完善和深化昆钢科研专利管理的思路

针对昆钢科研和专利管理的现状，论述了科研管理中，立题与解题，项目实施与技术总结的关系，专利管理中，增效与保护，授权与实施的关系。提出了建立企业难题库，实行立题与解题分离管理及建立科研基金，提高专利实施率等建议对策。     

科研生产许可现场审查

科研管理工作是一门系统工程,科研课题及项目能否取得成就和突破性的进展,不仅取决于专业科研人员的水平,也取决于科研管理人员的管理理念、创新思维及知识范围.通过对科研管理人员在科研管理过程中发挥的功能和担任角色的分析,论证了如何坚持从为科研课题服务的角度出发,围绕科研人员做好科研管理工作,为科研管理工作深入持久的开展提供了一种新的思路.     

黄金行业科研管理探析

科研管理是指科研管理者对科研人员从项目申请到项目实施、完成的全过程管理,是一个有着众多变量关系的动态管理,是一项集策划、协调和服务于一体的活动.科研管理的主要要素包括科研管理体系建设、科研规划与计划、科研人员与资金调配、项目监管与协调、文化建设等.在分析中国黄金行业科研管理面临新形势基础上,提出了黄金行业科研管理需解决...     

科研管理工作在科研课题攻关中的作用

科研管理工作是一门系统工程,科研课题及项目能否取得成就和突破性的进展,不仅取决于专业科研人员的水平,也取决于科研管理人员的管理理念、创新思维及知识范围。通过对科研管理人员在科研管理过程中发挥的功能和担任角色的分析,论证了如何坚持从为科研课题服务的角度出发,围绕科研人员做好科研管理工作,为科研管理工作深入持久的开展提供了一种新的思路。     

以科学管理推进教科研工作

在教育科研管理工作中,课题的过程管理具有重要的地位和作用.加强教育科研课题过程管理,可以使课题研究进展顺利,有效地保证并促进教育科研事业的发展,提升干部教师的研究水平,进而促进区域教育优质、均衡、可持续发展.海淀区从中小学校教育科研实际出发,努力探索并实施课题过程管理的科学化和规范化. 开展分级、分类管理 海淀区教育科研规划课题的管理,是随着中小学教育科研工作的开展而进行的,是在教育科学研究发展中不断完善的.为了提高课题管理的科学化水平,我们对区域内课题采取"四级"、"四类"分别管理的形式.     

谈企业科研人才的使用

从当前企业科研人才的现状入手,分析了企业科研人才管理与使用中存在的主要问题,提出了合理使用的建议.比较全面地阐述了在市场经济条件下,企业科研人才的地位与作用.     

提高科研管理工作水平的若干思考

科技企业科研管理涉及到科技企业科研发展的各个方面，对于科技企业科研水平的提升具有重要意义，针对目前我国科技企业科研过程中存在的一些问题及其表现，通过分析产生这些问题的原因，提出了如何解决这些问题的意见。     

开展管理和技术项目团队攻关，发挥专业技术对现场的支撑作用

2006年设备部从设备管理中的各方面为切入点，组建了跨部门的管理类团队项目27项和技术攻关、科研攻关项目32项，涉及了设备定修管理、状态管理、设备专业管理、检修协办管理、网络管理、备件管理、费用管理、固定资产管理、ERP设备系统应用推进、设备综合管理等多方面内容，     

冶金类高职院校科研管理现状分析及对策

文章结合当前冶金类高职院校科研管理工作现状,分析科研管理工作中存在的一些问题及其原因,提出应从加强学习提高认识、明确科研管理的目标定位、建立合理的科研管理机制、创新科研管理方法、建立专业化的科研管理队伍、完善评价体系与激励机制等方面来促进冶金类高职院校科研管理工作的发展。     

论科研管理中基本原理的应用

本文首先讨论了科研管理的基本原理,认为除了分解原理、封闭原理、能级原理和反馈原理外,科学管理中不可缺少信息原理,而且信息原理应当成为科研管理中的首要准则。其次简要地叙述了基本原理和管理职能的关系。违背分解原理是当前的主要偏向,而且认为“用经济办法管理科研”不能体现科研管理的基本原理。     

省级规划课题的全面质量管理初探

以现代管理科学的原理为依据,树立全面质量管理的基本理念,采取双层管理、活动管理、载体管理等有效形式,抓好规范化管理、学术性管理、标准型管理等全面质量管理的内容,提高省级规划课题的研究质量,促进“科研兴教”、“科研兴校”。     

企业计划管理的应用与实践

概括了企业进行计划管理的目标与编制企业计划的重要性、介绍了企业计划管理部门职能及项目管理过程，简单介绍了计划在企业管理中的作用，指出建立合理的计划管理系统才能促进企业发展，提高企业竞争力。     

浅谈目标成本管理及在科研生产中的应用

论述了目标成本管理的原则与方法,目标成本管理在企业及科研单位的应用及采用目标管理应注意的问题。指出了目标成本管理在企业的成本管理中,对提高企业的经济效益发挥的重要作用。     

Epistemology and Adolescents' Conceptions of Procedural Justice in School.

When evaluating instructional practices, adolescents (n = 128, ages 14-19) coordinated knowledge of epistemology, fairness, and motivation in their conceptions of procedural justice. Adolescents ranked the fairness and effectiveness of instructional practices differently for controversial and noncontroversial topics. They raised epistemological, moral, and motivational concerns in their justifications but coordinated these issues differently for each science topic. Using prototypical practices as a stimulus, adolescents described how students could practice the scientific method, remember current scientific positions, or invent their own theories and methods. The proportion of adolescents offering different conceptions for each science topic was significantly different from chance, but 50% relied on one conception to evaluate all instructional practices. Adolescents' conceptions reflected their standards for evaluating educational experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paul Shafer Siegel (1918-2002).

Presents an obituary of Paul Shafer Siegel. Paul Shafer Siegel was born in Richmond, Virginia, on January 12, 1918. Siegel died at age 84 on December 24, 2002, in Tuscaloosa, Alabama. Siegel's principal interests were in learning and motivation, but he could become enthusiastic about topics far from his base if they were challenging and subject to good design. He investigated the effects of emotionality on food and water intake, the relation of water intake to privation interval in the absence of food, and the importance of the dark-light cycle, among other topics. He extended the investigations of motivation and learning in laboratory rats to the investigation of behavior in retardates. He was interested in the effects of incentive motivation and in discrimination learning in those research participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Estrada-Hollenbeck et al. (2010).

Reports an error in "Toward a model of social influence that explains minority student integration into the scientific community" by Mica Estrada-Hollenbeck, Anna Woodcock, Paul R. Hernandez and P. Wesley Schultz (Journal of Educational Psychology, np). The name of the author Mica Estrada-Hollenbeck should have read Mica Estrada. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2010-22529-001.) Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized to be consistent with Kelman's rule orientation) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values were added to the model, self-efficacy became a poorer predictor of intention. Additional mediation analyses supported the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Toward a model of social influence that explains minority student integration into the scientific community.

[Correction Notice: An erratum for this article was reported in Vol 103(1) of Journal of Educational Psychology (see record 2011-01898-001). The name of the author Mica Estrada-Hollenbeck should have read Mica Estrada. All versions of this article have been corrected.] Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized to be consistent with Kelman's rule orientation) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values were added to the model, self-efficacy became a poorer predictor of intention. Additional mediation analyses supported the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Psychology is From Mars, Sexology is From Venus: Can They Meet on Earth?

Mainstream psychologists have not pursued sexology with the enthusiasm aimed at other areas of psychological research. Ambivalence is evident in the ideological marginalization of sexology by mainstream psychology. The authors argue that scientific conflicts between the disciplines in part reflect divergent interpretations of how each discipline approaches the scientific method. By aligning psychology with positivism and sexology with postpositivism, a discussion of cultural, scientific, and normative conflicts between the two disciplines is presented as evidence for these differences in scientific ideology. To address these conflicts, future directions for scientific progress are proposed for sexology and psychology. Specifically, by capitalizing on the strengths of each discipline, collaboration can lead to the validation of sexology as a science and the enhancement of both disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)