“人肉搜索”的反思

本文从大量网络“人肉搜索”案例入手,分析了“人肉搜索”的利弊,从而得出对于“人肉搜索”的态度：少一分鲁莽,多一份冷静。     

应用型人才需求调查及高职院校培养机制改革探讨——以四川省为例

本文以四川职业技术学院学生就业企业应用型人才需求调查为基础,系统归纳并分析了四川省工业化进程中应用型人才需求变化趋势和企业人才评价指标体系,对四川省内企业,特别是加工制造业应用型人才需求结构变化作出预测。针对应用型人才需求及其结构变化,提出了高职院校应用型人才培养机制改革意见。     

新生代农民工继续教育需求与虚拟学习社区构建

新生代农民工作为城市化进程中涌现的特殊群体,是城市经济建设的主力军,为城市发展做出了重要贡献。但实证调查发现,他们存在受教育年限短、专业技能水平偏低以及教育供需矛盾等问题,在教育等社会资源的获取上处于弱势地位。因此利用网络信息技术构建一个面向新生代农民工的开放、共享的虚拟学习社区,为其提供适宜的教育资源,帮助他们实现职业层级和经济等级的“上升流动”,已成为理论与实践发展的共同需求。而在构建面向新生代农民工的虚拟学习社区时,应注意在实践上从外部获取有利的社会支持;运行上建立技术硬环境和文化软环境的支撑;参与上构建教师与学生的学习共同体,强调交互性学习;创新上实现新生代农民工网络虚拟教育的认可与衔接。     

消费理论的发展及其对我国扩大内需的启示

在我国，对GDP增长贡献最大的是消费，因此面对当前全球经济低迷、出口减少的形势，扩大国内需求十分重要。本文从消费理论的发展出发，对西方消费理论作了简要介绍，并对我国目前消费需求不足的原因进行了多方面的分析，最后提出了相应的建议。     

论网络隐私权的法律保护

计算机信息网络技术的发展使得网络空间的个人隐私权受到前所未有的严峻挑战,我国要把保护网络隐私权提到立法日程上来,借鉴国外先进经验并结合我国现状,构建法律保护机制。本文对网络时代隐私权法律保护的前景作了一些粗浅的探讨。     

电子商务消费者隐私问题研究

随着电子商务的应用和普及,消费者在网上的个人隐私权保护问题受到关注,如何加强对消费者网上个人隐私权的保护,成为电子商务发展道路上的一大难题。从电子商务隐私权的定义以及产生的原因分析出发,探讨消费者在电子商务中的隐私权保护内容和解决对策,可望为我国电子商务的健康发展提供借鉴与参考。     

对人工智能在教育中应用的批判与主张

人工智能应用始终无法逾越技术乐观主义、悲观主义、“转化”主义的藩篱,进而堕入了教育应用中的“盲区”“禁区”“误区”。因此,目前人工智能教育应用的三种错误取向还需从批判的视角审视,进而人们应充分认识工具的意向结构,极力抵制坠入历史的虚无之中,拒绝陷入随意转化的虚假幻想。对人工智能教育应用的三点批判体现在忽视了师生的真实需求,漠视了培养完整的人的意义,轻视了人的存在价值。人工智能人文观是以辩证唯物主义为基础提出的教育主张。由此,人工智能教育的相关者必须要认识到人文主义的合理性论点,将人始终视为教育活动中的核心所在,继承“天人合一”的中国优秀传统文化,才能以智识的人文精神气质在教育活动中应用人工智能。     

人力资源:推动城市社区建设的关键

城市社区的建设离不开人的参与，而随着“单位人”向“社会人”的转化，群体性社会人群在社区中的作用日渐变现。因此，社区人力资源的协调与整合，人力资源力量的充分发挥是推动城市社区建设和发展的不可忽视的重要力量。     

人肉搜索侵害人格利益之请求权研究

信息披露和后续侵害是人肉搜索中的核心法律问题,在私法上主要涉及到对人格利益的侵犯。在我国现行人格权法体系下,基于名誉权、肖像权的救济具有局限性,基于隐私权的救济则更具普适性。现行法上对隐私利益的二元保护模式构成了对人内搜索侵犯人格利益之主要救济方式。     

个性特征变量对隐私关注影响的实证研究

信息隐私风险是阻碍网络用户自愿暴露信息的主要原因之一。为帮助政府和企业制定合理而有效的政策保护消费者个人隐私,减低隐私顾虑。文章在西方已有研究的基础上,对我国网络用户的隐私关注程度进行测度,并运用性别差异等理论,考察了个性特征变量对隐私关注的影响。实证研究结果显示,女性的信息控制权感知水平高于男性,受教育水平越高对信息被收集的担忧程度越高,网龄越长隐私关注程度、控制权感知和信息被收集的担忧程度反而越低。最后,总结了本研究的学术贡献并向实践者提供了指导性的建议。     

ε-inclusion: privacy preserving re-publication of dynamic datasets

This paper presents a novel privacy principle,ε-inclusion,for re-publishing sensitive dynamic datasets,ε-inclusion releases all the quasi-identifier values directly and uses permutation-based method and substitution to anonymize the microdata.Combined with generalization-based methods,ε-inclusion protects privacy and captures a large amount of correlation in the microdata.We develop an effective algorithm for computing anonymized tables that obey the ε-inclusion privacy requirement.Extensive experiments confirm that our solution allows significantly more effective data analysis than generalization-based methods.     

‘It's the best job in the world,but one of the hardest,loneliest, most misunderstood roles in a school.’ Understanding the complexity of the SENCO role post-SEND reform

In schools, the Special Educational Needs Coordinator (SENCO) could be considered a key policy implementer of special educational needs and inclusive policy. Issues related to time, status and the effective facilitation of the SENCO role have been reported on extensively, yet literature has predominantly focused on the role prior to the introduction of the Special Educational Needs and Disability (SEND) reforms in 2014. This paper reports on research which explored the SENCO role post-reform. The research aimed to understand how widely the role varied across differing educational settings and phases, whilst also exploring the breadth and depth of the role, post-SEND reform. The research design was mixed methods and had two phases: online focus groups (n = 15), followed by a national online survey (n = 1903). The findings suggest that the facilitation of the SENCO role remains problematic post-reform. Constraints include the time to undertake responsibilities, the increasing breadth of the role and how the role is understood by others. This combined with increased external bureaucracy, budgetary constraints and a lack of consistency nationally has led to a situation where only approximately one-third of SENCOs intend to remain in the role in five years’ time.     

Meeting the needs of children with specific speech and language difficulties

Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies.     

English Language Assistance Needs of Chinese Students

It is known that the IELTS test has not been a good predictor of English capability in academic settings. More information is required. Are students not motivated to keep improving their English; what obstacles do they face? The English language issues facing international students from China at one University are explored through a survey and focus groups. It is observed that a lack of motivation is not the key factor. Rather one core problem is the very difficult demands of acculturation within a short time frame which would enable confidence for the students to continue to engage with other English speaking students. When faced with such immediate and hard to achieve acculturation, many retreat to their language groups. In the academic context, support for the transition to discipline based academic genres is double difficult as the time frame for second language learners is longer, but performance requirements are more immediate. Many first language students also have difficulties in this area, but have the easier language path to mastery. The study draws usefully on a comparison made with students studying English in China.     

析隐私权保护在网络空间中的反映

随着信息技术的快速发展,网络已经渗透到社会的各个领域,人与人之间的交往在某些层次超越了物理世界的局限,而进入了另一个更强调个性化、自由化的空间,而与之相对的是,个人的私人空间在技术的发展下越来越狭小,如何在信息时代尤其是在虚拟的网络空间中保持个人隐私不受他人的非法干涉,是各国立法的新领域,尤其对于没有隐私立法传统的我国,更是一个挑战,也是我国适应时代要求的必然反应。     

从学生需求角度看大学英语教学多元评价体系构建——以漓江学院为例

通过访谈法和问卷调查法从技能需要和提升技能遇到的主要困难,主要包括听、说、读、写四方面遇到的需求和困难以及对当前课堂教学和评价体系的需求的角度来了解漓江学院非英语专业学生对英语学习的需求.通过对收集数据的分析,并依据建构主义学习理论和多元智能理论,探讨基于需求分析的大学英语教学多元评价体系构建,期望对外语教学中评价的实施带来一定借鉴.     

对当代大学生的需要探析

随着社会主义市场经济的推行和国际国内形势的深刻变化,高校出现了许多新情况、新变化,这些情况和变化促使当代大学生价值选择出现多元化、需要层次出现多样性。如何根据当代大学生的需要,因势利导,有的放矢地实施教育,使其在原有基础上朝着高一层次目标进步,这是高校思想政治教育工作者关注的问题。