解读《普通高等学校图书馆规程(修订)》的意义

《普通高等学校图书馆规程(修订)》的意义表现为突出了图书馆信息服务的地位，充实了献资源建设的意义，强调了读服务体系的建立，明确了科学化管理的要求，提高了专业人员素质结构标准，加大了图书馆经费保障力度等六个方面。     

网格信任声誉评估模型研究进展

信任、声誉等基于社群的自适应性测度已成为网格环境下支撑服务质量需求的砖石.借鉴社会学、心理学和诸如P2P计算、普适计算等计算机科学中的相关研究,网格环境下的信任声誉研究主要应用在资源管理和调度中.对网格环境信任声誉评估的典型模型进行评述与比较,包括基本模型、离散模型、Bayesian模型、信念模型和模糊逻辑模型.在设计评估模型时应该考虑计算收敛能力,动态性和健壮性等多方面因素.考虑评估模型对负载的影响,设计针对网格环境特性的信任声誉评估模型是一个发展方向.     

Wallace State's New Rules of Business: Affirming the Truths of Intentional Transformation

Wallace State Community College in Hanceville, Alabama, took the Community College Futures Assembly challenge for the 2006 Bellwether Award from FAST COMPANY's release of The Rules of Business: Timeless Truths from the Best Minds in Business to identify its own substantive question for this year's competition: “The New Rules of Business” support an organization that values a culture of intentionality. How has your community college met the challenge to create a culture of intentionality that fosters and supports excellence in teaching and learning? Inspired by the timeless truths that the editors use to structure the book, Wallace State's New Rules of Business affirm these truths while defining five rules of learning-centered strategic planning, shared governance, and fiscal responsibility.     

Instance-oriented delegation： A solution for providing security to Grid-based mobile agent middleware

INTRODUCTION Grid computing, since its emergence, has beenwidely regarded as a new revolution of informationtechnologies (Foster et al., 2001). Due to the highheterogeneity and complexity in Grid environments,mobile agent (MA) has been considered as one of thepromising solutions for realizing flexible and scalableGrid Computing. With the MA support, one canexecute parts of its program on any networked hostsoffering needed services. In the Grid world, applications usually need toget se…     

Incorporating technologies into a flexible teaching space

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.     

Dynamic visual support for story comprehension and mental model building by young,at-risk children

Multimedia technology allows precise coordination of linguistic and visual information and may provide teachers with tools for enhancing literacy foundations in children–especially those who might otherwise be at-risk for school failure. This research explores the hypothesis that a multimedia environment with dynamic visual support facilitates language comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which dynamic, silent video accompanied the beginning of stories; No video, in which children only heard the stories; and Minimal video, in which static images of characters and places accompanied the beginning of stories. In all conditions, the ending of the story was presented without visual support. Overall, the pattern of results suggests that dynamic visual support can provide a framework for understanding and remembering linguistic information.This research was funded by the National Institute of Child Health and Development, grant P01 HD15051-12. The views expressed in this article do not necessarily reflect the views of that organization.     

E-book as facilitator of vocabulary acquisition: support of adults,dynamic dictionary and static dictionary

We investigated the effects of three facilitators: adults’ support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4–6) from middle SES neighborhoods. The entire sample read the e-book without a dictionary once, and was pretested on receptive word comprehension, expressive word explanation and word production in story retelling. The sample was then randomly divided into four groups, each reading an e-book three times, with: (1) adults’ vocabulary support; (2) dynamic visual dictionary support; (3) static visual dictionary support; or (4) without support. The participants were then posttested on the same measures. Children’s progress in all measures was dependent on group, with adults’ support appearing as most effective, dynamic dictionary as second, static dictionary as third, and no support as least effective. However, the gains differed significantly only between some of the groups, but were always significantly different between the group given adults’ support and the control group which was given no support. We conclude that e-books can be used effectively to facilitate word meaning acquisition at different levels. This contribution can be augmented by adults’ support and dynamic dictionary support.     

关联规则的相关性研究

指出了支持--可信度框架理论存在的不足:有些规则即使支持度、可信度都很高,但仍然没有实际意义;关联规则X Y本身没有给用户提供X对Y是起积极作用还是起抑制作用等信息.引入关联规则的相关度及相关规则概念来克服这种不足,同时指出,相关规则不仅给用户提供了更多信息,而且避免了一些无意义规则的产生.     

New Rules of Business for the Future of Community Colleges: Design of the Critical Issue Discussion Forums

At the Community College Futures Assembly, 3 critical discussion groups, each organized by an area of focus, conceptualized “New Rules” guiding the operation of community colleges. Utilizing 55 “New Rules for Business” provided by the keynote speaker Mark N. Vamos, each group identified 2–3 New Rules relevant to community college leadership in the future, suggested how they may be resolved, and then suggested areas for future research. Assembly participants were provided the opportunity to electronically vote as to which New Rules they felt were relevant to community college leaders in the coming years. Results were simultaneously displayed, allowing conference attendees to receive real-time feedback of the participant perceptions.     

基于远程沉浸技术的远程学徒教学模式研究

远程学徒教学模式是基于现代信息技术的支撑,从认知学徒教学模式中脱胎而来的一种认知学徒教学模式的新范型。远程沉浸是新兴的网格技术的关键应用之一,它为远程学徒教学模式提供了新的应用平台。本文探讨了基于远程沉浸技术的远程学徒教学模式的构建。     

在Windows环境下实现基于OGSI.NET的网格计算

探讨了开放网格体系结构，开放网格体系结构的基本组件——开放网格服务基础结构和基于该组件的网格计算工具——OCSI．NET实现网格计算的原理，以及使用OCSI．NET在Windows平台上构建基于．NET的网格计算环境的方法，为数量众多的Windows用户使用网格计算平台提供了一种途径。     

物权法的起草应当与民法总则保持衔接--立足于物权主体、所有权和物权行为

民法总则具有“提取公因式”、体系协调和行为范式三大功能。民法典的体系分为外部体系和内部体系,前者是关于抽象的、概括的概念之间的逻辑体系,即通常意义上的形式理性;后者是关于法律的基本思想和原则之间的内在联系。物权法的起草应当在外部体系和内部体系与民法总则保持协调。全国人大常委会公布的《物权法(草案)》在若干重大问题,比如物权主体、所有权和物权行为,与民法总则存在距离,民法体系难以建立。     

基于网格的校园网资源管理的研究

为了改善校园网资源浪费现状,将网格技术引入校园网以实现计算资源共享,从而提高资源利用率.资源管理软件SGE（Sun Grid Engine）支持计算资源的动态加入,具有很好的扩展性,所以在资源层中利用SGE自带的调度策略对本地资源进行管理.同时与Globus Toolkit相结合,共同管理校园网格中的资源.由于Globus Toolkit在资源分配上还不够完善,因此提出把移动Agent引入到网格资源管理中,更好地解决资源负载不平衡的问题.     

我国FTA原产地规则浅析

文章总结了我国所参与的FTA的原产地规则的主要内容,并通过不同FTA原产地规则的相互比较以及对我国FTA原产地规则不足的分析,提出一些对策建议以供我国在制定FTA原产地规则时参考。     

关联规则在CRM中的应用

数据挖掘是近几年发展起来的一种对信息资源进行开发和数据处理的新技术，而关联规则是数据挖掘的核心技术。以超市为例．通过分析顾客的购买行为，来实现将数据挖掘中的关联规则算法应用于客户关系管理（CRM）中，从而为商业提供决策支持。     

Steps towards participation: the social support of learning trajectories

In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action provided. We draw on evidence we gathered on the lives of two women who used an inner city drop‐in centre to discuss how resilience and trajectories of inclusion are built slowly over time in relationship with others. Using concepts derived from sociocultural psychology and activity theory, we interrogate the evidence to first ask whether there is a pattern of changes in participation over time and to then explore how the identity shifts these changes represent are supported. The analysis reveals that there is a pattern, but it is a pattern of using and giving support which suggests that such trajectories are likely to be recursive. This using and giving of support we term relational agency and argue that a capacity for relational agency, as both the supported and the supporter, is a crucial factor in the development of purposive identities and the building of resilience. We also suggest that it is likely to be encouraged in settings which can foster trust and reciprocity as flexible and open learning zones.     

结合优先级的GridSim预留模块研究

GridSim模拟器是网格相关研究中通用的模拟、分析工具.为了进一步丰富GridSim模拟器功能以使其更好地支持算法、性能模拟,提出并实现了在GridSim中引入优先级的预留策略,扩充了GridSim的性能.在优先级预留系统中,对GridSim预留模块中已有的先来先服务（FCFS）预留调度算法进行了改进,将优先级与先来先服务相结合提出了一个新的预留调度算法ARWithPriorityPolicy.实验结果表明,结合优先级的预留调度算法可以有效减少被拒绝的预留请求数目.     

Prematurity,maternal emotional distress,and infant social responsiveness among Arab-Bedouin families: The role of social support as a resilience factor

This study investigated predictors of early infant social development and the role of social support as a resilience factor among Arab-Bedouin families. We propose a mediation model in which social support will be related to maternal postpartum emotional distress (PPED), which in turn will be related to infant social responsiveness. One hundred five Arab-Bedouin mothers (age range = 17–44 years) and their preterm (n = 48) and full-term (n = 57) infants were recruited shortly after birth and were followed up at age 12 months. Findings demonstrate that, among the preterm group, higher levels of social support predicted lower levels of maternal PPED, and this, in turn, predicted higher levels of infant social responsiveness.     

Additional support needs reforms and social justice in Scotland

New additional support‐needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means of challenging local authority decisions on resource allocation, with the aim of delivering a fairer system. This paper uses Scottish Government statistics and family case studies drawn from an ESRC‐funded project (RES‐062‐23‐0803) to examine the links between social deprivation, the identification of additional support needs and parents' ability to use the new dispute resolution mechanisms. There is a strong association between the identification of additional support needs and social deprivation and this is particularly marked in relation to non‐normative difficulties, such as social, emotional and behavioural difficulties, compared with normative difficulties such as blindness and deafness. Statutory educational plans, which provide greater rights to additional resources and formal dispute resolution mechanisms, are disproportionately distributed to parents in more advantaged neighbourhoods. Parents from middle‐class backgrounds appear to be able to use their social and cultural capital more effectively to challenge local authority decisions. The paper concludes that some funding for additional support needs should be allocated on the basis of social deprivation, but there continues to be a need for the assessment and resourcing of individual needs, since poverty has material consequences for individual children, whose difficulties may be overlooked if an entirely systemic approach is adopted. There is a need for greater investment in advocacy service to enable parents from poorer backgrounds to exercise their rights.     

'Gilding the Grid': The marketing of the National Grid for Learning

Although the National Grid for Learning (NGfL) has been thrust upon the education sector amidst a blaze of publicity, the 'physical' construction of the Grid promises to be a slow process, with the government giving an optimistic target of 3 years before the initiative will approach full operation. In the meantime, a major initial step in the construction of the NGfL has been the marketing of the Grid to an educational sector historically resistant and sceptical towards Information and Communications Technology. This paper therefore explores the emerging discourse of the NGfL by examining seven examples of marketing and promotional material produced by industry and the government. From these texts, we can therefore gain a sense of how the NGfL is beginning to be shaped at a macro level by its key actors. After presenting the seven texts, the paper explores the predominant themes underlying this discursive construction and highlights an underlying deterministic positioning of the Learning Grid. The paper concludes by considering the limitations of shaping the Learning Grid in this manner and argues for an alternative perspective in future research.