Made available in DSpace on 2016-06-02T20:30:56Z (GMT). No. of bitstreams: 1 5216.pdf: 2501037 bytes, checksum: 1c749233a3e1aa698840c7fea2c19aa2 (MD5) Previous issue date: 2013-03-27 / Universidade Federal de Minas Gerais / It is noticed that children learn about 14.000 words to the age of five years old. One of the phenomenon related to this remarkable language development is known as exclusion responding. This responding, described as the immediate selection of an undefined comparison stimulus given and also undefined stimulus, excluding familiar stimuli, is being robustly verified among different populations. It s been also noticed that learning the relation between the new stimuli does not seem to occur through a single exclusion trial. However, exclusion trials have revealed itself an efficient procedure to teach new relations to individuals with typical and atypical development. This study, carried out with 22 participants where 8 had typical development, 11 had autism and 3 had Down syndrome and ages five to 46 years old, investigated, from a particular set of procedures and learning tests, the number of exclusion trials needed for the participants to learn the relations between undefined figures and undefined dictated names. At each trial, the researcher said a word and the participant selected one figure out of three that he/she considered correct. The procedure consisted of five phases: base line (1), introduction of the mask as neutral stimulus (2), exclusion trials (3), learning tests (4) and a nomination test (5). Phases 3 and 4 were repeated until learning was observed or until the number of 10 repetitions was reached. The procedure was replicated for four times, and the relations between the undefined dictated words Mido, Fani, Duca, Pagu and its respective figures were teached. All participants completed phases 1 and 2; 21 participants responded by exclusion; 19 participants learned all the relations presented. Concerning the amount of exclusion trials needed for learning the relation between new dictated names and figures, it was observed that a variation from 2 (the minimum programmed by the procedure) to 10 trials were needed for the learning of each stimuli pair to occur. Despite the relative variation, it is clear that the data were mostly concentrated on the minimum number of repetitions (2) and this was the trend line observed for the learning of all the stimuli pairs. The observed average was 2,1 trias for two of the stimuli pairs (Pagu and Duca) with standard deviations equal to 0,1. For the learning of Mido and Fani were needed, in average, 2,6 and 3,2 exclusion trials, with standard deviations 1,8 and 0,9 respectively. It is considered that the experimental conditions favored the learning outcomes and the typically used procedure can be configured in a kind of teaching technology of arbitrary relations and widely used in different educational contexts. / Crianças aprendem cerca de 14.000 palavras antes de completarem cinco anos de idade. Um dos fenômenos atribuídos a este notável desenvolvimento de linguagem é o responder por exclusão. Este responder, descrito como a seleção imediata de um estímulo de comparação novo diante de um estímulo modelo novo, excluindo estímulos de comparação familiares, tem sido verificado de forma robusta em diferentes populações. Observa-se também que a aprendizagem da relação entre os estímulos novos não parece ocorrer após uma única tentativa de exclusão. Por outro lado, a utilização de tentativas de exclusão como procedimento de ensino de novas relações a indivíduos com desenvolvimento típico e atípico tem se revelado eficaz. Este estudo, conduzido com 22 participantes oito crianças de desenvolvimento típico, 11 indivíduos com autismo, e três com Síndrome de Down , com idades entre cinco e 46 anos, investigou, a partir de um conjunto de procedimentos e testes de aprendizagem, o número de tentativas necessárias para que cada participante aprendesse a relação entre figuras indefinidas e nomes ditados indefinidos. A cada tentativa, a experimentadora dizia uma palavra e o participante selecionava a figura que considerava correta, diante de três comparações. O procedimento foi composto por cinco fases; linha de base (1), introdução da máscara como estímulo neutro (2), tentativas de exclusão (3), testes de aprendizagem (4) e teste de nomeação (5). As fases 3 e 4 foram repetidas até a observação de aprendizagem, ou até alcançar o critério máximo de 10 repetições. O procedimento foi replicado por quatro vezes, e as relações entre as palavras indefinidas Mido, Fani, Duca e Pagu e suas respectivas figuras indefinidas foram ensinadas. Todos os participantes completaram as fases 1 e 2; 21 participantes responderam por exclusão; 19 participantes demonstraram aprendizagem. No que concerne à quantidade de tentativas de exclusão necessárias para aprendizagem da relação entre nomes e figuras novas, observou-se uma variação de 2 (mínimo programado pelo procedimento) a 10 tentativas necessárias para que a aprendizagem da cada par de estímulos ocorresse. Apesar da relativa variação, observa-se que os dados ficaram concentrados em sua maioria no número mínimo de repetições (2) sendo esta a moda verificada para aprendizagem de todos os pares de estímulos. A média observada também foi de 2,1 tentativas para 2 dos pares de estímulos (Pagu e Duca) com desvios padrão iguais a 0,1. Para a aprendizagem de Mido e Fani foram necessárias, em média, 2,6 e 3,2 tentativas de tentativas de exclusão, com desvios padrão iguais a 0,9 e 1,8 respectivamente. Avalia-se que o delineamento experimental favoreceu a aprendizagem das relações auditivo-visuais novas e que o procedimento utilizado pode ser configurado em uma espécie de tecnologia de ensino de relações arbitrárias e amplamente utilizado em diferentes contextos educacionais.

Submitted by Regina Correa (rehecorrea@gmail.com) on 2016-09-26T20:18:08Z No. of bitstreams: 1 DissTPG.pdf: 2328311 bytes, checksum: e10d0fd3320f470ffc369ea4cb30908b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:31:39Z (GMT) No. of bitstreams: 1 DissTPG.pdf: 2328311 bytes, checksum: e10d0fd3320f470ffc369ea4cb30908b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:31:45Z (GMT) No. of bitstreams: 1 DissTPG.pdf: 2328311 bytes, checksum: e10d0fd3320f470ffc369ea4cb30908b (MD5) / Made available in DSpace on 2016-09-27T19:31:50Z (GMT). No. of bitstreams: 1 DissTPG.pdf: 2328311 bytes, checksum: e10d0fd3320f470ffc369ea4cb30908b (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Responding by exclusion is defined, in conditional discriminations tasks, as the immediate selection of a new stimulus, among other known stimuli, when a new sample stimulus is presented. Responding by exclusion is usually investigated by using nameobject relations as a baseline. However, generalization data of this behavior pattern to other classes of words, such as verbs, are scarce. This study investigated exclusion responding and learning of word-object (nouns) and word-action (verbs) relations in children aged 24 to 29 months. The presentation order of conditions (Noun or Verb) was counterbalanced across participants. After one, four, seven and 10 exclusion trials learning probes were presented. Results showed that baseline training for the Verb condition required a higher number of trials compared to the Noun condition. On the first exclusion probe, participants consistently selected the new stimulus, although greater variability was observed for the Verb condition. Only one participant showed positive outcomes on the learning probes, for one of the relations of the Noun condition. The study replicated previous findings on exclusion responding using nouns and extended it to name-action (verb) relations and to children aged about two years. The data points to the existence of different levels of learning and the need for a clear specification of how to measure learning outcomes of exclusion responding. / O responder por exclusão é definido, em tarefas de discriminação condicional, como a seleção imediata de um novo estímulo, entre outros estímulos familiares, quando um estímulo modelo também novo é apresentado. O responder por exclusão é usualmente investigado por meio do uso de uma linha de base de relações nome-objeto. No entanto, os dados de generalização desse padrão comportamental para outras classes de palavras, como verbos, é escasso. O presente estudo investigou o responder por exclusão e a aprendizagem por exclusão de relações nome-objeto (substantivos) e nome-ação (verbos) em crianças com idade entre 24 e 29 meses. A ordem de apresentação de ambas as condições (Substantivo e Verbo) foi contrabalanceada entre os participantes. Após uma, quatro, sete e 10 tentativas de exclusão eram apresentadas tentativas de sonda de aprendizagem. Os resultados mostraram que o treino de linha de base para a Condição Verbo requereu um maior número de tentativas quando comparada com a Condição Substantivo. Na primeira sonda de exclusão, os participantes selecionaram consistentemente o estímulo novo, embora com maior variabilidade para a Condição Verbo. Apenas um participante mostrou resultados positivos na sonda de aprendizagem e isto ocorreu para uma das relações da Condição Substantivo. O presente estudo replicou os resultados de estudos prévios, sobre o responder por exclusão, que empregaram substantivos e estendeu os resultados para relações nome-ação (verbo) e para crianças com idade próxima a dois anos. Os dados apontam para a existência de diferentes níveis de aprendizagem de uma relação e a necessidade de uma especificação clara de como medir a aprendizagem que emerge do responder por exclusão. / FAPESP (Processo No. 2008/57705-8) ; CNPq (Processo No. 573972/2008-7)

Cette thèse est composée de deux parties. Dans la première partie, nous proposons une théorie pour l'interaction entre l'apprentissage par renforcement et les processus de régulation homéostatique. En fait, la régulation efficace de l'homéostasie interne et la défendre contre les perturbations a besoin des stratégies comportementales complexes pour obtenir des ressources physiologiquement épuisés. À cet égard, il est essentiel que les processus cérébraux de régulation homéostatique et les processus d'apprentissage associatifs travaillent de concert. Nous proposons une théorie computationnelle normative pour régulation homéostatique par l'apprentissage associatif, où la stabilité physiologique et l'acquisition de récompense s'avèrent les mêmes objectifs, réalisables simultanément. En théorie, le cadre résout la question de longue date de la façon dont le comportement manifeste est modulée par l'état interne, et comment les animaux apprennent à agir de manière prédictive pour empêcher des défis homéostasie potentiels (répondre par anticipation). Il fournit en outre une explication normative pour choix intertemporel, aversion au risque, la concurrence entre les systèmes de motivation, et le manque de motivation pour l'injection intraveineuse de produits alimentaires. Neurobiologiquement, la théorie suggère une explication pour le rôle de l'interaction par orexine entre les circuits hypothalamiques et les noyaux dopaminergiques du mésencéphale, comme une interface entre les états internes et les comportements motivés. Dans la deuxième partie de la thèse, nous utilisons le modèle présenté dans la première partie, comme base du développement d'une théorie de la dépendance à la cocaïne. Nous soutenons que la dépendance à la cocaïne provient du système de régulation homéostatique être détourné par les effets pharmacologiques de la cocaïne sur le cerveau. Nous démontrons que le modèle réussit à expliquer une variété des aspects comportementaux et neurobiologiques de la dépendance à la cocaïne , à savoir la grandissant de l’administration de cocaine sous les conditions de long accès a cocaïne, fonction dose-réponse pour la cocaïne , rechute à l'addiction à la cocaïne provoquée par amorçage, et l'interaction entre la disponibilité du récepteur de la dopamine D2 et dépendance à la cocaïne. / This thesis is composed of two parts. In the first part, we propose a theory for interaction between reinforcement learning and homeostatic regulation processes. In fact, efficient regulation of internal homeostasis and defending it against perturbations requires complex behavioral strategies to obtain physiologically-depleted resources. In this respect, it is essential that brains homeostatic regulation and associative learning processes work in concert. We propose a normative computational theory for homeostatically-regulated reinforcement learning (HRL), where physiological stability and reward acquisition prove to be identical objectives achievable simultaneously. Theoretically, the framework resolves the long-standing question of how overt behavior is modulated by internal state, and how animals learn to predictively act to preclude prospective homeostatic challenges (anticipatory responding). It further provides a normative explanation for temporal discounting of reward, and accounts for risk-aversive behavior, competition between motivational systems, taste-induced overeating, and lack of motivation for intravenous injection of food. Neurobiologically, the theory suggests a computational explanation for the role of orexin-based interaction between the hypothalamic circuitry and the midbrain dopaminergic nuclei, as an interface between internal states and motivated behaviors. In the second part of the thesis, we use the HRL model presented in the first part, as the cornerstone for developing an Allostatic Reinforcement Learning (ARL) theory of cocaine addiction. We argue that cocaine addiction arises from the HRL system being hijacked by the pharmacological effects of cocaine on the brain. We demonstrate that the model can successfully capture a wide range of behavioral and neurobiological aspects of cocaine addiction, namely escalation of cocaine self-administration under long- but not short-access conditions, U-shaped dose-response function for cocaine, priming-induced reinstatement of cocaine seeking, and interaction between dopamine D2 receptor availability and cocaine seeking.

People are not always rational, rely on heuristics and are influenced by situational factors being conducive to biased decisions. Hence, the decision outcome cannot be explained by consumers’ preferences exclusively. This offers opportunities to service managers to steer the decision outcome into a desirable direction by a beneficial design of situational factors. In contrast to the discussed opportunities, situational factors can also become a pitfall for researchers and managers. I show that situational factors may compromise the validity of research results based on self reports in a service context, because the reported scores of research participants may be biased. Three perspectives related to service management are distinguished in this thesis: First, the customer independently of the service provider; second, the interaction of customer and service provider; third, the service provider independently of the customer. From the perspective of the customer, I investigate the impact of different defaults in a customization process on the decision outcome of different types of customers. From the perspective of the customer and service provider interaction, I point out a new solution to overcome a dilemma related to service productivity. Finally, from the perspective of the service provider, the possible contamination of service related constructs by socially desirable responding is examined.

Denna essä utgår ifrån fyra gestaltningar av mitt eget dilemma i relation till bemötande av barns existentiella frågor på förskolan. Detta följs upp med fältstudie på en förskola som undersöker andra pedagogers bemötande. Gestaltningarna och fältstudien ställs mot existensfilosofiska teorier och svensk och engelsk forskning. I reflektionen undersöks hur barns existentiella frågor kan ta sig uttryck på förskolan. Här lyfts att det kan vara svårt att få syn på barns existentiella frågor vilket dels kan bero på fördomar och okunskap om hur de kan se ut och dels en konflikt emellan ett naturvetenskapligt och ett andligt/religiöst perspektiv. Denna konflikt skulle kunna överbryggas med en utvidgad syn på hur barns existentiella frågor kan se ut. T.ex. kan barn uppfatta även naturvetenskapliga frågor på ett existentiellt sätt och det religiösa språket bör kunna uppfattas symboliskt. En annan orsak till att det kan vara svårt att få syn på existentiella frågor kopplas till att vi befinner oss i en sekulär/post-religiös tid i västerlandet där vi inte har språk eller begrepp för att uttrycka eller förstå det andliga eller existentiella. Begreppet ”signature spirituality” utforskas som ett sätt att få syn på barns olika individuella uttryck för det existentiella. Uppsatsen beskriver hur vår praxis är påverkad av en naturvetenskaplig diskurs där man söker förklaringar. Ett alternativt förhållningssätt är inspirerat av hermeneutisk /fenomenologisk teori och söker istället förståelse. När det handlar om bemötande lyfts både pedagogens fronesis/praktiska klokhet och techne/produktiva praktiska kunskap som viktiga kompetenser. Ett problem i att utveckla och arbeta med de existentiella frågorna är att det inte finns något bra forum eller någon etablerad praxis för reflektion. Även där är bristen på språkliga begrepp omkring ämnet en viktig aspekt. Att ha en yrkesetisk reflektion är särskilt viktigt i detta ämne. Här lyfts ändå att pedagogen i mötet med barnens frågor kan reflektera över sitt eget förhållningssätt och sin livssyn. Två olika sätt att förhålla sig till det existentiella på förskolan utforskas och ställs mot varandra; Det ena som ett möte med ett värde i sig och det andra som en kognitiv lärandeprocess. Filosofen Gadamer ser ett möte som en konversation eller lek omkring ett ämne där man ytterst sätt kan utveckla och förena sina perspektiv. Enligt Martin Buber är det existentiella eller andliga något man har en relation till som bör respekteras som sådan. Att inta ett kognitivt lärande perspektiv på barns existentiella frågor har dock många fördelar som kan underlätta möjligheten att arbeta med och bemöta de existentiella frågorna och upplevelserna inom förskolans ram. / This essey consists of four narratives about my own dilemma concerning responding to childrens existential questions in the pre-school context. This is followed by a field- study exploring other pedagogues responses to childrens existential questions. The experiences in the narratives and the field-study is analysed through exisntialfilosofical theories and Swedish and international reserach. The essay reflects on how childrens existential questions can be expressed in pre-school. Predjudices and lack of knowledge concerning how they can express themselves as well as a conflict between a scientific/religious perspektive can make existential questions hard to notice. This conflict could be solved by understanding how children can experience scientific issues in a existential way as well as viewing religious language as symbolic. Another reason for not noticing existential questions can be lack of language and concepts due to the west being in a secular/post religious era. The concept ”signature spirituality” is a possible way to understand childrens individual way to express the existential. The praxis/practice in pre-school is, according to the essay, influenced by a scientific discourse in which explanations is sought. An alterantive discourse is the hermeneutical/phenomenological wherein one instead seek to understand. Fronesis – practical wisdom and techne – productive practicality are important competences when responding to childrens existential questions. Lack of forum for and lack of established praxis for reflection makes working with and developing childrens existential questions a problem. Lack of concepts and language to express the existential is also a problem in this. To have an ethical reflection is especially important with this subject.  But you can still have opportunities to reflect on your own views when confronting the childrens questions. Two different approaches to existential questions in pre-school are highlighted: as a meeting which is valuable in itself and as a cognitive learning process. In Gadamers view a meeting is a conversation or a play about a topic where the persons involved can develop and unite their perspectives. Accordning to Martin Buber the existential or spiritual can be seen as a relationship that needs to respected as such. But taking a cognitve learning perspective on childrens existential questions have many advantages, such as making it easier to work with and respond to childrens existential questions and experiences, whitin the frame of pre-school discourse.

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知識經濟時代，智慧財產權已經成為公司經營的策略重點，不再只是著重於法律與科技等構面，觸角更擴張為經營管理、商業競爭、企業併購、財務規劃與驅策新事業的重要工具。新的專利侵權原告（The New Breed of Patent Infringement Plaintiffs）便趁此一熱潮悄然誕生，美國稱之為「Patent Troll」，其不為營運研發、純粹在全球購買專利，以創造利潤與策略佈局考量為主，挾著專利持有人的地位大張旗鼓尋找「交易」對象，以訴訟為手段作為談判的籌碼，到處發警告函以獲取權利金。「Patent Troll」不僅在法律制度上引發爭議，更提高企業在智財管理方面的困難度，其對專利體系上的影響是全面性的。 本文第一章主要說明本論文之研究動機，包含專利訴訟新趨勢、新的商業營運模式，以及順應而生的「Patent Troll」之情形，闡述其所造成與被授權人間議價能力失衡之現象，接著闡述其對交易關係的影響以及美國法上相應適用的法律原則之變化，最後針對台灣的現況做一說明並向企業提出策略上之建議。 第二章蒐集並整理國內外與「Patent Troll」相關問題的爭議及探討。首先針對智慧財產服務業(IP Service Corporation)及智財控股公司(IP Holding Company)等名詞作一基本介紹。次對「Patent Troll」之名詞、定義、由來及分類做一整理介紹，接著說明「Patent Troll」之特徵、功能及商業模式。最後則針對各方文獻對於專利管理流程以及企業營運策略等建議做一整理分析。 第三章針對「Patent Troll」此一名詞做全面性的介紹與探討。首先對「Patent Troll」的定義、名詞爭議、發展歷史及與類似名詞的區辨為一概括式的介紹，本文將「Patent Troll」定名為「專利地痞」，並認為分析特徵可歸納為下列七項，只有當七項特徵都符合時才是本文所指涉之專利地痞：（一）為專利權人的個人、獨立發明人或公司；（二）藉由購買專利（如MercExchange）或進行技術創新(如Lemelson)；（三）不製造生產產品；（四）非提供專利服務；（五）鎖定目標公司（Target Company）：該目標公司必須是獨立發明製造技術，真正使用該專利，欠缺專利授權，在商業上成功，並且出現且已投入不可回復的損害；（六）以訴訟與禁制令作為要脅；（七）以達和解授權以獲取權利金等創造利潤及策略布局。接著說明「Patent Troll」的分類，以掌握其可能存在的不同態樣，本文將專利地痞分類為「發明型」專利地痞」，以及「購買型」專利地痞。然後就其特徵、優勢及商業模式加以闡述，歸納出一些共通的特徵，本文認為專利地痞的商業模式可以分成下列幾個步驟，第一階段為累積專利期，第二階段為授權協商期，第三階段則為專利訴訟期。各階段之間有其前後順序，並且環環相扣，除了第一階段需投入成本外，另外兩個階段均以創造利益為最終目的。最後再就全球各主要國家關於「Patent Troll」的現況進行討論並提出結論，以此部分的撰寫與結論作為第四張及第五章關於法律面與管理面相關議題批評檢討的基礎。 第四章探討「Patent Troll」在美國法上涉及的相關法律爭議問題，期以此觀察緣起環境變遷的方式了解國內外法制環境的差異，並定位台灣在此一進程中所處之發展位置，以解析台灣關於「Patent Troll」此議題重視之必要與否以及應該採取的態度與方法。首先以美國法上針對「Patent Troll」此一議題在行政、立法和司法的變革為引，帶出此一議題影響層面的全面性。次專注於美國法上關於立法上「專利改革法案」對於解決「Patent Troll」問題所做的努力，如前已提及之專利先申請原則、專利侵權損害賠償計算基礎、惡意侵權損害賠償、專利核可後非經訴訟程序的異議制度（Post-Grant Opposition）和專利侵權訴訟管轄權等。接著以法院判決的變化演進，如前述主要提及之2006年eBay v. MercExchange一案中對於禁制令核發原則的確立、2007年KSR v. Teleflex一案中對於可專利性原則（Patentability）的解釋運用，2007年MedImmune,Inc. v. Genentech一案對於確認判決（Declaratory Judgment）行使範圍的解釋。2007年Microsoft v. AT&T 針對域外效力（Extraterritorial Impact）的確立，以及2007年In re Seagate一案對於惡意侵權(Willful Infringement)的認定等。最後針對個別修正法案或法院判決的變遷對專利地痞的影響做一說明。 第五章提出企業面對「Patent Troll」此一威脅時所能採取的因應策略。將以第三章所分析之專利地痞商業模式三步驟為本，針對專利地痞行使各該步驟時，企業可能採取的因應策略。第一階段的累積專利期，包含有專利資訊管理、專利購買與公司併購、延攬IP專業人才、保險分擔機制與提撥準備金、技術創新設計、專利交叉授權、專利策略聯盟、契約條款規劃和其他新型態的因應策略等；第二階段的授權協商期，包含有專利評估、和解授權，確認訴訟；第三階段的侵權訴訟期，則有專利訴訟程序、侵權認定程序、善用迴避設計、提出異議制度、提出專利再審查、慎選繫屬法院，以及採取團體訴訟以資因應等。期以一相關流程使企業得以瞭解其現階段落在何種情況時應採取何策略始得降低風險並妥善因應。 第六章為本論文之結論建議，結論部份，將前述第三章、第四章和第五章所提出之觀點作一概括性的總結。建議部分，即就我國產官學各界及現行法制面對「Patent Troll」問題可能適用之解決方式加以檢討並提出建議。 / In the knowledge-based economy era, intellectual property has become the focus of business management strategy. The concerns of intellectual property management extend from law and technology to management, market competitions, mergers and acquisitions, financial plans, and start-ups. The trends also bring forth a new breed of patent infringement plaintiffs, Patent Troll, who do not undertake R&D and purchase patents worldwide as their main profit and business strategy. Those patentees utilize litigation as measures to bargain with their “clients” to obtain loyalties. The issue of Patent Troll is influential in the Patent system. It rouses controversy in legal system and increase difficulty for industry in intellectual property management. Chapter I describes the main concern of this thesis, including new trends of patent litigation, new business model, and “Patent Troll.” The chapter will elaborate an imbalance of bargaining power between licensors and licensees cause by patent troll, the influences of patent troll to IP transactions, and the changes of legal principles under U.S. patent law and judicial decisions. The chapter will outline the current situation in Taiwan and propose some strategy to industries. Chapter II involves relating issues on "Patent Troll" in Taiwan and abroad. First, the chapter will introduce the definition of IP Service Corporation and IP Holding Company. Then the chapter will elaborates and discuss patent troll from the name, definition, classification, origin, features, functions and business models. At last, this chapter will analyze the patent managerial process and operating strategies for the industries. Chapter III focuses on a comprehensive introduction towards patent troll. First, the article elaborates the disputes on the definition, the term, the history and the differences between similar terms of patent troll. A Patent troll should meet all the following seven characteristics, (a) patent owner/independent inventor/company; (b) Compare purchase of rights (MercExchange for example) vs. invention (Lemelson for example); (c) Does not Make, Use, Sell, Offer to Sell, Or Import Patented Article/ Does not Use/Practice Patented Method; (d) no IP Service; (e) Target company (infringer): The target company must be an independent inventor of the technology, has real use of the patent, lacks of patent license, has successful business and devotes substantial investments; (f)Threat of litigation & Injunction; (g) Demand for licensing fee. Then the article describes the classification of patent troll in order to grasp the potential types of it. Patent troll in this chapter will be classified as "inventor" one and "purchaser" one. The business model of patent troll can be divided into three stages: (a) cumulative period ;(b) licensing and consolation period and (c) patent litigation period. The three stages are of time sequence and closely linked together. The “Patent Troll” needs to invest money only in the first stage and take profit creation as the ultimate goal in the other two stages. Finally, the chapter describes and discusses the developments and current status of patent troll in some major countries in the world. The observation and discussion will be served as the foundation for further discussion in the following chapters. Chapter IV focuses on the legal principle changes under U.S. patent system in three dimensions: administration, legislation and jurisdiction and illustrates the effects that occur to patent troll. The changes of administration focus on three parts: the limitation of continuation application, the limitation of divisional application and the limitation of claims. In legislation, the changes focus on “Patent Law Reform Act”, including the first-to-invent to first-to-file principle, the calculation basis of damages, enhanced damages, post grant review procedure, and venue and jurisdiction. The changes of jurisdiction focus on five verdicts and cases, eBay v. MercExchange, KSR v. Teleflex, MedImmune, Inc. V. Genentech, Microsoft v. AT & T, and In re Seagate. The chapter will elaborate the influences of those changes and decisions on the business model of patent troll. Chapter V proposes some possible solutions and strategies to industries when they are confronted with the threats of patent troll. This thesis takes the three stages of patent troll’s business model as a foundation and proposes the strategies for industries against patent troll during different stages. The strategies for first stage are IP information management, patent purchase, mergers and acquisitions of companies, IP professionals recruitment, insurance mechanism, technology R&D, patent cross-licensing, patent alliances, contract planning and other new types of strategies and so on. The strategies for the second stage include patent evaluation, authorization of reconciliation and declaratory judgment. The strategies in the third stage are patent litigation, infringement procedures, patent design around, patent re-examination, choose of venue and jurisdiction and group litigation. The thesis expect to enable industries to understand what stage they fall on and what strategies they can adopt, with the proposal of management procedure. Chapter VI will be the conclusions of this thesis and will include suggestions on the issue of patent troll to industries, government and academia.

本研究利用兩種時間關聯之操作式制約行為作業探討韁核的行為功能，一為區辨性增強低頻反應作業（簡稱DRL作業），另一為固定時距作業（簡稱FI作業）。本研究以神經毒素鵝膏蕈酸（ibotenic acid）破壞韁核的方式來測試大白鼠受試在上述行為作業之不同歷程的影響效果，包含習得歷程、行為表現階段以及已習得後轉換得酬賞之反應標準等三個階段。實驗一的結果顯示破壞韁核對於DRL作業的習得歷程具有明顯的影響，其影響效果在DRL短時距作業中造成無法以有效率的壓桿反應模式獲得酬賞；反之，破壞操弄的效果並不影響FI長與短時距作業的習得歷程。實驗二的結果顯示破壞韁核並不影響已習得的DRL作業與FI作業的行為表現，兩項作業的實驗組受試皆能維持穩定的行為反應模式且與控制組無明顯差異。實驗三對已習得的DRL行為進行時距參數的轉換（含調高及降低兩部份），結果顯示破壞韁核之操弄並未明顯的影響這項轉換新的時距之作業要求，但實驗組受試的確比控制組較遲緩達到新的時距要求。綜合而言，本研究以專屬性較高的神經毒素破壞韁核，用較多元指標的行為分析方式探討韁核的行為功能；其結果發現韁核參與DRL行為內含的區辨學習與對於錯誤偵測的負向迴饋，這些功能是需要透過韁核與其他中腦及邊緣系統的組織互動。 / This study examined the function of habenula (Hb) by two kinds of operant conditioned behavior tasks based on temporal contingency, including the differential reinforcement of low-rate responding (DRL) task and fixed-interval (FI) task. The effects of Hb lesion induced by neurotoxin ibotenic acid were examined at the different stages of operant conditioned behavior, including acquisition, performance, and transition stages. The results showed that bilateral lesions of Hb did not affect the locomotor activity and the basic lever-pressing. In Experiment 1, Hb lesion group had less reinforced responses and lower peak time indicating the deficits of acquisition of the DRL task. In contrast, the same lesion manipulation on the FI task did not produce any difference between the lesion group and the control group. The data of Experiment 2 showed that Hb lesion did not significantly affect the learned behavior maintained on DRL-10s or FI-30s schedule. In Experiment 3, Hb lesion produced a subtle, but not significant, impairment on behavioral transition from a learned interval to a newly-set interval (upward or downward). The lesioned subjects made a slower transition than the controls. In conclusion, these data suggest that the function of habenula is involved in discrimination learning and error detection for acquiring DRL behavior. However, it is likely that these Hb functions have to rely upon dynamic relationship between Hb and other midbrain limbic systems.

透過神經科學的研究，對於大腦的行為功能已有一定的認識，不同於以往的認識，目前認為神經行為機制不只由單一腦區或單一神經化學系統所調控。深部大腦電刺激經常被用來研究特定腦區的行為功能。但是，深部大腦電刺激的作用機制仍然不清楚。最近幾年臨床研究發現，利用電刺激在側韁核成功的治療憂鬱症患者。然而，目前認為側韁核與多巴胺系統互為負回饋作用，共同參與在動機行為的酬賞反應中。本實驗室先前的研究顯示，破壞韁核造成區辨性低頻操作式制約行為 (簡稱DRL行為)學習的障礙，然而，電刺激在側韁核造成DRL行為表現的結果還是未知的。所以，本實驗主要以電刺激在側韁核觀察大鼠行為上的改變，探討側韁核在行為上參與的功能。實驗一的結果顯示電刺激在側韁核並不影響自發性運動能力，在不同電流強度的刺激下也不會影響。實驗二的結果顯示電刺激在側韁核造成DRL 15秒的行為有類安非他命效果之行為表現，在高頻率電刺激有較顯著類安非他命的效果。實驗三的結果顯示電刺激在側韁核造成DRL 15秒的行為之影響，會被多巴胺受體抑制劑所抵消，而單獨注射巴胺受體抑制劑並不影響DRL 15秒的行為。實驗四的結果顯示電刺激在側韁核造成DRL 15秒的行為之影響，不會被正腎上腺素受體抑制劑所抵消。實驗五的結果顯示電刺激在側韁核造成DRL 72秒的行為之影響並不如DRL 15秒的行為顯著。實驗六的結果顯示電刺激在側韁核並不會造成大鼠無法區辨酬賞的量。綜合而言，側韁核在動機行為的角色，是透過影響多巴胺系統造成行為的改變。 / Behavioral function of the brain has been studied in neuroscience and progressively accumulated informative data to reveal the neurobehavioral mechanisms. It is now realized that those underlying mechanisms of behaviors is not as such simple as previous thought of limiting only in one locus of the brain or solely by one neurochemical system. The deep brain stimulation is usually used to study the behavioral function of specific brain regions. However, the mechanism of the deep brain stimulation is still unclear. The previous study has shown that electrical stimulation of the lateral habenula (LHb) successfully treated depression symptoms in the patients. It is proposed that an inhibitory role of LHb on the mibrain dopamine (DA) system which mediates the reward-related behavior. A previous study of this lab showed that lesion of habenula impaired the acquisition of differential reinforcement of low-rate responding (DRL) behavior. But, the effect of LHb stimulation on the DRL behavior is still unclear. To determine the functions of LHb involving in the behavior, the electrical stimulation was applied in LHb to observe the behavioral change of rats. The results of Experiment 1 showed that the LHb stimulation had no effect on locomotor activity. In Experiment 2, the LHb stimulation was shown to affect DRL 15-s behavior, which effects were similar to those affected by amphetamine. Experiment 3 showed that the DA receptor antagonists reversed the effects of LHb stimulation, while experiment 4 showed that norepinephrine (NE) receptor antagonists had no reversal effect on DRL 15-s behavior. In Experiment 5, the amphetamine-like behavior induced by LHb stimulation had subtle effects on DRL 72-s behavior. Experiment 6 showed that the LHb stimulation had no effect on a discrimination task. These data suggest that the LHb modulating DRL behavior is DA-dependent.

Объектом исследования была психологическая готовность к организационным изменениям. Предметом исследования стало самоотношение сотрудников как фактор психологической готовности к организационным изменениям на одном из предприятий г. Нижнего Тагила, в условиях проводимых перемен. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (61 источник) и приложений, включающих в себя бланки применявшихся методик и графические материалы по описательной и корреляционной статистике. Объем магистерской диссертации 88 страниц, на которых размещены 16 рисунков и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы на тему понятия психологической готовности к организационным изменениям. Рассмотрены методологические подходы к изучению самоотношения как фактора психологической готовности к организационным изменениям и методики, применяемые для оценки и диагностики готовности к изменениям. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Во второй главе содержатся материалы по эмпирической части исследования. В ней представлено описание организации, выбора методов проведенного исследования и результатов, полученных по всем использованным методикам: тесту – опроснику самоотношения В.В. Столина и С.Р. Пантилеева, русскоязычной версии методики «Готовность к организационным изменениям Д. Холта (в адаптации Е.А. Наумцевой) и опроснику «Стили реагирования на изменения» Т.Ю. Базарова и М.П. Сычевой. Также в главе представлены результаты описательной и корреляционной статистики и сравнительный анализ полученных данных. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was psychological readiness for organizational changes. The subject of the study was the self-attitude of employees as a factor of psychological readiness for organizational changes at one of the enterprises of Nizhny Tagil, in the conditions of ongoing changes. The master’s final qualifying work consists of an introduction, two chapters, a conclusion, a list of references (61 sources) and appendices, including forms of applied methods and graphic materials on descriptive and correlation statistics. The volume of the master's thesis is 88 pages, which contain 16 figures and 11 tables. The introduction reveals the relevance of the research problem, the elaboration of the problem, sets the purpose and objectives of the study, defines the object and subject of the study, formulates hypotheses, specifies methods and empirical base, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the concept of psychological readiness for organizational changes. Methodological approaches to the study of self-attitude as a factor of psychological readiness for organizational changes and methods used to assess and diagnose readiness for change are considered. The conclusions of the first chapter are the results of the study of theoretical material. The second chapter contains materials on the empirical part of the study. It describes the organization, selection methods, research and results obtained for all used methods: the test – questionnaire of self-evaluation V. V. Stolin and S. R. Pantileev Russian version of the methodology of "Readiness for organizational change D. Holt (in the adaptation of E.A. Naumtseva) and questionnaire "Styles of responding to change" T.Yu.Bazarov and M. P. Sycheva. The chapter also presents the results of descriptive and correlation statistics and a comparative analysis of the data obtained. The conclusions of Chapter 2 include the main results of an empirical study. In conclusion, the results of the theoretical and empirical parts of the work are summarized, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for further development of this problem are described.