Z39．50客户系统的实现技术探讨

文章介绍近几年来国内外在Z39．50方面的研究与应用,分析了当前Z39．50客户端在设计模式上存在的问题。通过比较了解C／S模式和B／S模式各自的优缺点之后,提出了一种基于半B／S模式的Z39．50客户端的设计方案,并对具体的采用技术进行了初步的探讨。     

CCMM——一种带冲突检测的数字化图书馆可使用性度量模型

过去的数字化图书馆和网站的可用性测试通常都集中关注与图形化界面相关的事务以及DL(Digital Library)内部信息的组织,通常忽略了它们在改变工作实践或行为上的作用.本文提出了一种带冲突检测的DL可使用性度量模型CCMM(Conflicting Checked Measuring Model),CCMM在用户使用DL之前采集用户知识水平,并在用户使用DL后对应生成态度改变问题,将用户对这些问题的反应进行FD/I人格特征冲突检测,若未出现冲突,则认为数据真实可靠,可用于DL可使用性度量计算.计算的结果可用于DL优化,最后试验说明CCMM在进行DL可使用性度量上是适用、有效的.     

国际化视角下的德国“卓越计划”

本文考察了世界强国德国的大学排名表现.论文引用率和其他一些衡量指标数据显示,德国大学未能获得良好的国际认可.本文还分析了德国对此种情况的反应,包括其世界一流大学发展战略.这一战略是集中投入大量资金,试图使一小部分大学在研究和知识创造上取得更好的成绩和更大的国际影响.这种策略来自于对美国和英国一流大学策略的借鉴.但是我们还需意识到,拥有一些顶尖大学和拥有一个优秀的大学体系是两回事.当今所有国家都需要更多拥有更多具有技术能力与创新精神的专业人员,以此发展经济和提供公共服务.如果将优先目标设为与哈佛大学竞争,而不是建设一个庞大且有效的高等教育体系,这将是一个错误的判断.卓越品质,即使是世界一流水平的卓越,也只是有效的教育体系的一个方面.     

六氰合铁酸锰铬修饰电极的原位椭圆偏振表征

采用原位椭圆偏振光谱技术表征了六氰合铁酸锰铬膜（MnCrHCF／Pt）修饰电极。并比较了原位掠射椭圆偏振法、原位反射椭圆偏振法和循环伏安法表征此修饰电极的异同,发现此三种方法在表征修饰电极上有相似之处。     

How university student–teachers for primary school learn about Department of Education Policy on child sexual abuse,and mandatory reporting: the sources of their professional information

Many regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student–teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student–teachers source, and develop, their professional information about this important role? This study examines an Australian university cohort of final 4th year bachelor of education primary school student–teachers, asking them to identify and clarify the nature of any relevant professional information they accessed over the 4 years of their teacher education. The results show that, in the absence of formal child protection courses, such professional information was scarce and sporadic. Student–teachers consistently indicated a pattern of not learning about essential Department of Education policies and procedures whilst at university. These results, although disappointing, provide a rationale for university curriculum planners to design appropriate pre-service university training courses that initiate, develop, and enhance student–teachers’ professional competencies as mandated reporters of child sexual abuse.     

Promoting complex systems learning through the use of conceptual representations in hypermedia

Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009     

“What are you Representing?” Contesting Identities of Incarcerated Youth

This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”. Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.

‘In and against the museum’: the contested spaces of museum education for adults

This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions they receive and act upon wider developments in the museum world has emerged. Questions arising are how the new, open and accessible museum (and gallery) has changed the way education is constructed and offered in the museums in the city? What is the relationship of education with marketing and the new discourse of social inclusion and participation in museums and galleries? For example, one of the most pertinent findings was that, at least in Dundee, activity-based and individual learning has been over-valued, at the expense of a more social and dialogic educational experience that participants seemed to largely prefer and indeed propose as more meaningful to them. Although new ideas and participatory practices have improved attendance and the engagement of the local adult population, other issues, such as the new economic reality for museums and the close relationship of education with marketing are policies that were often treated with resistance, if not opposition, by the research participants.