Applying Patent Laws and Regulations to Educational Technology

European universities have increased their emphasis on commercializing original research so as to compete globally, to keep-up with changing demands of the knowledge economy, to offset decreased public funding, and to cope with the massification of education. “Commercializing” in this sense implies applying for patents. This chapter highlights the application of patent laws in the UK and Europe to educational technology. One of the most promising conditions under which patent law can be applied in educational technology is the peer-to-patent, originally introduced in the U.S. Another is expert-peer online assessment for resolving online disputes. The post-and-vote formula should be considered if this initiative is restarted in the future.

Author(s):  
Aaron Kupchik

Since the 1990s, K-12 schools across the U.S. have changed in important ways in an effort to maintain safe schools. They have added police officers, surveillance cameras, zero tolerance policies, and other equipment and personnel, while increasingly relying on suspension and other punishments. Unfortunately, we have implemented these practices based on assumptions that they will be effective at maintaining safety and helping youth, not based on evidence. The Real School Safety Problem addresses this problem in two ways. One, it provides a clear discussion of what we know and what we don’t yet know about the school security and punishment practices and their effects on students and schools. Two, it offers original research that extends what we know in important ways, showing how school security and punishment affects students, their families, their schools and their communities years into the future. Schools are indeed in crisis. But the real school safety problem is not that students are either out of control or in danger. Rather, the real school safety problem is that our efforts to maintain school safety have gone too far and in the wrong directions. As a result, we over-police and punish students in a way that hurts students, their families and their communities in broad and long-lasting ways.


2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Rupesh Rastogi ◽  
Virendra Kumar

The first legislation in India relating to patents was the Act VI of 1856. The Indian Patents and Design Act, 1911 (Act II of 1911) replaced all the previous Acts. The Act brought patent administration under the management of Controller of Patents for the first time. After Independence, it was felt that the Indian Patents & Designs Act, 1911 was not fulfilling its objective. Various comities were constituted to recommend, framing a patent law which can fulfill the requirement of Indian Industry and people. The Indian Patent Act of 1970 was enacted to achieve the above objectives. The major provisions of the act, provided for process, not the product patents in food, medicines, chemicals with a term of 14 years and 5-7 for chemicals and drugs. The Act enabled Indian citizens to access cheapest medicines in the world and paved a way for exponential growth of Indian Pharmaceutical Industry. TRIPS agreement, which is one of the important results of the Uruguay Round, mandated strong patent protection, especially for pharmaceutical products, thereby allowing the patenting of NCEs, compounds and processes. India is thereby required to meet the minimum standards under the TRIPS Agreement in relation to patents and the pharmaceutical industry. India’s patent legislation must now include provisions for availability of patents for both pharmaceutical products and processes inventions. The present paper examines the impact of change in Indian Patent law on Pharmaceutical Industry.


2017 ◽  
Vol 18 (3) ◽  
Author(s):  
David Bender ◽  
Joseph Jones ◽  
Mark Young ◽  
Hendrike Wulfert-Markert

Author(s):  
T. Andreeva

The article covers the role the Great Britain has played as a fourth independent political actor of international relations, along with the U.S., EU and NATO, in the political crisis in Ukraine from its very beginning (2014), and in finding quick and effective ways of solving it. The article also explores the worsening of the bilateral relationship between UK and Russia under the influence of the 2014–2015 Ukrainian crisis, in a wide context of antagonism between the U.S. and Russia. There are several factors introduced in the article which hampered the crisis from the start and which still can be used to improve the bilateral relations in the nearest future. The author scrutinizes the evolution of the Britain's stance on the Ukrainian upheaval at the beginning of 2014, the Crimea annexation/joining perceived as a violation of the international law, Russia's interference in the conflict in the Eastern territories of Ukraine, and the imposing of sever EU and U.S. sanctions against Russia. The article highlights the influence of the Ukrainian crisis on the strengthening of Anglo-American “special relations” and on the revival of the NATO strategic role as a tool to confront Russia not only in this conflict, but also on the world stage. The author tries to assess the scope of damage for the UK–Russia relationship made by the Ukrainian crisis and answer the questions: where has British participation in this crisis boosted the Great Britain's world standing, when can the UK–Russia relations become better again, and what can help improve the relationship between two countries?


1997 ◽  
Vol 2 (3) ◽  
pp. 69-81 ◽  
Author(s):  
B. Rappert

Recent times have seen a significant reorientation in public funding for academic research across many countries. Public bodies in the UK have been at the forefront of such activities, typically justified in terms of a need to meet the challenges of international competitiveness and improve quality of life. One set of mechanisms advanced for further achieving these goals is the incorporation of users’ needs into various aspects of the research process. This paper examines some of the consequences of greater user involvement in the UK Economic and Social Research Council by drawing on both empirical evidence and more speculative argumentation. In doing so it poses some of the dilemmas for conceptualizing proper user involvement.


2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.


2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.


2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Jon C. Schommer ◽  
Caroline A. Gaither ◽  
William R. Doucette ◽  
David H. Kreling ◽  
David A. Mott

Type: Original Research


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