数字保存系统技术支持质量标准框架解析

认为技术支持质量标准框架是整个数字保存系统质量保证标准框架体系的一个重要组成部分，主要包括技术支持和系统安全两个模块。技术支持模块由软硬件支持、系统性能监控、数据备份、数据更新与检测4个部分组成；系统安全模块由日常运行安全、灾难预防与恢复2个部分组成。提出构建技术支持质量标准框架的目的在于为其标准的制定提供结构基础，保证用户对数字保存系统中的数字资源进行长期安全存取。     

在线交流的内容分析框架研究

CMC的内容分析为在线协作和知识交流的研究与评价提供了丰富的数据资源,定义分析范围的框架是内容分析的首要任务。本文介绍了CMC的内容分析在知识交流研究中的应用,分析了影响框架的重要因素,对典型的内容分析框架进行了讨论,并归纳了框架利用与开发的方法。     

论“社会科学的三维框架—知识经济的总方程”

鲍吉人先生建立的“社会科学的三维框架－知识经济的总方程，用“复数矩阵图表”不仅完美地表达了社会现实中“领导，专家和公众”相互作用的三维关系，且具有很高的应用价值。     

Building a Trauma-Informed Workforce Capacity and Legacy

Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations.     

Primary and secondary curriculum development in Afghanistan

The article analyzes curriculum processes and products pertaining to the overall reconstruction of Afghanistan’s education system after 2002. With the support of several international agencies, including UNESCO’s International Bureau of Education (IBE), as well as non-governmental organizations (NGOs), Afghanistan’s Ministry of Education succeeded in making important progress with regard to quality education, curriculum planning and design. Based on a careful analysis of needs, new curriculum frameworks for primary and secondary education were developed over the period 2002–2006, and syllabuses and textbooks for primary and secondary education will be developed and disseminated in schools across the country. However, many challenges remain to be tackled, especially with regard to the dissemination of a new curriculum culture and the writing, printing and distribution of quality syllabuses and textbooks at all education levels. The article highlights both the achievements and the obstacles standing in the way of comprehensive curriculum reforms taking place in the difficult context of reconstructing a cohesive societal infrastructure in a country, such as Afghanistan, that is affected by conflict.

阅读理解框架搭建中的跨文化因素

外语学生解决了基本的语言困难以后,还可能在阅读理解上面临一些隐性困难,包括在搭建理解框架的过程中由于背景的模糊和价值观的冲突而造成的干扰。实证研究通过对比中国学生和英语本族语读者对一篇阅读材料及其相关问卷的反馈之研究,显示了在理解框架的构建过程中由于跨文化因素而产生的差别,以及中国学生阅读过程中的心理状态,发现了他们在搭建理解框架时的困难,分析产生模糊感和距离感的原因。     

全媒体时代阅读推广活动参与度的提升路径

以科学的组织策略和激励机制促进读者参与是阅读推广成功进行的重要因素。文章以文献调研为基础构建阅读推广活动的读者参与因素框架,选取国内外面向不同群体的优质案例验证完善框架,将文献理论与案例实证相结合,在中观层面给予参与影响因素框架,最终提出全媒体阅读环境下图书馆阅读推广活动读者参与度提升建议。     

虚拟网络型产业技术学习理论框架初探

技术学习理论是解释发展中国家经济赶超的有力工具。传统的技术学习理论分析框架忽略了技术标准与知识产权因素,难以解释虚拟网络型产业的技术学习过程。本文分析了由技术标准和知识产权决定的虚拟网络型产业的三个特征:网络外部性、技术标准专利化和基于标准的竞争,提出了一个虚拟网络型产业技术学习的三维理论分析框架:国际贸易规则、全球技术演化和企业层面的技术学习模型,分别描述了国际贸易规则的变化,全球技术演化轨迹和企业的技术学习过程。     

Research perspectives in beginning literacy. Methodological and epistemic dichotomies / Prospectivas en investigación sobre alfabetización inicial. Dicotomías metodológicas y epistemológicas

This text presents an epistemological option for beginning literacy which departs from traditional options in several respects: (1) objectivity is not assumed as a starting point but as an ending fact (as an aspiration more than a reality); (2) all research communities adopt certain paradigms as their unquestioned ‘epistemic framework’ which serve to validate methodological and theoretical approaches without discussion; (3) situating oneself at the boundaries of this ‘unquestioned scientificity’ reveals useful data worth bearing in mind in the specific field discussed here: the early stages of the cognitive approach to the object of ‘written language’. This text defends the empirical interest of Jean Piaget’s theory to incorporate a theoretical object not thematized by this researcher: written language. It debates the irrelevance of interpretations inspired by Piaget yet based on a purely applicationist vision of the theory. Constructivism is constructed by testing new hypotheses on new objects. That is the persistent message of this text, which provides data to support each claim about development.     

灰色理论在某刚构—连续组合梁桥线性监控的应用

将灰色理论应用于刚构——连续组合梁施工线形监控计算中,以前期的实测值与计算的理想桥梁线性的误差序列为原始序列建立灰色预测模型,及时地对已出现的误差进行调整,以确保中、后期各梁段施工线形调控计算和实施的精确度,最终达到竣工后桥梁线形与目标线形的吻合。通过对某刚构——连续组合梁桥监控的实施,使该桥合龙精度和成桥线形均达到了期望的效果。