基于MDF-Nearest算法的轨迹隐私保护方法

传统轨迹匿名方法在匿名集生成时没有考虑用户多种特征属性,在信息攻击下无法有效保护真实位置;在轨迹形成方面因没有将余弦角度和轨迹间距离作为形成的依据,导致某些虚假轨迹无法有效保护真实轨迹。为改善以上问题,构建一种依据用户多重特征信息构建的匿名集以保证匿名有效性;采用协作用户的真实轨迹并计算相似性,从而生成虚假轨迹相似性高的MDF-Nearest算法。实验结果表明,该方法随着k值的变大与生成轨迹数量的增多,隐私保护效果逐渐改进;与传统k匿名方法相比,该算法时间开销降低41.7%,而隐私保护程度可提高至97.1%。因此该方法能以较低的时间开销,提供质量可靠的位置服务,保护用户信息。     

利用信息论原理构建强壮口令字

口令已经成为计算机信息安全最重要的保障手段,却少有如何获取一强壮口令字的探讨文章。本文从这一角度出发,讨论了关于强壮口令字的专家建议,指出利用信息论原理构建强壮口令字的方法,举例说明了具体做法,并分析了安全的口令字长度。     

Models and Paradigms in Kuhn and Halloun

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.     

Learning, knowing and being in the world: postformalism, Einstein, and lessons from a kid named Larry

I describe how Joe Kincheloe experienced learning from a peer during his pre-school life only to see how his friend was unable to succeed at school. Joe’s commitment to empowered cognition was grounded first, by his friend, Larry’s mentorship—teaching him the environmental nuances of the mountains in rural Tennessee, and secondly, the contradiction of schooling being unable to afford learning for Larry. This article discusses how Kincheloe became a scholar, the salience of Einstein’s work with his own, and the evolution of his research and scholarship. Examples of Kincheloe’s work addressed are: postformalism, bricolage, critical theory, and alternative knowledges, and how this work has contributed to science education.

Smart home architecture based on event-driven DPWS～+

With the advances of electronic information technology and computer network, especially the embedded technology, smart home is no more just a vision but being practical. The interoperability of heterogeneous devices and flexibility of devices’ usage are two key problems that challenge the implementation of smart home. To deal with these two issues, this paper proposes an event-driven service oriented architecture using device profile for web services (DPWS). DPWS inherits the advantages of the traditional web services in achieving interoperability without dependence on platform, while improving service discovery and security as well as being optimized for deploying on resource constrained devices. By providing a visual interface for describing a service workflow (SW), the user can easily customize the actions of devices by services composition. Devices automatically cooperate without user’s intervention to complete required business logic. This is achieved by fully exploiting the eventing capabilities on DPWS enabled home devices. Finally, a home theater scenario is given to illustrate the event driven mechanism for the SW in the proposed smart home framework.     

Psyche and Society in Sendak’s In the Night Kitchen

While Where the Wild Things Are may be Maurice Sendak’s most popular book, In the Night Kitchen is arguably the greater work. Though his journey in Wild Things shares many of the elements of Mickey’s adventure in Night Kitchen—swinging between the protagonist’s initiatory verbal assertions and silent, completely pictorial spreads that indicate his eventual dominance over his environment—Max’s story is ultimately only a narrative of the self. Where the Wild Things Are is a beautiful exploration of how Max (the maximum boy) is able to use an imaginative journey to create an individual personality that fills the world around him. But Mickey must confront something more than merely a projection of his own desires. Mickey, unlike Max, is diminutive in his fantasy world, and his adventure is a true dream shaped willy-nilly by his lived experience, not a daydream tailored to defend the ego. The story told as Mickey learns to navigate the Night Kitchen is essentially a social narrative—more realistic, more challenging, and with greater overall dividends than Max’s adventure. We can see this in the ways In the Night Kitchen combines four sorts of ingredients—Sendak’s own life, the psychology of dreaming, popular culture, and the immigrant experience—into a subtle, captivating tale of the self and society.

Holistic competence: Putting judgements first

Professional practice can be conceptualised holistically, and in fact during the 1990s the ‘Australian model’ of integrated or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as to one’s peer group of professionals, or to the public). Current research interest in the Schonian swamp-like messiness of judgements (e.g. in clinical medicine) is drawn upon to advance a new epistemology of practice, which takes seriously the ‘know how’ of real work situations, as the basis for a revival of Aristotelianphronesis. Part 2 of this paper is based on Beckett (2004). Quotations are data from a UTS project on professionals’ workplace learning, directed by Paul Hager and David Beckett (2000-1).     

What Einstein meant when he said “God does not play dice …”

We analyze Einstein’s views on God and religion, and his views on Quantum Mechanics. Vasant Natarajan is at the Department of Physics, Indian Institute of Science. His research interests are in high-resolution laser spectroscopy, optical frequency measurement, and use of laser-cooled atoms to search for time-reversal violation in the laws of physics. He serves on the Editorial board of Resonance and contributes regularly to the journal. He considers himself an Ekalavya-type shishya to his guru Einstein. A picture of Einstein hangs above his chair. This article first appeared in ‘Backstage’ — a newsletter published to mark the theatre festival ‘Moitree’ organized by Mukhosh, a Bangalore-based Bengali theatre group.     

Lawson’s Shoehorn, Reprise

Lawson’s (Lawson, A.: 2004, Science & Education, 13, 155–177) analysis of the meteorite hypothesis of dinosaur extinction exhibits flaws similar to his earlier (2002) analysis of Galileo’s discovery of Jupiter’s moons (Allchin, D.: 2003, Science & Education, 12, 315–329).     

Ted Hughes: The Development of a Children’s Poet

This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults.     

An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions

This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths.     

Leap of Faith: An Interview with Max Velthuijs

The now late great Max Velthuijs was filmed in April 2004 discussing his work with Victoria de Rijke and Howard Hollands, who began the interview expecting Max to be working under certain artistic and cultural influences, none of which seemed to be the case! Max describes what brought him home to Andersen Press, the freedom of children’s picturebooks and his particular way of working, the irony of the white canvas, his attachment to certain symbolic motifs such as apples and blackbirds, and his affinity with the creatures that make up the universally popular and internationally acclaimed Frog series.This piece draws on many voices: those of Max Velthuijs, (represented here in italics), the interview questioners Victoria de Rijke, Howard Hollands & camerawoman Rebecca Sinker (in bold type), and comments (in ordinary type) drawing upon Joke Linders’ biography Ik Bof dat ik een Kikker Ben (Glad to be a Frog) Leopold, 2003, kindly translated into English by Lena Winter.     

Newton’s Path to Universal Gravitation: The Role of the Pendulum

Much attention has been given to Newton’s argument for Universal Gravitation in Book III of the Principia. Newton brings an impressive array of phenomena, along with the three laws of motion, and his rules for reasoning to deduce Universal Gravitation. At the centre of this argument is the famous ‘moon test’. Here it is the empirical evidence supplied by the pendulum and Huygens’ results which drive Newton’s argument. This paper explores Newton’s argument while paying close attention to the role the pendulum plays in the argument.     

“A Constant Transit of Finding”: Fantasy as Realisation in <Emphasis Type="Italic">Pan’s Labyrinth</Emphasis>

This article considers Guillermo Del Toro’s Pan’s Labyrinth as a text which utilises key codes and conventions of children’s literature as a means of encountering the trauma of Fascism. The article begins by placing Pan’s Labyrinth at a contextual crossroads involving fairy tale and a Spanish cinematic tradition and considers the significance of the text as a hybrid creation. It then explores some of the tropes and motifs that are re-imagined within the narrative. There follows an investigation of the film as a testament to the importance of fiction and fantasy when faced with the very real consequences of war, oppression and trauma. Finally, Pan’s Labyrinth is considered alongside a heritage of children’s literature whose motifs, symbols and figures are remarkably available for appropriation, re-invention and renewal.     

On the Hypothetico-Deductive Nature of Science—Darwin’s Finches

Allchin (2006) has misinterpreted a classic case of hypothetico-deductive (HD) science in terms of his preferred ‘let’s-gather-some-data-and-see-what-emerges’ view. The misrepresentation concerns the research program of Peter and Rosemary Grant on Darwin’s finches. The present essay argues that the Grants’ research is HD in nature and includes a statement by Peter Grant to that effect.

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Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner

Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades. The influence of his theory after the 1980s seems to be less direct, and some who read his 1996 book, The Culture of Education, may have an impression that his educational theory has changed. In this paper, I will review the historical significance of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there are, in fact, significant changes in Bruner’s views.     

Turning frogs into princes: can children make inferences from fairy tales?

Background This study investigates children’s ability to generate inferences from narratives containing counterfactual information. Methods 39 typically developing readers (mean age 10; 05) completed an on-line task in which they were asked to read short passages, followed by sentences which they had to judge as true or false. The sentences pertained to either a causal inference or a static inference that could have been made during the reading of the passage. The passages and corresponding sentences were either true in terms of real world knowledge, or were presented as fairy tales. Results Results indicated that overall children responded faster and more accurately to sentences related to causal inferences than to static inferences. Responses to both types of inferences were slower in the ‘fairy story’ condition. Conclusions Children’s pattern of inference generation appears to be the same irrespective of the factual basis of the passage. However, responses to sentences based on inferences in the preceding passage are slower in fairy stories.     

Holiday Work: On Writing for Children and for the Academy

There are numerous academics who have also been novelists, including several prominent writers of children’s literature. Yet the relationship between academic writing and the writing of fiction has not been systematically explored, nor have the kinds of knowledge gained from the experience of writing fiction always been easy to incorporate into the scholarly and institutional contexts of academic criticism. The author discusses some of the ways in which academic and fiction writing can complement and inform each other, drawing on his own experience in both fields. He also argues that ‘the act of writing’ needs to be far more thoroughly integrated into English studies at both a practical and a theoretical level. Charles Butler was a fiction writer before he was an academic, writing his first novel before he went to London University to study English Literature. He readily admits that his first and second novels remain deservedly unpublished, the influence of other authors hanging too heavily over them. The Darkling (1997) was the first of his six fantasy novels published to date and, as he relates in this article, he has also written a number of critical works. As Charles is one of that rare breed of writers who have managed to combine these two careers (though he has some illustrious precursors, in Tolkien, of course, C.S. Lewis and Ursula Le Guin), we invited him to share his views on both the rewards and possible pitfalls of trying to keep both activities buoyant. Charles Butler is a Senior Lecturer at the University of the West of England, Bristol, where he specializes in children’s literature. He is author of Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones, and Susan Cooper (Scarecrow/ChLA, 2006), and editor of Teaching Children’s Fiction (Palgrave Macmillan, 2006). He is also the author of six children’s fantasy novels, of which the most recent are Death of a Ghost (HarperCollins, 2006) and The Lurkers (Usborne, 2006). His web site is http://www.charlesbutler.co.uk     

A New Way of Thinking about Social Location in Science

The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social location in terms of the density of her professional relationships with other scientists permits us to give a more precise characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing for their ideas, but also how scientific inquiry flourishes more in some societies than in others.

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Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.