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Helen Thompson 《Health information and libraries journal》1987,4(3):181-182
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This paper identifies two conceptions of security in contemporary concerns over the vulnerability of computers and networks
to hostile attack. One is derived from individual-focused conceptions of computer security developed in computer science and
engineering. The other is informed by the concerns of national security agencies of government as well as those of corporate
intellectual property owners. A comparative evaluation of these two conceptions utilizes the theoretical construct of “securitization,”developed
by the Copenhagen School of International Relations.
This article has been on the drawing boards for longer than I dare to admit. Along the way, many have helped its development
by generously sharing their wisdom: James Der Derian, Niva Elkin-Koren, Ed Felten, Batya Friedman, Lene Hansen, audiences
at CEPE, TPRC, the Yale Cybercrime and Digital Law Enforcement Conference, and Watson Institute’s Symposium in Dis/Simulations
of War and Peace,” and University of Newcastle, Computer Science Department. Thanks, also, to Sam Howard-Spink for excellent
editorial assistance. 相似文献
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Helen Partridge Victoria Menzies Julie Lee Carrie Munro 《Library & information science research》2010,32(4):265-271
Seventy-six librarians participated in a series of focus groups in support of research exploring the skills, knowledge and attributes required by the contemporary library and information professional in a world of ever changing technology. The project was funded by the Australian Learning and Teaching Council. Text mining data analysis revealed three main thematic clusters (libraries, people, jobs) and one minor thematic cluster (community). Library 2.0 was broadly viewed by participants as being about change whilst librarian 2.0 was perceived by participants as not a new creation but just about good librarian practices. Participants expressed the general belief that personality traits, not just qualifications, were critical to be a successful librarian or information worker in the future. 相似文献
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Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory reintegration into mainstream education. This reintegration often fails due to post-reintegration regression contributed to poor-to-fit behaviour. The aim of the study was to analyse and describe the reintegration experiences of learners with BESD, followed by a resilience-based reintegration programme to aid policy makers and practitioners with the reintegration into mainstream education of learners with BESD. A qualitative research approach with a generic phenomenological enquiry within an interpretivist-constructivist paradigm was followed. A total of 13 learners with BESD from the London Borough of Waltham Forest and between the ages of 11 to 14 participated through completion of sentences and a life essay. Of the learner participants, four were invited to participate in unstructured interviews, alongside professionals with an interest in the reintegration of learners. Parents of the participants were asked to complete qualitative questionnaires and teachers were asked to respond to questions via email. In all, three main themes were identified: promotive and risk emotional experiences, promotive and risk relationship experiences and promotive and risk experiences based on the reintegration processes. The findings support guidelines for developing resilience-based reintegration programmes that include developing emotional competence, developing promotive relationships and implementing promotive reintegration practices. 相似文献
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