甘肃省生态足迹动态测度与分析

生态足迹分析法现已广泛应用于各种可持续发展的测度,文章应用该方法对甘肃省的可持续发展状况进行了评价和分析.在1996-2003年间,每隔一年计算出甘肃省的生态足迹,以此来对甘肃省可持续发展状况的动态变化进行测度和分析.计算结果表明,人均需求足迹整体为上升趋势,人均供给足迹整体为下降趋势;生态冗余只有1996年为正,即处于可持续发展状态;其余4个年份均为负值,即为不可持续发展状态.在历年人均生态足迹需求的各组成土地类型中,化石燃料用地和耕地是主要的两个组成类型,其次是草地;在人均生态足迹供给的组成中,耕地和草地是最主要的两个组成类型.     

Edulabs AGIRE project – evaluation of ICT integration in teaching strategies

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy.     

Students' privacy concerns in learning analytics: Model development

Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered.

Practitioner notes

What is already known about this topic

• Addressing students' privacy is critical for large-scale learning analytics (LA) implementation.
• Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA.
• Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.

What this paper adds

• The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.
• It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education.
• It offers a set of relevant implications for LA researchers and practitioners.

Implications for practice and/or policy

• Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.
• Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.
• Contextual factors that may influence students' privacy concerns should be considered.

     

远程医学的应用及管理

远程医学是以图像和视频传输为基础的新型学科,远程医学教育是远程医学的重要方面,远程医学的通讯方式有卫星、ISDN、互联网和普通电话线(PSTN)等。技术上把实现电话线上医学资料的共享功能作为软件开发的重点,以满足远程医疗会诊和讲座式远程教育的要求。     

青岛循环经济探析

发展循环经济已被列为青岛市“十一五”时期的重要战略任务。发展循环经济是青岛实现经济可持续发展的战略选择。推进循环经济发展是一项事关全局和长远的战略任务,政府要继续加强对循环经济的领导、充分发挥推动作用,企业要遵守行业发展规律、加强自律,市民要提高参与的意识和能力。     

论社会环境对宋代文学发展的影响

宋代学在我国学发展史上具有承前启后的历史地位。而宋代学的辉煌及其所表现出来的独特风貌，是与当时的社会环境紧密相连的。本把宋代学的发展分为四个阶段(北宋初期、北宋中叶、南宋初期及南宋末年)就这四个时期的社会环境以及在其特定的环境下涌现出的杰出作家做了初步的论述。     

构筑琅琊文化特色促进青岛旅游可持续发展

琅琊台旅游资源具有悠久的历史文化特色优势，但未得到充分开发，制约了青岛文化旅游的进一步发展。随着青岛市经济重心的西移和2008年海上奥运在青岛举办，琅琊台旅游渐成青岛大旅游开发的新亮点。充分发掘琅琊文化特色，提升景区核心竞争力，开发优质海滩资源，发挥依托青岛的地缘优势，是琅琊台和青岛大旅游可持续发展的关键。     

小麦生育后期限量供水对生理指标的影响

采用盆栽方法,在小麦生育后期控水条件下研究干旱对小麦产生的生理影响。结果表明:小麦生育后期不同时段对土壤水分亏缺的敏感程度不同。轻度水分亏缺促使旗叶水势增大,光合速率提高,蒸腾速率下降,灌浆速率下降,灌浆高峰提前。在花后10天内轻度水分亏缺,可提高光合速率,并保持较长时间。因此,本研究认为土壤最大毛管含水量为50%-55%,并在小麦花后10天内成为一个重要的控水指标。     

中国佛教造像的引进及艺术特色探究

中国佛教造像的引进和发展获得艺术史上的成功，这是多方面因素整合的结果。传统雕塑的历史积淀为佛教造像的引进奠定了坚实的造型基础，中国画及画论对佛教造像的发展产生了巨大的推动作用，雕塑家对佛教造像的创新作出了极其重要的贡献。中国佛教造像具有鲜明的民族艺术特色。中国佛教造像的引进和发展，在当今西方艺术领域对中国本土艺术的冲击时如何看待西方艺术的引进，如何发展中国的现代艺术，让中国的现代艺术与国际先进化接轨，可以从中获得有益的启示。     

Australian teacher education: inside-out,outside-in,backwards and forwards?

Abstract

Teacher Education in Australia seems to be in a dynamic and constant cycle of review and change. Policy governing teacher education has also been eminently changeable and dynamic. To some extent this stems from three year terms for governments where a short term and expedient political view is taken. There has also been ongoing centre-periphery tension between the Commonwealth government and the State governments regarding regulation and accreditation of teacher education programmes with there now being regulatory bodies at both national (Australian Institute of Teaching and School Leadership – AITSL) and state levels. Despite all of this, teacher education is still the butt of ongoing criticism and investigation and is now more highly regulated than ever. Since teacher education occurs within a university context, with the exception of that which is offered through some private providers or some Technical and Further Education (TAFE) providers, it is also at the whim of government funding policies impacting universities generally.