知识产权领域权利冲突的成因及对策     

孙昊亮 《南阳师范学院学报》2004,3(11):19-22

知识产权领域的权利冲突，包括商标权与企业商号权的冲突、作权与商标权的冲突、商标权与域名权的冲突等。权利冲突的产生主要是因为知识产权的特殊性以及单行法之间缺乏协调、各种权利之间的密切关系等原因。必须运用各种手段综合治理，完善我国的知识产权立法，在司法实践中运用正确的理论和原则解决这一问题。  相似文献   

张峰笔下的明代海州     

徐辉 《连云港师范高等专科学校学报》2001,(2):41-44

《隆庆海州志》是研究明代海州地方史的最为翔实、可靠的资料，该志对海州诸多方面的记载皆可补正史之不瞳。本文从生态环境、逃户现象、乡风民俗等方面进行了系统的考证，并分析了州志第一作者张峰的惠民措施。全文于明代海州经济多所阐发。  相似文献   

闽西革命旧址的分布特点、保护和开发——兼论闽西红色资源整合及其经济价值   总被引：1，自引：0，他引：1  

邓泽村 《闽西职业大学学报》2005,7(3):1-2,23

以发展红色旅游为主旨,着力研发闽西蕴意深刻丰富的红色资源的分布特点,保护并利用好红色资源整合方略及开发措施,打造“红色闽西”、发展闽粤赣边现代化中心城市的文化生产力.  相似文献   

“前轴心时代”人与自然生态关系的影像——以《史记》为观照     

王晓红 《渭南师范学院学报》2012,(3):49-51,75

人与自然的关系是人类安身立命的重要命题。人与自然的对话是自人类诞生之初就不断发生着的历史过程。在《史记》宏大历史叙事中,司马迁检视"前轴心时代"文明的家底,还原人类早期人与自然对话的生态记忆影像。在"环境以地理位置的选择围绕人类生存"的夏、商、周时期,人与自然关系状态呈现出"天人合一"背景下矛盾共生的特性。  相似文献   

Patterns of inclusive education through the practice of student teachers     

Panayiotis Angelides 《International Journal of Inclusive Education》2013,17(3):317-329

Interest in the integration of refugees has grown with the increase in numbers of asylum seekers dispersed across the UK. The ability to communicate effectively in English is seen as the key priority in facilitating integration, while a lack of English language is seen as one of the major barriers to refugee employment. Some £267 million was spent on English for Speakers of Other Languages (ESOL) classes in 2004/05. However, commentators have observed that asylum seekers and refugees continue to struggle to speak English. This paper examines data from interviews with refugees and ESOL tutors, and statutory data recording retention and achievement of asylum seekers and refugees, to explore the extent to which they are achieving in ESOL, and the effectiveness of the existing monitoring system in assessing whether ESOL meets the needs of asylum seekers and refugee learners. It finds that there are major inconsistencies between the retention and success rates observed in the monitoring data and those reported by tutors and refugees. A range of problems are identified that indicate that monitoring is neither robust nor reliable and that refugees and asylum seekers are struggling to learn sufficient English to enable integration.  相似文献   

Central and Eastern European National Library Websites: Accessibility,Content, and Organization and Navigation     

《Slavic & East European Information Resources》2013,14(4):65-77

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Nationalist narratives,boundaries and social inclusion/exclusion in Palestinian camps in South Lebanon     

《Compare》2012,42(2):303-324

This article explores how in the contexts of exile and statelessness and in the absence of Palestinian institutions, such as schools, Palestinian youth in south Lebanon construct their identities through nationalist narratives of shared history, kinship, culture and religion. Although these narratives help to construct shared notions of ‘Palestinianess’ for the youth, they also help to produce contestations and internal ‘others’. This has important implications for the lives of Palestinian youth, as group membership gives them a sense of belonging and regulates their access to resources, information, opportunities and power. Moreover, the production of internal ‘others’ also has serious implications for social cohesion, tolerance for internal and external diversity and gender relations in Palestinian society.  相似文献   

Engaging Karen refugee students in science learning through a cross-cultural learning community     

Susan G. Harper 《International Journal of Science Education》2013,35(3):358-376

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Schools,teachers and community: cultivating the conditions for engaged student learning     

Ian Hardy  Peter Grootenboer 《课程研究杂志》2013,45(5):697-719

This paper reveals the nature of the actions, discussions and relationships which characterised teachers’ and associated school personnel’s efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular ‘practice architectures’ which help constitute conditions for practice—in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings.  相似文献   

Counselling refugee young people: an exploration of therapeutic approaches     

Sally Warr 《Pastoral Care in Education》2013,31(4):269-282

This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling. Understanding the needs of young refugees and asylum‐seekers in the United Kingdom and considering counsellors’ experiences and perspectives on approaches has highlighted implications for practice, which include the necessity for more counsellors to be culturally reflexive and open‐minded in working with this group. In addition, this study may influence the way in which higher education professionals can develop research on refugee children and incorporate relevant pastoral care across the curriculum to accommodate refugee children from a wide diversity of backgrounds and experiences.  相似文献