Project-based learning in post-WWII Japanese school curriculum: an analysis via curriculum orientations

In the 2000s, the new national curriculum, dubbed as the ‘yutori curriculum,’ introduced a new subject for project-based learning ‘Integrated Study’ as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to offer a genealogy of postwar Japanese school curriculum primarily based on a critical reading of the national curriculum guidelines on project-based learning, which is emblematic of the extending power of postwar Japan's curriculum authorities. Although Integrated Study was purportedly child-centered and put emphasis on each child's personal relevance and each school's autonomy, the finding of this study shows that Integrated Study in the yutori curriculum was rather a technology that disciplined schools, teachers, and classroom processes to shape children into morally good and cognitively flexible Japanese nationals. Despite its rhetoric of child-centeredness and personal relevance, the introduction of Integrated Study as part of the yutori curriculum was ultimately part of the state's move to gain further control over schooling.     

Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study

375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5–7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modeling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.     

国家创新体系、资本密度与我国上市公司研发投入——基于制度观视角

基于制度观IBV理论,采用2006—2013年6 854家沪深A股和中小板上市公司混合截面数据实证分析国家创新体系对企业研发投入的影响,OLS模型回归的结果显示:国家创新体系与下一期企业研发投入显著正相关,资本密度与企业研发投入显著负相关,而且资本密度会显著调节国家创新体系对企业研发投入的促进作用。     

中国竞争情报专业组织成立以来国内竞争情报研究轨迹一瞥——基于1994—2005年国内核心期刊载文的计量分析

本文对收录于《中文科技期刊数据库》1994年-2005年间的、发表于核心期刊的有关竞争情报研究的论文。共计604篇进行了计量分析。主要统计了论文发表、来源期刊、论文主题、论文作者、研究机构等，并以年度为主线。进行了较为详细的研究轨迹分析。同时还分析了当前国内竞争情报研究存在的不足，并展望了国内竞争情报的研究轨迹。     

科技创新政策体系协调性研究1

国家科技创新体系是由政府、高校和科研院所、企业以及科技中介服务机构组成的复杂系统,政府通过科技创新政策解决系统的市场失灵和系统失灵问题,国家创新体系建设水平在很大程度上取决于科技创新政策体系的协调性。本文首先给出了科技创新政策体系的定义,分析了科技创新政策体系及其协调性的内涵;其次,在讨论了国家科技创新体系的协调性与科技创新政策体系协调性关系的基础上,分别从国家创新体系的科技创新能力的协调性和科技创新活动的协调性两方面分析了国家科技创新体系建设对科技创新政策体系协调性的需求;最后,提出科技创新政策体系协调性内容。     

风险投资退出机制的情报研究

风险投资是本世纪以来全球金融领域最成功的创新成就之一。有效的风险投资退出机制是风险投资成功的关键。本文对风险投资的基本概念、特点和四种主要退出途径进行了简单的描述，详细研究了风险投资退出机制与情报分析之问的关系，对建立适合我国的风险投资退出机制有着积极意义。     

基于知识管理的组织竞争情报系统的构建

组织竞争情报是知识管理模式在组织竞争中的具体化体现，知识管理能够为竞争情报过程提供系统、先进的管理思想及有效的管理手段和方法，将知识管理的思想应用于组织竞争情报系统之中对于切实提高组织的核心竞争力具有非常重要的意义。组织竞争情报系统应围绕建立竞争情报系统智能化结构及运行机制。运用知识管理的思想调整竞争情报系统的组织结构，提高组织竞争情报系统的创新能力与工作效率等方面进行。     

信息市场中垄断行为和不正当竞争行为的表象及其法律特征——兼析美国政府诉讼微软案

The paper analyzes the monopoly and illegal competition actions in the information market. Their phenomena and characteristics in law are described.     

论企业对竞争情报的态度

在理解竞争情报的基础上，分析竞争情报涉及的内容和信息处理过程，定义了企业对竞争情报的5种态度，论述竞争情报系统的建设过程。