专利联盟许可行为的博弈分析

专利联盟这一新的经济组织近年来引起了众多学者的关注。本文以Shapiro Carl(2000)的模型为基础,从博弈论的角度对互补性专利持有企业的许可行为进行了研究,并将其对产品市场的影响作了进一步的比较分析,研究表明:专利联盟内的协调、约束机制的存在是企业的获得较高许可收益的保证,并且联盟可以提高产品市场的均衡产量,降低单位产品的成本和价格,改善社会福利水平。     

关于研发机构非显著工艺创新的最优许可研究

研发机构创新成功后,应该重视知识资产的主动管理,在专利许可谈判中科学合理地确定专利许可策略,以追求收益最大化.本文的目的是进一步完善与具体化Kamien,Tauman与Oren(1992)的模型,深入研究研发机构在不同许可机制下对在位厂商的非显著创新许可收益,以及最优许可策略选择.主要结论是:给定厂商数量,当创新规模较小时,研发机构的最优策略为提成许可,其次是不限许可数量的F(F)许可与一级价格密封投标拍卖许可;当创新规模较大时,研发机构的最优策略为拍卖许可,提成许可次之,最后是不限许可数量的F(F)许可.     

《中国科学:数学》投稿须知

正《中国科学:数学》(中文版)和SCIENCE CHINA Mathematics(英文版)是中国科学院主管、中国科学院和国家自然科学基金委员会共同主办的数学类综合性学术刊物,主要报道基础数学、应用数学、计算数学与科学工程计算、概率统计学等方面具有重要意义的研究成果,由《中国科学》杂志社出版,月刊.     

国有科研院所核心竞争力模糊评价分析

在文献综述以及对国有科研单位性质分析的基础上,分析了国有科研院所核心竞争力所具备的特殊属性和基本特征,提出了评价国有科研院所核心竞争力的指标体系,并采用层次分析法确定国有科研院所核心竞争力评价指标的权重,以中国科学院长春应用化学研究所为例,运用模糊综合评价方法对国有科研院所(中国科学院长春应用化学研究所)核心竞争力进行了综合评价.     

《中国科学A辑:数学》投稿须知

《中国科学A辑:数学》(中文版)和《Science in China Series A:Mathematics》(英文版)是中国科学院主管、中国科学院和国家自然科学基金委员会共同主办的数学类综合性学术刊物．主要报道基础数学、应用数学、计算数学与科学工程计算、统计学等方面具有重要意义     

磁浮轨道交通的专利技术发展态势

利用专利数据和文献数据分析工具,对德温特数据库(DII)和WOS核心数据库中磁浮轨道交通产业技术的相关专利进行检索和系统分析,以了解目前全球磁浮轨道交通产业技术领域的发展现状、研发热点、技术分布情况和专利权人格局,以及通过对全球磁浮轨道交通产业技术的论文数量、研究机构、研究热点等方面的计量分析,探寻中国发展磁浮轨道交通产业技术面临的机会与挑战,以期为中国磁浮轨道交通产业的发展提供决策参考及依据.     

《中国科学A辑：数学》投稿须知

《中国科学A辑:数学》(中文版)和Science in China Series A:Mathematics(英文版)是中国科学院主管、中国科学院和国家自然科学基金委员会共同主办的数学类综合性学术刊物.主要报道基础数学、应用数学、计算数学与科学工程计算、统计学等方面具有重要意义的研究成果.由《中国科学》杂志社出版.月刊.     

专利中介参与下的技术创新授权策略

考虑外部创新者向两个制造企业及专利中介(PI)拍卖提高质量的创新技术, 获胜者可对创新技术进行授权。基于Stackelberg博弈模型分析两企业的生产决策, 以及PI对市场的影响。研究发现:1)跟随企业在竞价中无法直接赢得专利; 2)若赢得专利, 领导企业只有在渐进式创新中授权给跟随企业, 而PI仅在根本性创新中授权给领导企业; 3)PI的存在会增加外部创新者的利润而降低领导企业的利润。     

《中国科学:数学》投稿须知

《中国科学:数学》(中文版)和SCIENCE CHINA Mathematics(英文版)是中国科学院主管、中国科学院和国家自然科学基金委员会共同主办的数学类综合性学术刊物,主要报道基础数学、应用数学、计算数学与科学工程计算、概率统计学等方面具有重要意义的研究成果,由《中国科学》杂志社出版,月刊.中文版网络版每月1日出版,印刷版每月20日出版.     

《中国科学A辑:数学》投稿须知

《中国科学A辑:数学》(中文版)和《Science in China Series A:Mathematics》(英文版)是中国科学院主管、中国科学院和国家自然科学基金委员会共同主办的数学类综合性学术刊物．主要报道基础数学、应用数学、计算数学与科学工程计算、统计学等方面具有重要意义的研究成果．由中国科学杂志社出版．月刊．     

A problem structuring method for ecosystem-based management: The DPSIR modelling process

The purpose of this paper is to learn from Complex Adaptive Systems (CAS) theory to inform the development of Problem Structuring Methods (PSMs) both in general and in the specific context of marine management. The focus on marine management is important because it is concerned with a CAS (formed through the interconnection between natural systems, designed systems and social systems) which exemplifies their particularly ‘wicked’ nature. Recognition of this compels us to take seriously the need to develop tools for knowledge elicitation and structuring which meet the demands of CAS. In marine management, chief among those tools is the DPSIR (Drivers – Pressures – State Changes – Impacts – Responses) model and, although widely applied, the extent to which it is appropriate for dealing with the demands of a CAS is questionable. Such questioning is particularly pertinent in the context of the marine environment where there is a need to not only recognise a broad range of stakeholders (a question of boundary critique) but also to manage competing knowledge (economic, local and scientific) and value claims. Hence this paper emphasises how a CAS perspective might add impetus to the development of a critical perspective on DPSIR and PSM theory and practice to promote a more systemic view of decision-making and policy development.     

Teachers in transition: Moving towards CAS-supported classrooms

In the near future many teachers may be required to incorporate CAS into their teaching practices. Based on classroom observations and interviews over two years, this paper reports how two teachers made the transition from using graphics calculators to CAS calculators while teaching differential calculus to upper secondary school students. Both teachers taught with CAS in ways that were consistent with their beliefs about learning and teaching. Over two years, the teachers' teaching approaches and purpose for use of technology were stable and seemed to be underpinned by their beliefs about learning. In contrast, both teachers made changes to the content they taught (and thus what they used technology for) in response to new institutional knowledge. Content choice seemed to be underpinned by the teachers' purpose for teaching. Other influences impacted on what the teachers taught and how they taught it: the teachers' content knowledge, their pedagogical content knowledge, and the lack of legitimacy of CAS as a tool for learning and during examinations in the trial school and wider educational community. The extent of differences noted between the responses of just two teachers indicates that there will be many responses to using CAS in classrooms, as teachers aim to achieve different learning goals and interpret their responsibilities to students in different ways.     

Multi-Agent Social and Organizational Modeling of Electric Power and Natural Gas Markets

Complex Adaptive Systems (CAS) can be applied to investigate large-scale socio-cognitive-technical systems. Viewing such systems from a multi-agent social and organizational perspective allows innovative computational policy analysis. Argonne National Laboratory (ANL) has taken such a perspective to produce an integrated model of the electric power and natural gas markets. This model focuses on the organizational interdependencies between these markets. These organizational interdependencies are being strained by fundamental market transformations.     

Students' attitude towards computer algebra systems (CAS) and their choice of using CAS in problem-solving

We explore students choice of using computer algebra systems (CAS) in problem-solving relative to their self-reported attitude towards learning mathematics with CAS. Our research design is a case study of nine Norwegian upper-secondary mathematics students with a wide range of attitude towards CAS. Our findings on routine problems indicate that (1) students use CAS whenever students perceive the problem as time-consuming regardless of their attitude towards CAS, and (2) students attitude affects their use of CAS whenever students perceive the problem as non-time-consuming. Norway, among other countries, has implemented CAS as an essential digital resource towards learning mathematics in upper-secondary school. Our discussion focuses on the implications of our findings have on local mathematics educators and national policy-makers.     

中国科学院力学研究所的创建过程

中国科学院力学研究所是在钱伟长任主任的中国科学院数学研究所力学研究室的基础上,与北京大学、清华大学合作创建的.该文记述、展示了力学所的建所背景、创建过程、钱学森在创建力学所的日子和他的建所思想,以及重要人物在中科院院务会议讨论成立力学所时提出的发展要求和希望.最后介绍了中科院力学所创建时的人员组成.     

Appropriate use of a CAS in the teaching and learning of mathematics

If the use of a computer algebra system (CAS) is to be meaningful and have an impact on students, then it must be grounded in good pedagogy and have some clearly defined goals. It is the authors' belief that an important goal for teaching mathematics with the CAS is that courses be designed so that students can become active participants in their learning experience, planning the problem-solving strategies and carrying them out. The CAS becomes an important tool and a partner in this learning process. To this end, here the authors' have linked the use of the CAS to an existing classification scheme for Mathematical Tasks, called the MATH Taxonomy, and illustrated, through concrete examples, how the goals of teaching and learning of mathematics can be set using this classification together with the CAS.     

Exploring the Spectra of Some Classes of Singular Integral Operators with Symbolic Computation

Spectral theory has many applications in several main scientific research areas (structural mechanics, aeronautics, quantum mechanics, ecology, probability theory, electrical engineering, among others) and the importance of its study is globally acknowledged. In recent years, several software applications were made available to the general public with extensive capabilities of symbolic computation. These applications, known as computer algebra systems (CAS), allow to delegate to a computer all, or a significant part, of the symbolic calculations present in many mathematical algorithms. In our work we use the CAS Mathematica to implement for the first time on a computer analytical algorithms developed by us and others within the Operator Theory. The main goal of this paper is to show how the symbolic computation capabilities of Mathematica allow us to explore the spectra of several classes of singular integral operators. For the one-dimensional case, nontrivial rational examples, computed with the automated process called [ASpecPaired-Scalar], are presented. For the matrix case, nontrivial essentially bounded and rational examples, computed with the analytical algorithms [AFact], [SInt], and [ASpecPaired-Matrix], are presented. In both cases, it is possible to check, for each considered paired singular integral operator, if a complex number (chosen arbitrarily) belongs to its spectrum.     

Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work

The last decade has seen the development in France of a significant body of research into the teaching and learning of mathematics in CAS environments. As part of this, French researchers have reflected on issues of ‘instrumentation’, and the dialectics between conceptual and technical work in mathematics. The reflection presented here is more than a personal one – it is based on the collaboration and dialogues that I have been involved in during the nineties. After a short introduction, I briefly present the main theoretical frameworks which we have used and developed in the French research: the anthropological approach in didactics initiated by Chevallard, and the theory of instrumentation developed in cognitive ergonomics. Turning to the CAS research, I show how these frameworks have allowed us to approach important issues as regards the educational use of CAS technology, focusing on the following points: the unexpected complexity of instrumental genesis, the mathematical needs of instrumentation, the status of instrumented techniques, the problems arising from their connection with paper & pencil techniques, and their institutional management. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Impact of Teacher Privileging on Learning Differentiation with Technology

This study examines how two teachers taught differentiation using a hand held computer algebra system, which made numerical,graphical and symbolic representations of the derivative readily available. The teachers planned the lessons together but taught their Year 11 classes in very different ways. They had fundamentally different conceptions of mathematics with associated teaching practices,innate ‘privileging’ of representations, and of technology use. This study links these instructional differences to the different differentiation competencies that the classes acquired. Students of the teacher who privileged conceptual understanding and student construction of meaning were more able to interpret derivatives. Students of the teacher who privileged performance of routines made better use of the CAS for solving routine problems. Comparison of the results with an earlier study showed that although each teacher's teaching approach was stable over two years, each used technology differently with further experience of CAS. The teacher who stressed understanding moved away from using CAS, whilst the teacher who stressed rules,adopted it more. The study highlights that within similar overall attainment on student tests, there can be substantial variations of what students know. New technologies provide more approaches to teaching and so greater variations between teaching and the consequent learning may become evident. This revised version was published online in July 2006 with corrections to the Cover Date.     

Teaching spline approximation techniques using maple

Using Computer Algebra Systems (CAS)-such as MAPLE-in teaching and learning mathematical concepts is a great challenge both from a didactical and a scientific point of view. We have to rewrite our traditional paper based teaching materials for interactive and living electronic worksheets, Only few statements and principles have to be acquired by the learner and the teacher from the CAS and after they can visualise, make animations modify quickly the program data, perform symbolic and numeric calculations step by step and in the whole, and verify deductions on their own. The author prepared Maple worksheets for teaching different types of function approximating techniques, such as interpolation-, least square-, spline and uniform approximation methods for post-graduate mechanical engineering students. In this paper we want to demonstrate how can we keep and improve the famous problem solving principles and rules given by G. Pólya and R. Descartes (Pólya 1962), when we use the capabilities of CAS. The education principles active learning, motivations and the successive phases are getting new meaning in the CAS. Our examples are always concerning with spline functions. Handling the formulas, calculating values and giving proofs are always in the form of Maple statements.