Title: Comparing nanotechnology landscapes in the US and China: a patent analysis perspective
The United States (US) and the People’s Republic
of China (China) have the most patents in nanotechnology
in their own depositories and overall in the
international depositories. This paper compares nanotechnology
landscapes between 2001 and 2017 as
reflected in the United States Patent and Trademark
Office (USPTO) and China National Intellectual Property
Administration (CNIPA). It presents the evolution
of nanotechnology patent development in the US and
China, the differences between nanotechnology topics
addressed in the USPTO and CNIPA patents, key
players in nanotechnology fields in both domestic and
foreign markets, and the player collaboration patterns.
Bibliographic, content, and social network analyses are
used. The longitudinal changes of granted patents and
ranked countries, patent families, technology fields, and
key players in domestic and overseas markets are
outlined. Collaboration networks of assignees and the
influential players have been identified based on network
parameters. Results show that the US market
attracts more international collaborations and has a
higher level of knowledge exchange and resource sharing
than the Chinese market. Companies play a vital role
with regard to US nanotechnology development,
resulting in more within-industry collaborations. In contrast,
universities and research institutes are the dominant
contributors to China’s nanotechnology development,
leading to more academia-industry collaborations
in China’s market. more »« less
Harris, Dylan M; McCarthy, James(
, Environment and Planning E: Nature and Space)
null
(Ed.)
China is positioning itself as a global leader in both renewable energy research, development, and deployment, and fossil fuel investment, exploration, and consumption. The newly merged mega-company, China Energy Investment Corp., has agreed to invest an unprecedented $83.7 billion into shale gas, power, and chemical projects in West Virginia. This decision comes after a visit to China by the United States’ President Trump, during which he secured professed commitments for over $250 billion in energy investments across the United States. While investment and dispossession in Appalachia have long been international in scope, the scale of this investment, as well as its particular political-historical context, makes this case unique. This paper analyzes two key processes central to this conjuncture in West Virginia’s recent history. First, building on recent scholarship, it argues that the ways in which the social and environmental costs of meeting China’s energy needs are increasingly being externalized into global “sacrifice zones” at global scales, even as China is making massive domestic investments in renewable energy, may constitute a sort of regional “socioecological fix” to the environmental effects of capitalist development. Second, via a consideration of Gaventa’s classic and more recent analyses of power and powerlessness in an Appalachian coal community, it explores why and how political assent to such development—which seems to reprise so many historical patterns that local critics decry—is secured in West Virginia. In doing so, it pays particular attention to the ways in which these familiar processes are playing out in a distinctive contemporary context, one characterized by a combination of populist and authoritarian politics that, in the United States, have touted false promises to “bring back coal” and rejuvenate a struggling local economy, and in China have led an authoritarian state to maintain economic growth for the nation at all costs.
Ellwood, Elizabeth R.; Bentley, Andrew; Buschbom, Jutta; Hardisty, Alex; Mast, Austin; Miller, Joe; Monfils, Anna; Nelson, Gil; Paul, Deborah L(
, Biodiversity Information Science and Standards)
International collaboration between collections, aggregators, and researchers within the biodiversity community and beyond is becoming increasingly important in our efforts to support biodiversity, conservation and the life of the planet. The social, technical, logistical and financial aspects of an equitable biodiversity data landscape – from workforce training and mobilization of linked specimen data, to data integration, use and publication – must be considered globally and within the context of a growing biodiversity crisis. In recent years, several initiatives have outlined paths forward that describe how digital versions of natural history specimens can be extended and linked with associated data. In the United States, Webster (2017) presented the “extended specimen”, which was expanded upon by Lendemer et al. (2019) through the work of the Biodiversity Collections Network (BCoN). At the same time, a “digital specimen” concept was developed by DiSSCo in Europe (Hardisty 2020). Both the extended and digital specimen concepts depict a digital proxy of an analog natural history specimen, whose digital nature provides greater capabilities such as being machine-processable, linkages with associated data, globally accessible information-rich biodiversity data, improved tracking, attribution and annotation, additional opportunities for data use and cross-disciplinary collaborations forming the basis for FAIR (Findable, Accessible, Interoperable, Reproducible) and equitable sharing of benefits worldwide, and innumerable other advantages, with slight variation in how an extended or digital specimen model would be executed. Recognizing the need to align the two closely-related concepts, and to provide a place for open discussion around various topics of the Digital Extended Specimen (DES; the current working name for the joined concepts), we initiated a virtual consultation on the discourse platform hosted by the Alliance for Biodiversity Knowledge through GBIF. This platform provided a forum for threaded discussions around topics related and relevant to the DES. The goals of the consultation align with the goals of the Alliance for Biodiversity Knowledge: expand participation in the process, build support for further collaboration, identify use cases, identify significant challenges and obstacles, and develop a comprehensive roadmap towards achieving the vision for a global specification for data integration. In early 2021, Phase 1 launched with five topics: Making FAIR data for specimens accessible; Extending, enriching and integrating data; Annotating specimens and other data; Data attribution; and Analyzing/mining specimen data for novel applications. This round of full discussion was productive and engaged dozens of contributors, with hundreds of posts and thousands of views. During Phase 1, several deeper, more technical, or additional topics of relevance were identified and formed the foundation for Phase 2 which began in May 2021 with the following topics: Robust access points and data infrastructure alignment; Persistent identifier (PID) scheme(s); Meeting legal/regulatory, ethical and sensitive data obligations; Workforce capacity development and inclusivity; Transactional mechanisms and provenance; and Partnerships to collaborate more effectively. In Phase 2 fruitful progress was made towards solutions to some of these complex functional and technical long-term goals. Simultaneously, our commitment to open participation was reinforced, through increased efforts to involve new voices from allied and complementary fields. Among a wealth of ideas expressed, the community highlighted the need for unambiguous persistent identifiers and a dedicated agent to assign them, support for a fully linked system that includes robust publishing mechanisms, strong support for social structures that build trustworthiness of the system, appropriate attribution of legacy and new work, a system that is inclusive, removed from colonial practices, and supportive of creative use of biodiversity data, building a truly global data infrastructure, balancing open access with legal obligations and ethical responsibilities, and the partnerships necessary for success. These two consultation periods, and the myriad activities surrounding the online discussion, produced a wide variety of perspectives, strategies, and approaches to converging the digital and extended specimen concepts, and progressing plans for the DES -- steps necessary to improve access to research-ready data to advance our understanding of the diversity and distribution of life. Discussions continue and we hope to include your contributions to the DES in future implementation plans.
International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses.
International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses.
International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses.
Wu, L., H., Chen, and and Roco, M. Comparing nanotechnology landscapes in the US and China: a patent analysis perspective. Retrieved from https://par.nsf.gov/biblio/10158271. Journal of nanoparticle research .
Wu, L., H., Chen, & and Roco, M. Comparing nanotechnology landscapes in the US and China: a patent analysis perspective. Journal of nanoparticle research, (). Retrieved from https://par.nsf.gov/biblio/10158271.
Wu, L., H., Chen, and and Roco, M.
"Comparing nanotechnology landscapes in the US and China: a patent analysis perspective". Journal of nanoparticle research (). Country unknown/Code not available. https://par.nsf.gov/biblio/10158271.
@article{osti_10158271,
place = {Country unknown/Code not available},
title = {Comparing nanotechnology landscapes in the US and China: a patent analysis perspective},
url = {https://par.nsf.gov/biblio/10158271},
abstractNote = {The United States (US) and the People’s Republic of China (China) have the most patents in nanotechnology in their own depositories and overall in the international depositories. This paper compares nanotechnology landscapes between 2001 and 2017 as reflected in the United States Patent and Trademark Office (USPTO) and China National Intellectual Property Administration (CNIPA). It presents the evolution of nanotechnology patent development in the US and China, the differences between nanotechnology topics addressed in the USPTO and CNIPA patents, key players in nanotechnology fields in both domestic and foreign markets, and the player collaboration patterns. Bibliographic, content, and social network analyses are used. The longitudinal changes of granted patents and ranked countries, patent families, technology fields, and key players in domestic and overseas markets are outlined. Collaboration networks of assignees and the influential players have been identified based on network parameters. Results show that the US market attracts more international collaborations and has a higher level of knowledge exchange and resource sharing than the Chinese market. Companies play a vital role with regard to US nanotechnology development, resulting in more within-industry collaborations. In contrast, universities and research institutes are the dominant contributors to China’s nanotechnology development, leading to more academia-industry collaborations in China’s market.},
journal = {Journal of nanoparticle research},
author = {Wu, L. and H., Chen and and Roco, M.},
}
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