Librarians as Advocates of Social Media for Researchers: A Social Media Project Initiated by Linköping University Library,Sweden

ABSTRACT

Librarians at Linköping University help researchers keep abreast of developments in their fields and to increase the visibility of their work. Strategic, professional use of social media ought to be an essential part of a researcher's communication strategy. This article investigates the level of awareness of the professional use of social media among LiU researchers. The investigation showed that use of social media was not significant; however, a small number saw potential. The purpose of this article is threefold. The first purpose was to evaluate the potential of using social media as a tool for communicating research outside LiU. Second, the article presents a study in which views of LiU researchers on social media were ascertained via seminar discussions, informal feedback, and interviews. The study has a case study approach involving eight researchers. Third, the article covers how LiU Library created a web-based information package to support researchers in social media use.     

金融运行中的矛盾及政策建议

文章分析了我国当前基层金融运行中存在的六大矛盾,提出了解决矛盾的政策建议:改革信贷管理体制;发展消费信贷;规范企业改制,维护金融债权;提高金融资产质量;健全金融市场融资管理机制;开发金融新产品、新业务;加强金融部门内控制度建设以及中央银行加强金融监管,实施货币政策有效调控。     

海明威与塞尚

"现代绘画之父"法国画家保罗·塞尚(PaulCezanne1839-1906)自1874年以来形成的各种创新的绘画技巧在更深层次上指导了海明威的小说艺术创作,成为有助于形成海明威小说风格的得力的文学工具[1](P65-77)。     

软件测试方法及测试工具应用

介绍了软件测试的过程及方法，重点分析了几种常用软件测试工具的特点及具体应用方法，为软件测试人员根据不同的测试环境选择适用的测试工具提供了依据。     

机床误差及其误差补偿技术

采用误差补偿技术是提高机床加工精度的一个重要发展趋势。文章主要介绍并分析了误差补偿技术的研究及其应用现状、关键技术和应用过程中存在的问题以及将来的发展前景。     

Resources for Science Learning: Tools,Tasks, and Environment

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners. Three different types of resource are discussed. Tools, in the form of computer tools and conceptual tools, make tasks easier and allow learners to undertake tasks they would not otherwise be able to do. Tasks can facilitate effective learning by creating effective spaces for learners to work in, embodying key aspects of the disciplines of science, providing effective and authentic opportunities for learners to learn, and facilitating a dialogue between learners ideas and their experiences of the natural world. Environment – the ecology in which learning happens – provides three sources of information through the human, social, and conceptual worlds. When key aspects of these worlds are manifested in the environment, they scaffold the learning of science content, the nature of science, and the learning process itself, all of which are required for the deep understanding of science that constitutes improved science learning.     

高校学生辅助学习工具费用支出的现状调查与对策分析

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On Technology

The basic premise of this paper is that the problem of technology is not a technological one, but one of understanding and vision. The entire Western tradition, in its religious as well as its secular modes, has always admired technique. True, the modern age has increased the mechanization of technology, and more recent technological advances have extended our sensory modes of knowing, tempting us to fall in love with them much as Narcissus fell in love with his own reflection. However, there is nothing necessary in these developments or in the views spawned by them.Technology encompasses the instrumentalities with which we create the made world. The made world, not unlike the natural one manifests Being; it is the unconcealment of reality's potential to be made. It is up to us to understand technology in this way and not as the mere manufacture and use of tools.Education is the main means at our disposal to create a new vision of technology and a new yoga to yoke ourselves to Being. The goal is to learn to see technology as an aniconic symbol of Being.     

Mind the gap: accountability,observation and special education

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.     

对电工技术多媒体教学的探索

通过课件制作的实践，初步对多媒体教学进行了探讨，阐述了应用多媒体技术进行教学的优越性。