世界一流大学引领型人才培养模式创新研究——以伦敦大学学院的文理学位项目为例

知识经济和信息经济时代,引领型人才成为推动世界文明发展的核心力量。在高等教育国际化背景下,世界一流大学间的竞争日益集中体现为引领型人才培养能力的竞争。世界一流大学不断探索引领型人才培养模式改革创新,伦敦大学学院做出了创新尝试:重拾并创新博雅教育理念,以文理学位项目的形式整合校内既有教育要素资源、开展引领型人才的培养,实践取得良好效果。为我国建设世界一流大学、开展人才培养模式改革创新提供了有益借鉴。     

Caring for Glass Collections: The Importance of Maintaining Environmental Controls

ABSTRACT

Glass is often seen as a relatively stable material, unaffected by changes in environmental conditions, but recent studies indicate otherwise. Research on the atmospheric deterioration of glass has consistently shown a strong correlation between climate, especially relative humidity (RH), and the rate of deterioration. New studies by the authors have shown that even stable compositions are at risk, when the glasses are exposed to continuous broad fluctuations in RH and temperature. Letting standards slip for the long-term storage of glass can be devastating, eventually leading to irreversible damage that in the final stages can result in the complete destruction of an object. Current research and monitoring of collections at the Corning Museum of Glass indicates that the RH should be within the range of 40–50%. For already crizzled glasses, a tighter control to 40–42% is recommended. Analysis of compositions of already crizzled glasses is ongoing, and hopefully will lead to the identification of at least some groups of glasses that are more at risk. This will help in providing future environmental recommendations for identifiable compositions, selected glass types, or known manufacturers.     

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.     

Community Engagement at an Emerging Academic Medical Library: A Three-Pronged Outreach Model

The Oakland University William Beaumont School of Medicine’s (OUWB) service-oriented mission and vision is reflected in all aspects of the school including its culture, curriculum, research, community engagement, and the OUWB Medical Library. Though starting informally, the OUWB Medical Library’s outreach program has matured and now sustains a wide array of activities each year. This outreach program has blossomed into a three-pronged model that is inclusive of activities and endeavors engaging the institution and local community: integrate, partner, and create. Among its successes and challenges, the library’s ongoing outreach efforts have showcased the value of libraries in promoting community health and meaningfully contributing to the institutional mission.     

Serving Community Faculty Through a Dedicated Liaison

Community-based medical schools rely heavily on volunteer faculty to provide medical education. Volunteer faculty consist of health care professionals, primarily physicians, who commit to educating medical students and residents. While these volunteer faculty are typically unpaid, many medical schools provide some benefits to them for volunteering their time. One such benefit, although rarely noted in library or medical education literature, is access to academic medical library resources and services. This article highlights a library services liaison model dedicated to the support of volunteer faculty at a community-based medical school.     

1957-2012年新疆艾比湖流域极端气温与降水变化趋势

根据1957-2012年艾比湖流域7个气象站点的24 h日降水量、逐日最高气温和最低气温资料,选取22个表征极端气候变化指数,利用线性趋势估计和Mann-Kendall突变检验等方法分析该流域极端气温与降水的变化趋势。结果如下：1）近56年,艾比湖流域极端气温暖指数总体呈上升趋势;大部分冷指数呈减小趋势,而极端最低气温和月最高气温极小值分别以0.78和0.33℃/10a速率明显上升;除连续干日以3.63 d/10a的幅度呈显著减小趋势外,其他降水指数均呈增加趋势。2）冷日持续日数和极端最低气温的增温幅度分别明显大于暖日持续日数和极端最高气温,而夜指数（暖夜、冷夜）的变暖幅度也明显大于昼指数（暖昼、冷昼）;与全球其他区域相比,艾比湖流域气温暖指数的变化幅度总体较小,而极端冷指数和降水指数的变化幅度较大。3）3种大气环流指数对艾比湖流域极端气温的影响程度依次为北极涛动指数 > 北大西洋涛动指数 > 厄尔尼诺-南方涛动指数,而对极端冷指数的影响最为明显;对极端降水指数也有一定影响,但影响较极端气温指数小。4）除极端最高气温外,其他暖指数和年平均气温均呈显著正相关关系;除月最高气温极小值和极端最低气温与年平均气温呈显著正相关关系外,其他冷指数和气温日较差与年平均气温呈显著负相关关系;大部分极端降水指数与年降水总量呈显著正相关关系。     

建立以气象服务和科研为导向的学科交叉型人才培养模式

气象现代化进程对气象人才提出更高要求。把握广东海洋大学高水平大学建设历史机遇和大气科学专业自身发展趋势,基于学科交叉理论,结合大气科学本科专业教学实践,提出以气象服务和科研为导向的海洋科学和大气科学学科交叉型人才培养模式。     

湖泊及流域科学学科发展历程与展望

湖泊及流域科学的发展已有百年左右的历史，随着研究的不断深入， 湖泊和流域科学相互融合，以湖泊及其流域为单元的综合性研究逐步受到人们的重视。本文 就湖泊及流域科学及其分支学科的发展进行了回顾，并对学科的发展趋势进行了分析与讨论 。     

The impact of interactive,computerized educational modules on preclinical medical education

Interactive computerized modules have been linked to improved retention of material in clinical medicine. This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We randomly allocated 102 medical student volunteers into control and experimental groups. All participants studied selected anatomical and physiologic concepts using existing material (lecture notes, textbooks, etc.), while those in the experimental groups used the new interactive modules as well. All participants completed a quiz to test their knowledge of the assigned concepts and a survey to assess their subjective experiences in studying with the modules. We found a trend toward higher quiz scores in the experimental group relative to the control group, though it did not reach statistical significance (P = 0.31). Perceived concept difficulty was significantly reduced among those who studied with the modules (P < 0.001), and the number of hours spent studying the concepts was significantly increased (P = 0.028). Of those who used the modules, 83% rated them as “very helpful” or “extremely helpful.” No significant differences existed between participants' reported stress levels during the course of the study (P = 0.44). Our data suggest that medical students may learn more effectively and feel less intimidated by difficult concepts when interactive modules supplement traditional instruction. Anat Sci Ed 1:247–251, 2008. © 2008 American Association of Anatomists.     

Anatomy for biomedical engineers

There is a perceived need for anatomy instruction for graduate students enrolled in a biomedical engineering program. This appeared especially important for students interested in and using medical images. These students typically did not have a strong background in biology. The authors arranged for students to dissect regions of the body that were of particular interest to them. Following completion of all the dissections, the students presented what they had learned to the entire class in the anatomy laboratory. This course has fulfilled an important need for our students. Anat Sci Ed 1:90–91, 2008. © 2007 American Association of Anatomists.