实践是图书馆学最大的价值取向

图书馆学中存在理论与实践相割裂的问题。这种价值取向有极大的危害，制约了我们思维的进步，浪费了图书馆事业的情感资源和智力资源。为了图书馆学的发展，我们应选择实践作为图书馆学最大的价值取向。为了实现这一目标，我们需要以实践的思维方式理解、反思和发展图书馆学。     

From Inarticulacy to Care

This article seeks to critically re-open the closed structure of news coverage of ethnic minorities by proposing a dialogical model of representation, which evokes mutual understanding across differences through well-crafted narratives of minority experiences. Informed by Mikhail Bakhtin and Charles Taylor, it explores the notion of “dialogue” within journalistic narratives and delineates two dialogical approaches, namely the evaluative articulation of moral values and the polyphonic incorporation of different voices. The former suggests that journalists should employ nuanced languages to situate ethnic minorities’ aspirations and experiences in a common “horizon of significance”. The latter challenges the hegemonic monologue of an ostensibly objective narration and accentuates the manifold voices from ordinary people, urging the journalists to rethink their positionality as narrators. Two cases are analyzed to reveal how the dialogic representation can be realized in news reporting, calling for a transition from “ethics of inarticulacy” to ethics of care in journalism practices.     

Forward view: advancing health library and knowledge services in England

This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety.     

渗透固结装置的研制及在实践教学中的应用

土的固结过程与渗透性质关系密切,但传统的固结仪不能进行渗透试验.该文研制了一种渗透固结装置,既能进行固结试验和渗透试验,又能测量固结过程中的孔压.装置构造简单,操作便捷,密封性能好,可自动记录孔压、时间等参数.该装置应用于研究生的土工试验教学,促进了土力学理论与实践教学的融合,不仅加深了学生对理论知识的理解,提高了学生...     

医院图书馆资源服务Mushup研究

从RSS feeds、API和URL模板三方面介绍资源服务mushup的主要实现机制,然后从拓展OPAC功能、丰富虚拟馆藏、改善检索效果、加强协作交流四方面分析mushup在医院图书馆的应用实践,最后从第三方资源服务遴选、密切跟踪相关资源服务和标准、保证机构信息安全等方面说明医院图书馆mushup应用中应该注意的问题。     

机关党建工作的实践与思考

机关是一个单位组成的核心部分,是一个单位工作的枢纽。如何按照党章规定抓住工作重点,创新工作方式,落实党的任务,是一个需要大家共同实践和思考的重大课题。本文从机关构成特点、基本结论和基本认识等方面分析了机关地位和作用的重要性,并提出了加强机关党建工作的中心和重点。     

重审教育理论性质:纪念保罗·赫斯特教授

上个世纪,英国学者彼得斯带动了分析的教育哲学传统,不仅影响教育哲学,也带动了教育理论的发展。其中,赫斯特扮演着重要的角色。他与奥康纳对教育理论之辩,尤为人所称道。奥康纳致力于将教育理论带往科学理论。前期,赫斯特认为教育理论是实践理论,迥异于科学理论,教育理论应该以其他学门知识的型式、领域为基础,而建构出有助于指导教育实践的原理;后期,赫斯特则更为重视隐而未现的实践意义,修正前期过于重视理性知识的立场。重审赫斯特、奥康纳之辩以及赫斯特前后期立场,将有助于我们理解教育哲学重点在于证成教育政策及开拓新的思考方式,量化研究成果在于拓展新知,质性研究则在于对实践智慧的探究。赫斯特后期念兹在兹于缄默之知等实践知识,哲学论证、量化研究、质性分析都应将之列入重要探索领域,必能有助于教育理论的精进。     

我校实施"微格教学"模式培训青年教师的实践

本文对当今世界教育界一种培训教师课堂教学技能新型的优化模式"微格教学"的历史沿革做了介绍。对我校实施"微格教学"模式培训青年教师的实践进行了综述。对"微格教学"模式的若干特点进行了评价。指出微格教学模式是培训教师,尤其是青年教师的一种行之有效的方法。     

赣语泰和方言中的三个常用动词

主要探讨赣语泰和方言中的三个常用动词,考察它们的本字以及它们在古今汉语中的使用面貌.     

A Geohistorical Study of ‘The Rise of Modern Science’: Mapping Scientific Practice Through Urban Networks, 1500–1900

Using data on the ‘career’ paths of one thousand ‘leading scientists’ from 1450 to 1900, what is conventionally called the ‘rise of modern science’ is mapped as a changing geography of scientific practice in urban networks. Four distinctive networks of scientific practice are identified. A primate network centred on Padua and central and northern Italy in the sixteenth century expands across the Alps to become a polycentric network in the seventeenth century, which in turn dissipates into a weak polycentric network in the eighteenth century. The nineteenth century marks a huge change of scale as a primate network centred on Berlin and dominated by German-speaking universities. These geographies are interpreted as core-producing processes in Wallerstein’s modern world-system; the rise of modern scientific practice is central to the development of structures of knowledge that relate to, but do not mirror, material changes in the system.