智能、智识、智见:智慧图书馆之特征解析

在数字图书馆向智慧图书馆的“数智跨越”过程中,需要探讨并明晰智慧图书馆的主要特征。本文以元分析思维方式整合智慧图书馆理论与实践探索,提出数字图书馆向智慧图书馆转型的三个特征：“智能”特征体现为技术资源“硬智能”和人力资源“软智能”的集成;“智识”特征体现在对智慧图书馆内容建设的认识,以及通过智慧图书馆的“软智能”与用户达成共识;“智见”特征体现于结合人工智能(AI)应用的数字人文和虚实互补的元宇宙取向。智慧图书馆作为连通数字人文和图书馆元宇宙的AI实体形态,将会成为闪耀在未来智慧世界中的明珠。图2。表1。参考文献31。     

A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.     

Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture

The study investigated the relationships between assessment for learning (AfL) and attributes of two school-related contexts - the classroom assessment culture (CAC) in which AfL is embedded, and the larger context in which CAC is nested, namely the school-based professional learning community (SBPLC). The research design comprised two layers - quantitative and qualitative; the former, using rating-response questionnaires, investigated the association between attributes of SBPLC and AfL in a sample of in-service teachers. The latter, a multiple case study, examined AfL practices of six elementary school teachers, the assessment culture in their classrooms, and characteristics of their SBPLCs. Taken together, the findings of both layers pointed to meaningful relationships among AfL, CAC, and SBPLC highlighting similarities between SBPLC and CAC with regard to cultural attributes and to AfL/inquiry practice. Contextual attribute patterns conducive to proper implementation of AfL and those that impede it were discerned and discussed.     

The teaching profession against the background of educationalisation: an exploratory study

This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.     

Learning habits of students with special needs in short‐term vocational education programmes

This research examined some characteristics of the learning habits of students with special needs and those without them in programmes of short‐term vocational education in five areas: motivation, learning and learning techniques, emotional, social and the area of self‐evaluation. The research sample consisted of 140 students from different secondary schools. The Questionnaire on the Learning Habits of Adolescents was used for the purpose of the study. The differences between the means from individual learning habit scales, between the students with special needs or without them, were discovered by one‐way analysis of variance. Basic findings of empirical research emphasise that there exist statistically significant differences between the students with special needs and the students without special needs in four areas of learning habits. Among the findings causing concern in connection with learning habits, we would like to underscore the fact that students with special needs are perceived as less efficient at and less competent in coping with learning and work tasks. These students are not familiar with effective methods and strategies for successful learning, which leads to the feelings of frustration and helplessness in case of failure. In order to cultivate an effective and supportive educational environment for students with special needs, short‐term vocational schools should develop learning/teaching models that provide a potentially powerful alternative to traditionally directed teaching approaches.     

Recent tensions and challenges in teacher education as manifested in curriculum discourse

This study seeks to contribute to discussions on the development of teacher education by analysing teacher educators' talk concerning curriculum reform. The curriculum is understood as a mediating construction between teacher educators and the social context, and the development of the curriculum is seen as a negotiation process between global discourses and local actors. Our aim was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. We illustrate these and discuss what they imply for the development of teacher education.     

Verification of automatic analysers Roller 20PN and iSED for measuring erythrocyte sedimentation rate

IntroductionAutomated erythrocyte sedimentation rate (ESR) analysers are based on different methodology than Westergren method. It is questionable whether ESR values obtained from those analysers are comparable with determined values with Westergren method. The aim was verification of the precision, method comparison and accuracy of automated ESR analysers: Roller 20PN (Alifax S.p.A., Polverara, Italy) and iSED (Alcor Scientific, Smithfield, USA).Materials and methodsBlood samples (N = 752 for Roller 20PN and N = 213 for iSED) were sampled into K₂EDTA (Kima, Italy) tubes for automated and 3.8% Na-citrate tubes (Kima, Italy) for Westergren method. The data was divided into three groups according to the ESR values obtained with the Westergren method: Group Low (L) (ESR ≤ 20 mm), Group Medium (M) (ESR 21-60 mm), and Group High (H) (ESR ≥ 61 mm). Method agreement was assessed by Bland-Altman analysis and Passing-Bablok regression.ResultsAnalyser iSED has shown better comparability with Westergren method (bias 0.0 (95%Cl -1.4 to 1.5) range than Roller 20 PN (bias = - 6.4 (95%Cl - 7.1 to -5.7) in the whole measuring. For Roller 20 PN, Passing-Bablok regression has shown constant and proportional difference for Groups L and M, and for iSED only for Group H. Roller 20 PN had lower sensitivity (0.51 (95%Cl: 0.45-0.57) than iSED (0.72 (95%Cl: 0.59-0.80) while they had comparable specificity (> 0.90) and accuracy (≥ 0.80) in comparison with the Westergren method.ConclusionBoth analysers are not comparable with the Westergren method and should not be used interchangeably.