公路隧道养护管理系统的设计和开发(英文)

为了解决在现代交通快速发展的背景下如何利用现代化信息技术实现公路隧道养护和管理的迫切需求,且达到在保证交通顺畅的前提下实现公路隧道费用效益最优化的原则,设计了公路隧道养护管理系统的总体框架和各个模块.首先,根据专家调查和咨询,建立了公路隧道状况评价指标体系.然后,介绍了公路隧道的病害、养护措施以及病害和养护措施之间的多对多关系.根据隧道管理者的不同决策需求,提出了3种基于整数规划的决策模型.最后,展望了系统的进一步发展和实现前景.所得到的研究成果将为隧道的研究和工作者提供参考.     

浅谈高校计算机实训室的管理与维护

随着计算机教育的日益普及和计算机网络的迅速发展,高校计算机实训室的数量不断的增加,这使得计算机实训室的管理和维护成了一个重要的问题。本文分析高校计算机实训室在管理与维护中所存在的问题,从实训室的安全管理、硬件维护和软件维护三个方面出发,针对计算机实训室的管理与维护工作提出可行的管理措施。     

Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques

This paper analyses student cross-assessment with a gender perspective in three different courses along several academic years in an engineering school in Spain. The aim of this study is to contribute to a wider understanding of the hidden effect of gender in higher education by testing if gender has any effect on the way students assess others and themselves. Previous research has demonstrated sex differences in self-image and self-confidence, which are both closely related to self-esteem and same- and other-sex esteem. It follows that gender effects might be expected in investigations on peer and self-assessment (PSA), as both techniques are closely linked to self-image and self-confidence. But a critical review of the literature on PSA with a gender perspective reveals that findings on this field are inconclusive, thus more research is needed. The analysis of the results of our study reveals that women judge themselves too harshly. As the literature on PSA does not show great concern for gender issues, some tentative suggestions are proposed to support PSA with gender-awareness sessions.     

试析书标在图书管理中的用途及维护

随着经济的迅速发展,人们对图书的需要也越来越大.面对庞大的图书管理工作,单纯地依靠人为管理,不仅管理效率得不到保障,同时还会浪费大量的管理时间.书标作为图书管理中的重要组成部分,在实际应用中,能够有效地提高图书管理效率,规范图书管理活动,使其在节省管理时间的同时,还能推动图书馆的发展.在此,本文针对书标在图书管理中的用途及维护,作以下论述.     

Self-assessment of self-assessment in a process of co-teaching

The present paper engages in a qualitative research of self-assessment of two lecturers and their students within the framework of a mathematics teaching seminar course (a course during which students submit a research final work) at a teachers’ training college in Israel. Two lecturers co-teach in the course – one of them in the discipline of mathematics and the other in the discipline of academic literacy. The study explores the development process of this experience in the course of one academic year. Data were gathered by means of observations, interviews and reflection records, and the data analysis was done by the ‘grounded theory’ method. The research findings indicate that the self-assessment experience of students is far from being faultless.     

浅谈多媒体教室管理与维护

随着高校多媒体教室日益普及,管理和维护的问题日渐突出.本文从设备、人员和制度方面阐述了多媒体教室应如何管理和维护以及今后的发展方向.     

The EFQM self-assessment processes in HEIs in Spain and in Jordan

The purpose of this paper is to compare the European Foundation for Quality Management （EFQM） self-assessment model in higher education institutions （HEIs） in Spain and in Jordan. Case study methodology on eight services provided by a public university in Spain and seven services provided by one public university and one private university in Jordan is used. The findings show the steps that an administrative service may follow in order to apply the questionnaire approach to conduct self-assessment in a successful manner and the difficulties, benefits and success factors in both countries by comparing the results. This paper provides lessons for decision makers and managers of other universities in developing countries, who wish to perform an exercise in self-assessment using a questionnaire approach.     

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.     

高校计算机实验室的管理与维护探讨

高校计算机实验室在应用型人才培养中起到了十分重要的作用,实验室的管理及设备的维护则是提高实验教学质量的关键。结合多年工作经验,对当前实验室现状进行分析,从计算机软硬件维护及机房制度、设备、人员的管理等方面进行一些探索与总结。     

论高校计算机实验室管理与维护

结合工作实际,介绍了高校计算机实验室的管理办法、一般的维护知识和巧用Ghost进行软件维护的详细步骤,帮助管理人员提高工作效率,确保实验室设备安全、稳定地运行。     

高校仪器设备维修管理研究

在"充分发挥使用效益"成为高校仪器设备管理主要目标的背景下,如何通过科学合理的维护和维修确保大型贵重仪器设备的正常运行,是当前设备管理的重要内容之一。从设备维修的基础内容出发,分析了当前高校仪器设备维修工作中存在的问题,并结合实际提出相应的建议和措施。     

计算机机房科学管理和维护的探讨

机房是高校培养学生实践能力的重要场所,阐述了机房管理和维护中常遇到的问题,提出了相应的解决办法。     

高校培训专用机房管理与维护策略

许多高校都有培训专用的计算机机房,专用机房不同于普通的开放型机房,它具有参培人员复杂、教师机与学生机交互、网络的随时控制等特点,因此也会引起相应管理和维护上的问题。针对这些特点和问题,提出了一些可行性解决策略。     

健康维护理论与现代设备管理关系的研究

针对目前国内设备维护管理的发展现状,提出采用健康维护的基本思想来实现设备的科学管理。论文探讨了设备的健康状态评价、健康维护策略等基本问题,阐述了健康维护与现代设备管理之间的联系,指明了设备管理的实质就是产品的质量管理,并强调分析了设备的选型、安装调试等前期管理。最后指出实施规范化的操作是最好的设备维护管理方式之一。     

学校机房管理与维护方法探讨

随着计算机技术的不断发展与普及,计算机教育成了素质教育的重要组成部分。在此背景下,机房的使用日趋频繁,再加上其他各方面因素的影响,学校机房管理与维护正在面临各种各样的难题。本文将针对学校机房管理与维护方法展开探讨,旨在营造一个良好的机房环境,从而提高计算机教学质量。     

浅谈多媒体教室的管理和维护——以武夷学院为例

随着高校多媒体教室日益普及,管理和维护的问题日渐突出。本文结合我校的实际情况,从多媒体教室的建设、管理和维护等方面,对高校多媒体教室的管理运行模式进行探讨。     

Situating power potentials and dynamics of learners and tutors within self-assessment models

Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices.     

Exploring academic achievement in males trained in self-assessment skills

This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school leaving cohort in a small Caribbean country. Academic achievement was examined in all subjects taken by participants at a regional examination. Examination results indicate that males who were formally trained in self-assessment skills outperformed their untrained male counterparts. Implications for teaching and learning are explored and several practical suggestions are offered.     

Accuracy in student self-assessment: directions and cautions for research

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the validity of assessment interpretations, and research into the human ability to self-evaluate work raises concerns about the quality of students’ judgements, it is sensible to investigate the accuracy of students’ self-assessments. This article reviews relevant literature from educational psychology and psychometrics to define the need for a better understanding of accuracy in self-assessment as well as to identify possible pitfalls in measuring accuracy that could undermine its effectiveness by, for example, trading the focus on formative feedback for summative scoring or rating. The article concludes with recommendations for the design of research on accuracy in self-assessment.     

Optional self-assessment: some tensions and dilemmas

Self-assessment is promoted as an ideal form of assessment, particularly for adult learners as they need to be able to make judgements about how well they are doing something – whether it is related to learning, work or social interactions. However, there is also opposition to summative self-assessment on the grounds that students cannot validly and reliably assess their own work. At Massey University students enrolled in adult education qualifications are offered the opportunity to self or peer assess. This small-scale project investigated 472 student responses to self-assessment in this context. Findings show that 38% self-assessed by making comments on their work, and 25% awarded themselves a grade. A statistical analysis showed there was no significant difference (p > .01) between the self-assessed and teacher-assessed grades. Data also showed that higher achieving students tended to underrate and lower achieving to overrate. However, it is suggested that this may be a function of the grading scale rather than necessarily reflecting students’ capability to self-assess. Some tensions and dilemmas around optional self-assessment are identified and discussed.