搞好"三定一聘"深化图书馆改革-南京大学图书馆改革回顾

1991年,国家教委决定南京大学和东南大学作为全国高等院校改革试点单位,先行开展全校范围的校内管理体制改革工作。时至今日,高等院校的内部管理体制改革正在逐步推开,本刊将南京大学改革重要组成部分之一的图书馆改革情况介绍给读者,便于大家借鉴。     

信息资源管理(IRM)人才之研究

信息资源管理是信息管理发展的新阶段。本文简要概述了信息资源管理（ＩＲＭ）的基本含义，着重论述信息资源管理人才的基本素质及高校培养信息化人才的方法措施。     

科技文献数据存取技术的智能化发展

本文概括地叙述了文献数据库智能化发展问题，说明了人工智能技术在文献数据库中的应用，并描述了数据库智能化管理和构成的模型及需要解决的有关技术问题。     

在线辅导基本要素

该文是作者在英国进修期间对在线辅导所做的一些研究,它主要阐述了在线辅导的一些基本概念,分析了在线学习的学习支持以及教学策略,最后提出了具体的实施方法。希望以此向从事在线教学的教师提供一些有价值的参考。     

从评估看发展-北京地区高校图书馆自动化发展分析

文章将北京地区高校图书馆自动化、网络化评估工作的情况及获得的数据与1995年图书馆自动化工作调查得到的数据进行比较,从中得出结论:图书馆自动化网络化建设的发展与学校领导的充分重视、指导思想和建设思路的明确、设施和条件的改善、队伍建设的加强、管理和服务水平的提高密不可分。     

Inclusive Education in China: Conceptualisation and Realisation

This paper examines the historical background of the development of special education and how “Learning in Regular Classrooms” (LRC) has become the major service delivery model to universalise compulsory education for children with disabilities in China. The authors assert that the current model of inclusive education in China was conceptualised through the influence of the Western ideology of inclusion and the practical consideration of Chinese socio-economical conditions. To realise this model, a number of strategies were introduced and widely practised in an attempt to effectively implement the LRC programs. Adverse social climate, the exam-oriented education system, and limited resources in all aspects, however, remained as critical elements to be overcome for the future development of inclusive education in China. The LRC model is expected to continue to be the main form of inclusive education in China.     

A method for transcribing signed and spoken language

Transcribing sign communication used simultaneously with spoken English presents investigators with a unique problem: the singular quality of the bimodal communicative interactions cannot be accurately depicted using accepted conventions for recording either spoken or signed language samples. This article proposes guidelines for transcribing such data. The need for guidelines arose during an earlier study of the language development of a hearing child of deaf parents. To meet the immediate needs of that study, rules and conventions from previous studies were combined with newly generated ones, resulting in the guidelines proposed in this article. The guidelines can be applied to data in which intermodal linguistic influence is suspected.