依靠科技进步 提高管理水平

汾西矿业集团公司洗煤厂,位于山西省中部的介休市,具有30多年生产历史,原设计能力300万吨/年。为适应市场经济对精煤数质量和管理现代化的要求,从1993年7月开始进行改扩建,1998年全部竣工,成为年入洗400万吨的大型现代化洗煤厂。 近年来,无论处于煤炭行业疲软、生产经营举步维艰的困难时期,还是处于煤炭行业形势好转的有利时期,我们始终坚持以创建优质、高效、安     

技术标准与科技研发协调发展战略研究(二)--科技成果快速转换为技术标准策略研究

科技成果是人类在从事科学技术研究和生产实践活动中，通过创造性劳动所取得的具有深化认识或者改造客观世界作用的成就或者结果。广义地说，科技成果应该包括现代科技结构体系中各层次的研究活动产生的成果，包含社会科学、自然科学、交叉科学的各方面与各层次。但目前我们引用这个概念时都是狭义的，是指自然科学，技术科学，工程技术和部分交叉科学范围内的科技成果。     

中国区域科技创新效率影响因素及提升路径研究

为了提高区域创新质量、改善区域创新环境、实现区域创新能力的提升,以中国27省为研究对象,构建了包含创新资源要素(知识基础与人力资本)、创新经济要素(地区经济水平与对外开放度)与创新政策要素(政府支持与政府竞争)3个维度、6个条件变量的创新要素群落,应用模糊定性比较分析法,探索了区域科技创新高绩效组态。研究发现：1)区域科技创新高效率路径归结为独立开放型和全面驱动型;2)对外开放、无政府间竞争是实现区域创新高效率的关键要素,区域科技高创新效率一定离不开高对外开放度;3)组态视角下政府支持对实现区域科技创新高效率的作用相对较低。研究成果在一定程度上丰富并扩展了区域科技创新效率的研究情境,对各地区开展区域创新活动具有借鉴意义。     

基于C-D函数的高新技术产业科技投入产出效率分析

研究采用Eviews 6.0计量经济学软件,根据中国高新技术产业1999年-2012年相关数据,采用滞后变量模型和回归分析的方法,对高新技术产业科技投入与产出之间关系进行了实证分析,并得出结论。从总体上看,科技投入在短期内极大地促进了高新技术产业的发展;从长期来看,科技投入的短促性非常明显,当滞后期为4年或4年以上时,科技投入这一生产要素已不具有显著性。     

Understanding modelling in technology and science: the potential of stories from the field

This paper tells the story of how two biotechnologists used models, one working as a technologist and the other as a scientist. These stories were collected during the development of the key ideas about the nature of technology and technological knowledge during the latest curriculum development in New Zealand. Their stories of how and why they used models provided insight into the different role of modelling in technology and science. This difference can be linked to the fundamental difference between technology as a discipline that attempts to intervene in the world and create something other, and science as a discipline that attempts to explain the world. The stories illustrate the differences in the purpose, outcome and the underpinning reasoning across technology and science. We suggest that using such stories supports learning about the nature of technology and the nature of science and provides an opportunity to add a critical dimension to the development of technological literacy and scientific literacy.     

煤炭企业科技信息工作的回顾与展望

文章回顾了煤炭企业科技信息工作的历史与现状,阐述了煤炭企业科技信息工作的作用与效应,就煤炭企业科技信息工作存在的问题,提出了改进建议.     

Professional tensions in science and technology: the case of the Colleges of Advanced Technology

Two possible patterns for the organization of advanced technological education can be detected in Britain since 1945. The dominant assumption links training closely to fundamental advances in the sciences, and centralizes teaching at a small number of specialist institutions. The influence of such a policy is seen in the decisions which limited the numbers of Colleges of Advanced Technology in 1956, and in the continuing pressure from science advisory circles for the establishment of a few high-level training centres. The alternative pattern seeks to respond to the diverse range of industrial demands at local level in a decentralized system of technological training whose goals and standards are readily influenced by the technical and manpower demands of neighbouring industry. Neglect of this alternative can be explained from persistent trends in British professional organization, but the economic consequences may well be momentous.     

Robotics projects and learning concepts in science, technology and problem solving

This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2) What type of knowledge pupils address in working on robotics projects? and (3) How do pupils regard or exploit informal instruction of concepts in science, technology and problem solving within a project-based program? Data collection was made through observations in the class, interviews with the pupils, observations of the artifacts the pupils had constructed, and analyses of their reflections on each project. The study revealed that the pupils had often come up with inventive solutions to problems they tackled by intuitively using diverse kinds of heuristic searches. However, they encountered difficulties in reflecting on the problem solving process they had used. In robotics projects, the pupils deal primarily with qualitative knowledge, namely, the ability to identify specific phenomena in a system or factors that affect system performance. The study also showed that pupils are likely to benefit from implementing informal instruction on concepts in science, technology and problem solving into a project-based program. This type of instruction should take place in the context of pupils’ work on their projects, and adopt a qualitative approach rather than try to communicate in the class procedural knowledge learned by rote.     

科技创新是企业发展的不竭动力

山东如意集团是以毛纺织、服装为主，兼有棉印染、兔毛纱、针织、化纤、房地产等多种产业的国有独资大型企业集团．是国家520家重点企业之一。山东省首批“管理示范企业”，连续十年被评为济宁市经济效益支柱企业，已跻身全国同行业五强，多次荣获“中国名牌”、“山东省著名商标”、“国家金桥奖”等荣誉，2000年企业被评定国家级高新技术企业、2002年集团完成销售收入57128万元，利税7177万元，利润4108万元，三项指标同比增长20％。如意集团在科技创新技术进步方面主要抓了六项工作。     

煤炭科技发展现状及前瞻

“科学技术是第一生产力”，煤炭工业要走新型工业化道路，必须加速发展煤炭科学技术，必须广泛应用最前沿煤炭科技成果，只有这样，才能保障全面建设小康社会宏伟目标对能源的需求，才能保障国民经济持续，快速，健康发展。     

Bridging the gender gap in science and technology: How long will it take?

Conclusions Throughout the year the girls maintained the progress made in the first school and continued to develop their ability to implement physical science concepts in their modelling work. They reached a point sometime during year 4 when collectively they achieved parity with the boys in this respect. By the end of the year there were more concepts put into practice with greater frequency by girls than by boys as groups. Although it took a long time to reach this point it was achieved through practices compatible with normal teaching using materials easily available in school.Analysis of the models under the two criteria of variety and creativity showed that despite the greater frequency which girls incorporated physical concepts into the models made there was still a tendency for them to be conservative. They chose to make models which were the same as those illustrated on the work cards or those produced by other girls. Despite the fact that they made more models than the boys the range of models made by girls was smaller. Girls were also less likely to be creative They did not often modify their models by adding elements of their own design and rarely developed designs of their own in contrast to the boys which were often original and innovative.     

Life after school: How science and technology teachers construe capability

Science and technology teachers create microcosms of the world beyond school as responses to perceived student needs. The focus of these microcosms for both science and technology classrooms was less of a concern for work preparation than for the development of social and intellectual habits. All of the teachers have strong views of the virtues of civil daily life and what it might take for their students to live the good life. The practical capability the teachers want their students to have transcends the instrumental to become moral.     

How Internet technologies impact information flows in R&D: reconsidering the technological gatekeeper

Previous studies have firmly established the technological gatekeeper to be a key node in the innovation process – acquiring, translating, and disseminating external information throughout the R&D unit. However, the gatekeeper concept has received modest attention in recent times. We argue that the concept needs to be re‐examined in light of the recent advances in Internet technologies that have dramatically altered how knowledge workers source and share their information. Drawing on social network analysis and interview evidence from a medical devices R&D group, we find that the gatekeeper role is still vital, but no longer needs to be performed by a single individual. Instead, the modern R&D group can keep abreast of the latest technological advances through a combination of Internet‐enabled internal and external communication specialists. This study makes a number of important contributions. The gatekeeper theory is extended through the development of an updated conceptual framework. We also discuss the practical implications of our findings and advise R&D managers on how to organise resources to maximise optimal information flows.     

The need to change pedagogies in science and technology subjects: a European perspective

This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001 and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well as associated and accession countries, stakeholders and social partners involved in maths, science and technology education, was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly the barriers to their introduction which have been identified in most countries across Europe. A consideration of research literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers and for initial teacher education are analysed.     

Incorporating museum experience into an in-service programme for science and technology teachers in Taiwan

This study presented a course on preparing in-service teachers to learn communication technology education and how to integrate museum resources into their teaching. The course was organised and conducted by a teacher educator and museum educator together. Forty-two participants enrolled in this course, including 29 elementary school teachers, nine senior high school teachers, and four future teachers. During the course, data were collected and analysed to address issues and problems emerged from the study and to assess if it is appropriate to be suggested for further adoption. The data sources included reflective journals, lesson plans and peers’ comments, video-tapes, and final reports. Findings, issues, and problems were presented and discussed including a lesson developed through an interdisciplinary approach. To be concluded, a professional development programme that will make changes need to include three important components: student involvement, heterogeneity of the participants, and role models provided by teacher educators.     

增强科技意识创新科技管理

文章系统总结了扎赉诺尔煤业公司供暖公司依靠科技进步提高企业素质的经验。     

Proof of concept processes in UK university technology transfer: an absorptive capacity perspective

Successful research commercialisation within the university domain is predicated upon basic research being developed into technology that will attract funding, ultimately resulting in entities such as University spin-out companies or licensing arrangements. This development process involves considerable risk and uncertainty and may require substantial resources to fund early stage operations while returns are uncertain. Hence there is a need to explore risk-minimisation approaches relating to proving the potential for development while concurrently allocating resources in an incremental manner. This paper focuses on the development of the Northern Ireland Proof of Concept (PoC) process within a University Science Park Incubator (USI) as a particular approach to addressing these challenges inherent in the United Kingdom University technology transfer. Furthermore, Absorptive Capacity has emerged in the literature as an appropriate theoretical framework or lens for exploring the development and application of new technology. Therefore, the aim of this paper is to explore the PoC process within a USI as a means for improving the commercialisation of University technology transfer using an Absorptive Capacity perspective. A multiple case analysis of PoC applications within a UK university is described. From the findings it emerges that Absorptive Capacity influencing factors such as levels of R&D investment, prior knowledge base and integration of stakeholder and technology planning all impact on PoC outcomes. In addition a number of process improvement areas for PoC are identified in relation to the influencing factors within the Absorptive Capacity framework.