我国图书馆同业影响的实证分析

同业影响分析是在DEA模型研究基础上发展起来的,在评价相对效率优先的生产单元中有广泛应用。本文以DEA模型和同业影响分析为理论基础,选取我国31个省、直辖市、自治区省级公共图书馆的投入产出数据,应用DEAP软件进行计算和分析。结果显示:有5个地区的省级公共图书馆技术有效,其余26个地区省级公共图书馆技术无效且以5个有效省级公共图书馆中的1个或多个为同业目标。     

构建网络信息安全的综合防护体系

网络信息安全已成为一个重大问题。研究网络信息安全的关键技术，包括防火墙技术、入侵检测技术、漏洞扫描技术和物理隔离技术等，构建以监测与响应为核心的综合防护体系。     

Formative observation of teaching: focusing peer assistance on teachers’ developmental goals

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation.     

同伴关系与幼儿的自我效能感发展

同伴关系为幼儿的自我效能感发展提供了丰富的信息来源,是影响学前期幼儿自我效能感发展的重要因素;与此同时,幼儿的自我效能感发展又会影响到幼儿同伴关系的确立和同伴之间的活动。     

Peer tutoring in conceptual design

A peer tutoring scheme has been introduced into the Department of Engineering at the University of Liverpool to help 2nd year undergraduate students tackle conceptual design problems. Conceptual design is an iterative process consisting of a series of generative and evaluative stages, which gradually converge on a preferred conceptual solution. Students are generally less comfortable with the task of generating, evaluating and presenting ideas and this leaves them less able to tackle a conceptual design project without the help and intervention of available teachers or experts. Formally, the students were taught through lectures, coursework and critique sessions. Peer tutors were trained to facilitate group sessions whereby the students were able to discuss ideas, evaluate new concepts, generate solutions and learn to communicate more effectively within a non-threatening environment. The students developed problem-solving skills, became more confident and took more responsibility for their own learning. The peer tutoring process also had a positive effect on the tutors, who felt they had become more responsible and employable, improved their communication and leadership skills and deepened their own understanding of design, as a result of the peer tutoring experience.     

What Students Think and Do in Classroom Teams When Peer Evaluations Are Highly Consequential: A Two‐Stage Study

The article presents findings from a two‐stage study that examined student perceptions of peer evaluations (PEs) conducted in undergraduate business classroom teams. In stage 1, we used qualitative research to identify constructs focal in students’ PE‐related cognitive schemas and developed grounded measurement scales and hypotheses about their relationships. Then, we implemented PEs in 17 sections of undergraduate business courses taught over seven semesters. The PEs were highly consequential; i.e., they entirely determined the grade each student received on her/his team project. At the end of each semester, we surveyed student perceptions and behaviors using measurement scales we developed after stage 1 of the study. We find that the knowledge of impending PEs leads students to exercise a great deal of care in terms of what they say and do while working with others. The higher levels of care trigger both impression management behaviors and perceptions that others are contributing more. The perceptions that others are contributing more seem instrumental in shaping students’ decision to contribute more themselves. Implications for instructors and future research are discussed.     

Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity

Number of raters is theoretically central to peer assessment reliability and validity, yet rarely studied. Further, requiring each student to assess more peers’ documents both increases the number of evaluations per document but also assessor workload, which can decline performance. Moreover, task complexity is likely a moderating factor, influencing both workload and validity. This study examined whether changing the number of required peer assessments per student / number of raters per document affected peer assessment reliability and validity for tasks at different levels of task complexity. 181 students completed and provided peer assessments for tasks at three levels of task complexity: low complexity (dictation), medium complexity (oral imitation), and high complexity (writing). Adequate validity of peer assessments was observed for all three task complexities at low reviewing loads. However, the impacts of increasing reviewing load varied by reliability vs. validity outcomes and by task complexity.     

论形而上学的实质--片面性

片面性是形而上学的实质，形而上学的片面性是把事物的一个方面片面夸大，否认事物的另一方面，或不分主次把事物的两个方面并列起来，歪曲事物的矛盾关系。形而上学的表现形式是多种多样的。形而上学既具有其产生的可能性又具有现实性，还有其广泛活动的场所和滋生的温床。坚持辩证法，反对形而上学的任务是长期的艰巨的。     

葛根异黄酮柱分离纯化技术研究

以葛根异黄酮含量为44.2%的葛根粗提物为原料,通过对聚酰胺(13～40目)、AB-8、HP-20 三种树脂对葛根异黄酮静态吸附与解吸的比较,在筛选出一种具有较高吸附率与解吸率的树脂的基础上,系统优化了此种树脂柱分离纯化葛根异黄酮的技术参数.结果表明,静态吸附与解吸时,HP-20树脂最适合于葛根异黄酮分离纯化,吸附率、解吸率分别达57.53%、37.49%.HP-20树脂柱分离纯化葛根异黄酮的最优技术参数为:50%乙醇洗脱,流速0.9BV/h,3BV的洗脱液.在此工艺条件下,葛根异黄酮的洗脱率、纯度和得率分别达53.67%、55.78%和44.70%.     

开放评议与双盲评议在国际科技期刊质量控制中的价值

【目的】了解国际科技期刊在开放评议和双盲评议方面的实践,探索这两种评议方式的优缺点及对科技期刊质量控制的价值。【方法】对国际科技期刊实行开放评议和双盲评议的案例进行调研,如BMC系列期刊、F1000Research、Nature系列期刊等。【结果】有越来越多的期刊在尝试这两种方式,它们在减少传统单盲评议的偏见方面发挥了一定作用,但也带来了新的问题。【结论】开放评议和双盲评议适合于不同类型的期刊。期刊应根据自身的学科特点、学术定位来选择适合自己的同行评议方式,并在实践中不断评估,对之进行适当的调整。