加强流通管理 提升图书馆服务水平

流通部是图书馆的＂窗口＂,提高流通管理与图书馆服务水平至关重要。加强流通馆藏建设与管理,建立健全管理机制规章制度,提高馆员的管理能力,加强读者管理,是提升图书馆服务水平的必由之路。     

加强流通建设 拓宽服务领域——关于高校图书馆流通工作的几点思考

本文以强化高校图书馆流通工作的意义为切入点,分析当前图书馆流通部管理工作中存在的问题及解决对策,最后对如何加强高校图书馆流通建设,拓宽服务领域的措施进行了分析探讨,旨在改善高校图书馆流通工作现状,为其高层次和高水平的发展奠定坚实基础.     

浅谈高校图书馆流通部团队建设

在快速发展的信息社会里,读者的需求越来越高,给高校图书馆流通部的工作带来极大挑战,流通部应采取多种措施,加强团队建设,提升馆员的素质,提高流通部的工作绩效,从而适应时代的发展。     

提升图书馆流通部服务工作质量的措施

图书馆是高校图书信息资源中心,是学校教学和科研工作的重要组成部分。只有努力提高图书馆流通部工作人员素质和服务能力,加强信息反馈,提高馆藏质量,加强规范化管理,提高服务质量,才能做好图书馆流通部服务工作。     

优化创新服务,提升独立学院图书馆流通部建设浅析——以福建师范大学闽南科技学院图书馆为例

图书馆流通部工作是图书馆面向读者服务的重要环节,直接面对读者,是与读者服务联系最密切的窗口之一。本文就独立学院图书馆流通部工作中存在的问题进行分析,优化创新服务,针对独立学院图书馆流通部建设提出可行的对策和设想。     

图书馆流通部服务工作刍议

流通部是图书馆服务的重要窗口,是联系图书馆和读者的桥梁与媒介,是图书馆工作质量和服务效果的直接体现.文章分析了高校图书馆流通部读者服务过程中存在的问题,并提出了为了提高流通部的工作效率和服务质量应对馆员进行一流培训和全员教育、优化图书馆专用基础设备、与学生加强沟通、树立全心全意为读者服务的思想等一系列图书馆读者服务工作的举措.     

高校图书馆流通部应有的服务工作

图书馆流通部是图书馆的前沿阵地,是图书馆的核心。本文从更新观念,加强书库服务工作的管理,提高流通管理人员素质等诸方面论述如何搞好流通服务工作。     

新时期数字化背景下流通阅览部的管理创新

随着网络技术、信息技术的快速发展,图书馆网络化和数字化建设也不断推进,这就对图书馆工作提出了更高的要求。流通阅览部是图书馆的重要服务窗口,所以,流通阅览部工作是图书馆工作的重要内容,做好这项基础性工作对于图书馆的工作效率和服务质量的提高具有重要作用,本文主要对新时期数字化背景下流通阅览部的管理创新提出了自己的看法。     

基于DEA的高校图书馆流通部人员绩效考评研究

高校图书馆是一个知识存储和开发的机构,同时又是一个信息咨询与决策的机构,为高校的教学和科研服务。而流通部恰似一座桥梁,它起着联系广大读者和图书馆的作用,因此流通部工作人员工作质量的好坏直接影响到图书馆的建设和声誉。本文在研究高校图书馆流通部人员绩效考评现状基础上,针对存在的问题,尝试运用DEA综合评价方法,对高校图书馆流通部人员绩效考评进行定量分析。     

如何提高高校图书馆流通服务质量

图书馆流通部是直接面对读者的第一线岗位,是图书馆的主要窗口。如何提高流通部服务质量,本文从工作人员要有高度的责任心、加强工作人员素质的培养以及库室服务工作的管理等三个方面进行了阐述。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.