The Opportunities and Challenges of Preservation Technologies

The pace of technology development in fields other than historic preservation has generally outstripped that of historic preservation, resulting in a predominant flow from those fields into historic preservation practice. This chapter summarizes some of the major trends in technology transfer and explores some of the issues that the increased use of advanced technologies brings to the practice of historic preservation. It also examines the relationship of the development of technologies for historic preservation to public policy.     

光线记录示波器常见故障及排除

光线记录示波器由于其结构的复杂性,使得在应用中经常出现一些故障.熟练掌握这些故障的排除方法是更好的应用这种测试记录仪器的关键所在.结合笔者多年的工作经验,列出了该仪器使用中经常出现的故障类型及处理方法,以供使用者参考.     

Defining and seeking to identify critical Internet literacy: a discourse analysis of fifth‐graders' Internet search and evaluation activity

Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.     

Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) self-regulate their learning through day-to-day work. Analysis focuses on three sub-processes of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This studyprovides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning.