高职教育产学研合作动力机制问题研究

文章分析了高职教育产学研合作中的各方动力因素,以及制约各方推动产学研合作进一步发展的障碍因素,提出了构建产学研合作创新动力机制的对策与思路.     

基于博弈论的网上个体消费者诚信体系构建分析

诚信是电子商务健康发展的不二法则,网上个体消费者诚信危机也会影响到电子商务的有序发展。应用博弈论中的“囚徒困境”模型以及重复博弈理论分析了网上个体消费者在B2C、C2C中的诚信问题以及合作条件,并提出了构建网上个体消费者诚信体系的相关措施。     

基于COM技术的通用数据访问组件开发与实现

C#是.NET平台下的一种优秀的开发语言,ADO.NET是新一代数据库访问技术,利用C#与ADO.NET编程将访问各数据库的通用基本操作封装成DLL组件的形式,以提高代码的重用度,使程序简洁,运行时占用内存少,具有一定的实践意义。     

基于委托代理模型的二手房投资者和中介公司的关系研究

二手房投资者设计合同来激励中介公司,应考虑到自身房产的实际价值,中介公司的资质能力和外生随机变量影响等情况。在外生随机变量服从正态分布的条件下,投资者和中介公司的委托代理模型,并在外界不确定的情况下,引入新的变量,对模型进行了拓展分析。     

矿井内人员定位考勤系统的设计

在矿井下发生安全事故后,及时准确地获知井下作业人员的位置信息是至关重要的。本文提出将ZigBee技术运用于煤矿井内定位系统中,组成无线传感器网络,构建井下人员无线定位系统的设计方案。     

建立以科技查新为基础的高校图书馆学科馆员制度初探

文章提出了在高校图书馆中建立以科技查新为基础的学科馆员制度的初步构想,并从工作人员、服务对象、专业基础三方面分析了该构想的客观优势,提出了建立该制度的可行性建议。     

Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.     

EUROPEAN DISSERTATION SUMMARIES

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.