Changing landscape in biotechnology patenting

Trade regime of the world has brought into focus the ability to generate and secure IPR. The transformation has been rapid and recent decades have seen an increase in intellectual property protection worldwide. The Patent Cooperation Treaty (PCT) has, since it began in 1978, seen continuous growth with a record 156,100 application filed in 2007, representing a 4.7% growth over the previous year. Most academic patents applied for are in biotechnology or related fields. The paper identifies the effect of the changing landscape in biotechnology patents. Changes in specific areas like transgenic crops, nanotechnology, pharmaceuticals etc. are also discussed along with trends like the increase in patent applications by educational institutes across the globe. Certain problems pertaining to patenting of biotechnological innovations that have arisen in recent times are also discussed.     

Reasoning about the disclosure of success and failure to friends among children in the United States and China.

[Correction Notice: An erratum for this article was reported in Vol 44(5) of Developmental Psychology (see record 2008-12114-028). An error was introduced in the production process. The heading for the bottom half of Table 1 should be "China," not "Canada."] Children's reasoning about individuals' willingness to disclose their successes and failures was investigated among 194 6- to 11-year-olds in the United States and China. In Study 1, participants showed a valence-matching effect, in which they predicted that individuals would be more likely to disclose their performance to an audience of friends if the friends' level of achievement was similar rather than dissimilar. This effect was weaker among children from China, who were more likely to justify their responses with reference to the implications for learning together or improving future performance. Results of Study 2 suggest that for children from the United States, the disclosure of successful performance to a friend who has performed poorly is seen as implicitly conveying the message "I'm better than you," whereas for children from China the message is "I can help you to do better." Results are interpreted with reference to cultural values and expectations about helping others to learn. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

大学教师成就动机与工作绩效关系的实证研究

本文通过227份有效问卷并运用结构方程模型,对大学教师成就动机与其工作绩效间的关系进行实证研究,研究表明大学教师的成就动机对其工作绩效具有显著的正向影响,但是这种影响并不完全是直接的,教师的工作满意和工作投入在其间起到部分中介效应的作用,是重要的中介变量.本文研究结果表明,即使是对于那些高成就动机者,如果其工作满意度遭到破坏,就会严重的影响到他们的工作投入水平,并最终影响他们的工作绩效.     

Predicting homework effort: Support for a domain-specific, multilevel homework model.

According to the domain-specific, multilevel homework model proposed in the present study, students' homework effort is influenced by expectancy and value beliefs, homework characteristics, parental homework behavior, and conscientiousness. The authors used structural equation modeling and hierarchical linear modeling analyses to test the model in 2 studies with 414 and 1,501 8th graders, respectively. In line with the authors' assumptions, most intercorrelations observed between corresponding homework variables across 2 school subjects were small to moderate, conscientiousness and homework motivation proved to be strong predictors of homework effort, and perceived homework quality varied considerably between classes and predicted homework motivation and behavior. Findings highlight the need to take into account the domain specificity and multilevel character of homework variables when analyzing students' homework behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genetic and environmental influences on academic achievement trajectories during adolescence.

Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11 through 17. Hierarchical linear growth curve modeling showed main effects on initial reported Grades for all variables, and IQ mitigated the deleterious effects of family risk and externalizing. Only engagement affected change in Grades through adolescence. Influences on initial Grades were strongly genetically influenced, associated primarily with IQ, engagement, and externalizing behavior. Shared environmental influences on initial Grades linked engagement, IQ, and family risk. Genetic influences on change in Grades were substantial, but they were not associated with the academic, family risk, and mental health covarying factors. These results indicate that age 11 achievement and change in achievement through adolescence show systematic patterns and document the existence of individual differences in the commonly shared developmental experience of adapting to the school environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

用XCOM实现热轧L2与ERP的通讯

梅钢ERP热轧子系统需要与上下位机进行实时数据变换，为了确保数据的及时性和正确性，该子系统选用宝信XCOM2．0作为通信软件，XCOM2．0是基于TCP／IP通讯协议基础上稳定高效的软件产品。本文阐述了XCOM2．0的通信过程的实现方法及其在热轧L2与ERP通讯中的具体应用。     

Unexpected improvement, decline, and stasis: A prediction confidence perspective on achievement success and failure.

The authors hypothesized that reactions to performance feedback depend on whether one's lay theory of intelligence is supported or violated. In Study 1, following improvement feedback, all participants generally exhibited positive affect, but entity theorists (who believe that intelligence is fixed) displayed more anxiety and more effort to restore prediction confidence than did incremental theorists (who believe that intelligence is malleable). Similarly, when performance declined, entity theorists displayed more anxiety and compensatory effort than incremental theorists. However, when performance remained rigidly static despite a learning opportunity, incremental theorists evinced more anxiety and compensatory effort than entity theorists. In Study 2, this pattern was replicated when the entity and incremental theories were experimentally manipulated. Study 3 demonstrated that for both groups, theory violation impairs subsequent task performance. Taken together, these studies provide evidence that lay theory violation and damaged prediction confidence have significant and measurable effects on emotion and motivation. The authors discuss the implications of these findings for the literature on achievement success and failure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children of divorce in the 1990s: An update of the Amato and Keith (1991) meta-analysis.

The present study updates the P. R. Amato and B. Keith (1991) meta-analysis of children and divorce with a new analysis of 67 studies published in the 1990s. Compared with children with continuously married parents, children with divorced parents continued to score significantly lower on measures of academic achievement, conduct, psychological adjustment, self-concept, and social relations. After controlling for study characteristics. curvilinear trends with respect to decade of publication were present for academic achievement, psychological well-being, self-concept, and social relations. For these outcomes, the gap between children with divorced and married parents decreased during the 1980s and increased again during the 1990s. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology students' interest in research: Examining the contribution of achievement goals.

The purpose of this study was to examine the predictive utility of achievement goal theory relative to the outcome of interest in research. The sample consisted of 114 doctoral students in counseling psychology. Results indicated that achievement goals accounted for 24% of the variance in interest in research over and above demographic and social-cognitive/contextual variables. Mastery approach and performance avoidance goals were shown to be significant positive and negative predictors of interest in research, respectively. In addition, age, year in program, and research outcome expectations were found to be significantly associated with interest in research. Implications for research training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Setting the stage: Career development and the student engagement process.

A longitudinal model assessing the relationship between indices of career development (career planfulness and career expectations) and school engagement (belonging and valuing) was examined through structural equation modeling for a multiethnic sample of urban 9th-grade students (N = 416). The model was examined within the context of a career planning intervention implemented in 2 ethnically and racially diverse urban high schools. Higher levels of career planfulness and expectations at the beginning of the year were associated with increases in school engagement over the course of the year. The observed relationship between career planfulness and expectations and school engagement is consistent with emerging models of career development (e.g., R. T. Lapan, 2004) that seek to explicate the value of career development programming as a component of educational reform. (PsycINFO Database Record (c) 2010 APA, all rights reserved)