Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.     

Patenting and US academic research in the 20th century: The world before and after Bayh-Dole

The dramatic growth of patenting and licensing of publicly funded research by American research universities in the closing quarter of the 20th century has stimulated some of the highest-profile debates in science and technology policy today. The issue of what aspects of academic research should be public - and what private - lies at the heart of each of these debates. The movement of academic scientists into commercialisation of discoveries and inventions has been extolled by some as a new model of academic research, one which facilitates economic and social returns from universities. At the same time, this trend has been criticised by others as representing a socially inefficient ‘privatisation’ of academic research and as a threat to the ethos of science itself. This paper places these debates in historical context, with a review of changes in American universities’ patenting policies, procedures and practices throughout the 20th century, an assessment of the logic underlying the passage of the Bayh-Dole Act of 1980, and an overview of its effects on economic returns from university research.     

复杂系统、知识管理与组织学习过程动态模型研究

知识经济时代的组织是一个具有无尺度网络结构的复杂系统。知识管理是知识经济时代的必然要求。组织学习作为组织获取核心竞争力和可持续发展能力的重要手段，是一个动态的过程。本文在系统回顾相关研究成果的基础上，从复杂系统的视角对知识经济时代复杂环境下的组织学习动态复杂过程进行了系统的模型整合和创新，并对构建学习型组织可能遇到的障碍进行了一系列对策分析。     

科研运行机制研究

本文介绍了机制设计的理论和方法 ,构建了我国科学研究运行机制的框架 ,结合我国科技体制改革的实践 ,着重分析了投资机制、决策机制、评价机制和激励机制。     

基于模糊群决策理论的企业研发外包风险评价——以浙江X控股集团为例

随着社会经济结构形式的不断演变,企业间分工越来越明确,各类企业出于对自身效率和成本的考虑,将非核心的各类业务实行外包。在部分企业研发外包成功的同时,也有诸多企业由于研发外包不当导致失败,如错误选择研发供应商而导致研发失败或者技术泄密等,或由于核心业务界定错误导致自身相对技术创新能力下降等,因此企业恰当地实施研发外包的首要任务就是正确地评价企业正在或即将外包的研发业务风险水平,并以其作为管理层对研发外包决策的参考依据。从企业研发外包风险的特点出发,选用模糊群决策理论的相关研究成果建立起由专家权重确立、风险因素和事件权重确立、评价意见集结公式等部分组成的,多专家共同对企业研发外包风险实施评价的模型,并通过案例运用,对所提出的评价模型的可靠性和简易型进行验证。     

正负电子湮灭中正反夸克喷注内部动力学起伏的研究

用蒙特卡洛方法研究了夸克喷注和反夸克喷注内部的动力学起伏。夸克和反夸克喷注从91．2GeV正负电子湮灭的2-喷注事件中在部分子层次上被区分出来．结果显示，在这两种喷注中都存在着一个转变点．在转变点处，动力学起伏在纵-横平面内是各向异性的，而在横平面内是各向同性的，由此得到了实验中可观察喷注的物理标度。     

众包模式在技术研发平台中的应用研究*

介绍众包模式产生的背景,分析众包模式的特征,在此基础上,提出基于众包模式的技术研发服务平台的系统架构;从商业模式的构成要素视角,详细研究众包模式在技术研发服务平台中的应用,分析众包模式在技术研发服务平台中应用的利益相关者,构建相应的服务过程,设计平台的业务处理流程,提出相应的盈利万式.     

跨国公司向其在华合资企业技术转移决策系统分析

对于国外跨国公司(TNC)来说，向其在华合资企业转移技术的结果是效益和风险并存，系统研究跨国公司的技术转移决策依据，对中方合作伙伴获取先进技术有着现实的指导意义。本文结合实际案例，构建出跨国公司在技术转移方面决策依据的指标体系，包括跨国公司对其在华合资企业的稳定性预期、技术转移与其全球战略一致性、技术转移的获利性、合资企业对新技术的吸收和适应能力、合资企业所处供应链的上下游企业对新技术配套支持能力和技术保密安全度6个一级指标以及与之有关的15个二级指标和43个三级指标，并相应构建了技术转移可行性等级的多层次FCE模型，并用实例加以应用，利用定性和定量结合的FCE模型，可以较好地对技术转移可行性进行综合评价。     

Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N = 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition.     

How do students define their roles and responsibilities in online learning group projects?

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.