试析图书馆法的私法属性

图书馆法的属性是对现实生活中图书馆与读者之间权利义务关系的反映.在市场经济体制中,图书馆法的属性是私法.这就表明了图书馆与读者之间是一种平等地位,读者权利与图书馆利益具有同样的重要性.文章通过对图书馆的私法属性分析,提出中国图书馆法应当以权利为价值本位.     

信用经济建设视角下我国人事档案制度改革研究

本文对信用经济建设时期我国人事档案制度的尴尬、我国人事档案制度尴尬境遇的成因、我国人事档案制度的改革路径等问题作了阐述.     

在我国利用私人慈善资本合办图书馆分馆的探讨

我国图书馆尚未充分利用私人慈善资本.图书馆界应抓住目前我国慈善事业的发展契机,以合办图书馆分馆的方式,保证私人慈善资本长期稳定的投入.大、中型公立图书馆应主动作为,根据投入、兴趣和影响力三方面因素选择合作对象,通过与慈善人士签订书面协议,形成利用慈善资本的有效监督机制.要坚持公益性、规范化和尊重私人的合作关系,建立人际信任和制度信任相互配合的信任机制,采取对称性互惠的资源配置方式,并成立图书馆私人基金会.同时,在政府和行业层面应进行必要的物质和精神激励,把图书馆事业推向一个广纳私人慈善资本、多方力量积极参与建设的新境界.     

物流信息化过程中基于熵的信息组织分析方法研究

引入香农信息熵的概念．提出物流信息化过程中,基于信息熵理论对数据库中的属性重要性进行排序,挖掘物流信息系统中信息的价值,并将熵理论应用到物流信息系统集成上,用信息熵定量衡量信息的流动性、持续性,客观性和全面性．这种方法使得企业能从定性与定量相结合的角度进行决策．     

Exploring literacy and growth: An analysis of three communities of readers in urban Senegal

This paper consists of two parts. The first part reviews how the arguments supporting literacy education have changed over the last five decades. Although there has been a shift in emphasis from economic to socio-cultural and personal dimensions, literacy is still considered mainly as an instrument for economic growth and poverty alleviation. The second part presents a case study of three different establishments which provide reading materials in urban Senegal. The analysis indicates that people are more likely to practise reading when they have access to materials which genuinely interest them. These materials are not necessarily about development or livelihood—themes often judged as ‘appropriate’ for socio-economic growth by policy makers and practitioners. People read stories and history books for their own pleasure – rather than out of a sense of duty – to transcend the mundane routine of their daily lives. This ‘reading for pleasure’ aspect needs to be taken more account of in literacy education.     

Collaborative teaching in a linguistically and culturally diverse higher education setting: a case study of a postgraduate accounting program

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project’s interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline‐specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt‐on interventions by language specialists that have limited outcomes.     

Nurturing generic capabilities through a teaching and learning environment which provides practise in their use

Results from a programme level survey at a university in Hong Kong were used to select six departments which had good records in developing graduate capabilities. Focus group interviews were conducted with students in the departments to discover which capabilities students thought were important, how the capabilities were nurtured and the influence of the teaching and learning environment on their development. Analysis of the data showed that the findings were consistent with a previous quantitative model. Capabilities were developed if the curriculum made demands on students to practise the use of the capability. Intellectual capabilities were nurtured through active learning experiences, performed in class or for assessment, which required the practise of the capability. Communication and teamwork skills developed through group projects and activities in which communication was practised.     

The role of ethnicity in the attainment and experiences of graduates in distance education

In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses by distance learning with the Open University. Analysis of data from Open University graduates over three successive years yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little variation in perceptions of academic quality or reports of personal development among Open University graduates from different ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected in qualitative variations in their experience of distance education.     

论人的多维属性

人有哪些属性?人的本质属性是什么?人有众多属性,各属性的地位是不断变化的,处于主导地位的属性就成了人的本质属性。人有物质属性又有意识属性,有生物属性又有社会属性,有情感属性又有理智属性,有客观被动性又有主观能动性,有相对静态性又有动态变化性,有必然性又有自由性,有动机属性又有行为属性,有共性又有个性……人是具有多维属性构成的矛盾统一生物体。由于事物的结构特点决定事物的性质,每个人各属性的比重不同,组合特点不同,这样,个人的性质也就有了差异。如何考量个人的本质属性?笔者认为,个体的本质由其社会背景属性、主导动机属性,重要行为效果的属性,三者共同决定。     

质的研究中研究者个人身份问题探析

研究者个人身份的反省在质的研究中具有重要意义。研究者个人身份的探讨,其本质就是对于研究者体性特征、研究者个人冲突、研究者与研究对象保持的研究关系的现实审视,这也是反思研究者个人身份的三个基本维度。研究者个人身份构建的现实策略是：研究者体性印象的管理;研究者＂前见＂中介作用的发挥;研究者＂附加身份＂的退场;研究者情感的在场。