国际油气上游投资环境综合决策评价模型

国际油气上游投资环境综合评价模型将复杂的技术和社会问题抽象化，具有简单明了的特点。它是在分析各国硬软投资环境的基础上，综合各种参数，最终得出国际油气上游最佳被投资国排序的数学模型。石油投资的硬环境包括油气资源丰富程度、自然地理条件和语言与文化背景；软环境包括石油法规完善程度及利润分配模式、政治稳定性、经济富裕程度、与投资国的友好程度、国家开放程度、基础设施健全程度和油气市场成熟程度。对模型运算结果的初步验证表明，该模型对我国石油公司走向海外、进行海外投资具有较高的参考价值。     

油田管线内防腐技术检测评价新技术

介绍了以腐蚀管流动态模拟试验装置和防腐技术现场中试基地为基础的油田管线内防腐技术检测、评价新技术。应用该技术对油田常用的9种管线内防腐技术进行了为期一年的中试应用,为油田筛选出了适用于不同介质及工况条件的经济合理的管线内防腐技术,对指导油田安全生产、降本增效以及提高油田防腐蚀工作管理水平有重要的意义。     

吉林省科技创新人才培育环境评价指标体系的构建

当今社会,竞争无处不在。然而一切竞争终归为人才的竞争,人才是开创事业之基础、成就事业之根本。因此,科技创新人才的开发、培育、吸引和稳定对于一个地区、一个国家科技事业的发展起着至关重要的作用。本文立足于吉林省科技创新人才培育现状,通过对人才培育环境相关理论的研究,选定影响吉林省科技创新人才培育环境的主要指标,构建了吉林省科技创新人才培育环境评价指标体系。并根据评价指标体系的相关要素,提出完善吉林省人才培育环境的建议,从而培育和吸引更多的高素质科技创新人才,为吉林省科技事业的发展提供帮助。     

2009中国新药创制关键技术国际研讨会

新药创制关键技术是制约我国新药研发和产业化发展的重要因素,也是实现我国新药研发技术赶超国际标准、推动我国医药产业国际化的重要途径.随着国家"重大新药创制"科技重大专项的实施,必将带动我国一批新药创制关键技术的产生.制药企业和新药研发机构如何跟进和了解当今国际国内新药研发创新和产业化关键技术的最新进展,已经成为当务之急.……     

2011跨国技术转移北京论坛生物医药技术推介与对接专题活动邀请函

四月的北京春光明媚,万物复苏。乘着“两会”的东风,由北京市科学技术委员会（BSTC）、北京大学（PKU）、科技部国际合作司、科技部火炬高技术产业开发中心、美国大学技术经理人协会（AUTM）、意大利创新署等联合主办的“2011跨国技术转移北京论坛（AUTM—Asia 2011）”将于2011年4月14～16日在北京国际饭店隆重举行。     

Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.     

Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies

Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some implications of the philosophy for STS are identified and discussed.     

DEPTH – Developing Professional Thinking for Technology Teachers: An International Study

The tools to help teachers reflect on their professional knowledge are few in number, and often difficult to utilise. This paper reports on a study conducted with both primary and secondary technology initial teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their own professional knowledge. We wanted to investigate if, despite the different country contexts, student teachers of technology could take advantage of their experience with graphic visualisation to help them articulate abstract notions such as aspects of their developing teacher knowledge. We discovered that the graphical tool acted as a framework that enabled them to set out their subject knowledge, pedagogical knowledge and `school' knowledge and was useful in helping them become more self-aware. In this paper, the framework itself is introduced, the way it was presented to the novice teachers is outlined and the relative impact of such `self awareness' on their understandings, enabled by the framework, is then discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

钻井风险评价技术研究进展

油气钻井作为上游勘探开发过程中的重要环节,作业风险高,投资规模大。钻井风险评价技术对预防井下事故,提高工程效率,保障顺利钻进具有重要意义。文章主要对钻井风险评价技术研究进展进行简要阐述。     

质量评价技术在管道风险评估上的创新应用

通过对质量评价技术创新性的应用于对油气管道风险评估领域,对风险评估的质量评价概念、原则、内容和流程等的阐述和分析,构建了质量评价技术在油气管道风险评估领域应用的完整体系,并在实例应用上进行了初步探索。     

Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.     

The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education

Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students’ likelihood of developing successful outcomes.