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131.
作为我国基础研究"国家队"的重要组成部分,联合型SKL已经成为我国开展高水平基础研究的重要基地,但其原始创新和集成创新能力有限,且不同类型的联合型SKL自主创新绩效差异显著。首次运用SWOT法对我国联合型SKL自主创新进行了比较全面系统的分析。研究表明,我国联合型SKL在自主创新方面具有各自的优势和劣势,面临不同的威胁和发展的机遇。因此,发挥多种策略的协同功能,就成为提升我国联合型SKL自主创新能力的应对之策。 相似文献
132.
Alberta Silvestri Serena Tonietto Francesco D’Acapito Gianmario Molin 《Journal of Cultural Heritage》2012,13(2):137-144
This work reports mainly the results of an X-ray Absorption Spectroscopy (XAS) study carried out on coloured glass tesserae from the palaeo-Christian mosaic which decorated the votive chapel of St. Prosdocimus (Padova) until its replacement with the current frescoes of Renaissance age, and which is one of the only two known mosaics in the Veneto region (Italy). The study aims at clarifying how the different local structure, oxidation state and quantity of copper influenced colour. Analysis of high-resolution Cu-K edge X-ray Absorption Near Edge Structure (XANES) and Extended X-ray Absorption Fine Structure (EXAFS) spectra showed that copper is present as cuprite (Cu2O) in orange samples and as metallic copper in red and brown ones. These phases are responsible for both the colour and opacity of the samples. In addition, Cu1+ ions linked to the oxygen atoms of the glass framework were identified in ratios of about 60% and 30% of total copper in orange and red/brown samples, respectively. In blue and green samples, copper is dispersed in the glass matrix as a mixture of Cu1+ and Cu2+ ions, and no crystalline phases are visible. In this context, the Cu1+ and Cu2+ contents in glass were also quantified thanks to suitable standards, demonstrating that, when Cu2+ is the main chromophorous ion, colour intensity is directly correlated to its content in the glass. In particular, in green and blue samples, coloured by copper, Cu2+ content varies from 26% to 56% of total copper, and the higher contents of Cu2+ are shown by more intensely coloured samples. It should be stressed here that the green colour of the analysed tesserae is given by the physical interaction of blue colour, due to Cu2+ ions, and yellow colour, due to Pb antimonates used as opacifiers. 相似文献
133.
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children. 相似文献
134.
D. A. Kuz’mina 《Scientific and Technical Information Processing》2010,37(3):207-216
Questions about the construction of linguistic tools of an integrated databank on geology on a unified basis considering the
polydisciplinarity and comparison of generally adopted information retrieval languages are examined. A system model of thematic
classification for the integration of heterogeneous geological information on the basis of research problems is offered. Using
the example of the common rubricators at the bibliographic (VINITI rubricator of the Russian Academy of Sciences) and factographic
levels (VSEGEI dictionaries) generalized models are presented, viz., the organization of a thematic polydisciplinary space,
the integration of geoecological data, and the thematic classifications of radiogeological data, volcanic danger, and mineralogical-planetological
subjects. 相似文献
135.
Colin O’Byrne Gwynaeth McIntyre Celia Lie Sheena Townsend Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361
Abstract There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education. 相似文献
136.
Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper. 相似文献
137.
138.
Alma Harris 《School Leadership & Management》2013,33(5):415-417
ABSTRACTThis study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders’ work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership. 相似文献
139.
This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs. 相似文献
140.
This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students. 相似文献