农村学校教师教育技术能力培训网络平台的设计

以山西省为例,在对农村学校教师的教育技术能力和培训现状调查研究的基础上,探讨了面向农村学校教师的教育技术能力培训网络平台的设计,希望能为山西省的基础教育信息化起到一定的促进作用,同时为广大培训工作者提供一些可借鉴的方法。     

提升远程教学教师素养的实证研究

在分析现代远程教学特点与优势的基础上,通过教师面对远程教学和一般课堂教学认识区别的实证研究,提出发挥远程教学优势,进一步全面提升高校教师素养的对策和措施。     

Epss在教师教育技术培训中的技术实现

论文从高等院校教师教育技术培训的现状出发,结合实际技术,尝试研究一个以培训高等院校教师教育技术为案例的电子绩效网络支持系统。整个系统包括学习信息库,训练系统,专家指导系统,效能工具和学习帮助系统五部分,希望通过此系统可以较大幅度的提高培训绩效,并为高等院校教师教育技术培训提供新的思路和方向。     

Faculty and Technology: Implications for Faculty Training and Technology Leadership

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.     

系统动力学仿真模型在决策支持中的作用——以中国可持续发展模型在CO2排放决策中的应用为例

系统动力学模型是一种重要的模型方法。文章主要介绍了中国科学技术信息研究所开发的中国可持续发展模型,并以水泥和钢铁行业CO2排放模型作为案例,分析了模型在CO2减排中的政策意义。在不同的情景设定下,中国水泥和钢铁行业的CO2排放会有很大的不同,每一种情景都对应着相应的政策选择。利用需求面和技术面的组合政策,有利于我国整体的CO2减排。     

人文社会科学研究成果评价指标体系研究

评价指标体系是评价目标的细化与操作化,人文社会科学研究成果评价指标体系的设计原则是科学性、操作性与关联性,评价指标构成要素包括创新程度、完备程度、价值含量(包括学术价值含量与社会价值含量)与研究投入四个方面,其中前三项是成果质量评价指标,只有结合研究投入进行综合分值合成,才是对研究成果的最终价值评价。     

影响数字保存系统质量的因素分析

首先介绍数字保存系统相关理论,然后主要从数字保存系统本身、数字资源生产与保存机构、用户以及信息技术支撑等方面来分析影响数字保存系统质量的因素,最后探讨了数字保存系统质量保证体系建设的问题。     

Florida public hurricane loss model: Research in multi-disciplinary system integration assisting government policy making

Homeowner insurance rate making is an important public policy issue in the State of Florida. The State of Florida has over 2 trillion dollars of residential properties exposed to hurricane risk. The State has declared that it shall adopt public policy to encourage the use of sophisticated actuarial methods to assure that consumers are charged lawful insurance rates (Section 627.0628(1)(a)). To that effect, the State's insurance regulatory agency, the Florida Office of Insurance Regulation (OIR), sponsored the development of a Florida Public Hurricane Loss Model (FPHLM) to assess the risk and project insured residential losses. The FPHLM is an open and public model that has been developed primarily by university experts without influence from either the insurance industry or the state regulators. It is open to public scrutiny and provides an understandable baseline to check the assumptions as well as the outputs of the proprietary models. The FPHLM thus makes the rate evaluation process more objective and less political. It enables the state to justify rejecting or accepting rate increases based on an independent and transparent model, rather than a process that can be influenced politically. As a multi-disciplinary large scale research project with an iterative and incremental development cycle, the FPHLM system development and integration faced numerous challenges varying from technical factors to project management aspects. This paper will discuss the research experiences accumulated during the development of the FPHLM and the impact it has had on the homeowner insurance rate filing process in the State of Florida.     

领导力:高层次人才培养的重要课程——政府管理培训与领导力实验室体系的移植与创新探索

领导能力的培养是当前高层次人才培养中的重要问题.清华大学继续教育学院政府管理培训中心引进并创新了一种适应当代领导干部实际需要的公共管理培训体系--领导力实验室体系.其七大特色体现为综合通识的培训目标、多元个性的课程设置、学术专业的科研环境、专家型的师资队伍、科学灵活的培训方式、基于区域运作的教务模式以及学员为本的教学评估体系.这一体系是继续教育发展的增长点,也是高等教育服务社会的重要途径,对领导力培养理念和学习型组织文化的形成都具启发意义.     

Competence and competence frameworks in career guidance: complex and contested concepts

This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.