我国高校图书馆读者借阅权限研究综述

读者借阅权限的合理设定有利于提高图书文献资源的利用率,最大限度地满足读者的需求。目前高校图书馆读者借阅权限的设定有不合理性,关于改革读者借阅权限设定方法的研究逐渐增多,但操作细节上尚不够深入,实证性研究较少,可行性研究较粗浅。依据读者的现实需求来个性化地确定借阅权限,已成为目前高校图书馆借阅权限改革的方向。     

云计算环境下的图书馆信息资源安全问题思考

论文在简述云计算及其对图书馆发展产生有利影响的基础上,分析云计算环境下图书馆信息资源将面临的诸如优先访问权风险、管理权限风险、数据存储位置风险、数据隔离风险、数据恢复风险等问题,并提出了解决这些问题的一些思路。     

双向信任：对教师权威的主体间性考察

在传统思维下,人们习惯于仅从教师方面思考教师权威的问题,很容易造成单子式主体的弊端,教师权威滑向教师权威主义。同时,信息技术的运用极大地推动了多元世界的发展．对学生而言,教师的作用越来越成为诸多影响因素中的一个,教师权威面临消散的危险。面对客观主义与相对主义的双重挑战,如何突破以往的单向思考模式,更多地从学生的角度出发,并且在多元环境里守住教师对学生积极指导的职责,才是构建具有主体间性的教师权威的应有之义。     

An Analysis of The Bonesetter’s Daughter from the Perspective of Feminist Narratology

Amy Tan(1952-)is a female Chinese-American writer.As a famous figure equal to Maxine Hong Kingston,Toni Morrison etc.,Amy has become"another pioneer"among the minority American writers.The Bonesetter’s Daughter is another masterpiece after The Joy Luck Club,The Kitchen God’s Wife and The Hundred Secret Senses,which is published in 2001.The novel is about the life between the second-generation immigrant Ruth and her first-generation immigrant mother Luling.The stories in the novel are all narrated by female narrators.Through her novels,Amy Tan overthrows the traditional Chinese female images,shows rebel and fight of the female Chinese-Americans who are under the margin of a society dominated by patriarchy and full of racial discrimination and construct her own fictional authority.     

权利缺失与权力造罪———几起“诽谤”案中权利与权力的博弈分析

权利与权力之间存在难以消弭的张力。在权利缺失情况下,存在着权力异化并制造犯罪的倾向：行政权的肆意扩张使得公民成为潜在的“罪犯”;侦查权的滥用则使公民向“自证其罪”转化;司法权的专断则使得公民“自证其罪”得以“司法确认”而成为“罪犯”。权利对权力的制衡是避免权力造罪的根本途径。     

我国大学治理结构的滞后与重塑

大学治理结构基于行政权力、学术权力与市场权力的不同特点分为三种类型,这为我国大学目前存在滞后现象的外部治理结构与内部治理结构提供了有力的参考。重塑大学治理结构,需要明确大学治理目标,重构现代大学治理理念,注重大学治理结构变迁过程中市场作用,注重强制性变迁和诱致性变迁之间的适时转化。     

试析使学生被动学习的教学原因

学生被动学习固然有诸多原因,但与之关系最直接的则是教师的教学。从教学的角度看,致使学生被动学习的原因主要有:过于强调知识学习过程中的认知因素,认识性任务成为课堂生活的中心目的;与之相应,学生所学的知识内容被赋予过高的确定性,学生的真实思想被标准化认识路线所遮蔽,师生共同沉沦于程式化的教学过程而不自知。     

论省级政府高等教育统筹协调权限

省级政府对高等教育的统筹协调,既能缓解中央高度集权带来的忽视地方特色的弊端,也能弥补高校自主办学过程中可能出现的无序和失序,保障高等教育事业平稳健康发展。省级政府获得高等教育统筹协调权历经艰难历程,先后经历协助办学、分级管理、逐步确立、法律确权与不断扩权等五个时期。目前,省级政府主要拥有统筹协调省域高等教育结构布局、学科专业设置调整、学位与研究生教育、民办高等教育工作、高等教育收费与奖助学管理、免费师范生就业等权限,但其统筹权限仍存在不够科学周延及不稳定等问题。为此,应继续下放不必中央政府管理的高等教育权限,取消无须省级政府统筹协调的高等教育事项,通过法律形式明确省级政府的统筹权限。     

Differences in representations of Japanese name authority data among CJK countries and the Library of Congress

This study aims to compare representations of Japanese personal and corporate name authority data in Japan, South Korea, China (including Hong Kong and Taiwan), and the Library of Congress (LC) in order to identify differences and to bring to light issues affecting name authority data sharing projects, such as the Virtual International Authority File (VIAF). For this purpose, actual data, manuals, formats, and case reports of organizations as research objects were collected. Supplemental e-mail and face-to-face interviews were also conducted. Subsequently, five check points considered to be important in creating Japanese name authority data were set, and the data of each organization were compared from these five perspectives. Before the comparison, an overview of authority control in Chinese, Japanese, Korean-speaking (CJK) countries was also provided. The findings of the study are as follows: (1) the databases of China and South Korea have mixed headings in Kanji and other Chinese characters; (2) few organizations display the correspondence between Kanji and their yomi; (3) romanization is not mandatory in some organizations and is different among organizations; (4) some organizations adopt representations in their local language; and (5) some names in hiragana are not linked with their local forms and might elude a search.     

Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.