     

The views of primary pupils on school attendance at Key Stage 2 in Wales

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.     

School engagement and rights‐respecting schools

Disengagement in school is associated with behavioral problems and decreased academic achievement. In contrast, pupils who are engaged in school develop the academic and social efficacies that underlie successful adulthood. Moreover, engagement promotes educational resilience. This study examines pupils’ self‐reported level of engagement in schools that are explicitly respecting of children’s rights compared with pupils in traditional schools. The Young Students’ Engagement in School Scale was developed and used with 1289 9‐ to 11‐year‐olds from 18 schools, six of which had fully implemented the Hampshire Education Authority’s Rights Respect and Responsibility (RRR) Initiative. Factor analysis indicated four dimensions of engagement: rights‐respecting climate; interpersonal harmony; academic orientation; and participation. Pupils in RRR schools had higher scores on all but the academic dimension. The findings suggest the potential of rights‐respecting schools in promoting engagement and the potential utility of the measure in identifying areas in which pupils’ engagement may need intervention.     

Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin?

In the context of the European Union Framework of Key Competences and the need to develop indicators for European Union member states to measure progress made towards the 'knowledge economy' and 'greater social cohesion' both the learning to learn and the active citizenship competences have been highlighted. However, what have yet to be discussed are the links and the overlaps between these two competences. Based on the development of research projects on these two fields, this article will compare the two sets of competences, both qualitatively and quantitatively. It will describe how the values and dispositions that motivate and inform active citizenship and learning to learn are related to each other, both empirically and theoretically. Both these competences are tools for empowering individuals and giving them the motivation and autonomy to control their own lives beyond the social circumstances in which they find themselves. In the case of active citizenship, the ability to be able to participate in society and voice their concerns, ensure their rights and the rights of others. In the case of learning to learn to be able to participate in work and everyday life by being empowered to learn and update the constantly changing competences required to successfully manage your life plans. When measuring both these competences then certain values relating positively towards democracy and human rights are common in their development.