论儒家絜矩之道思想在图书馆管理工作中的运用

《大学》的絮矩之道是古代先哲留给我们的宝贵价值资源,蕴涵着深刻的管理智慧。笔者通过合理吸收和辩证转化,融会我们现时代的精神,从图书馆道德建设、人际关系协调、规章制度的完善等三个角度解读儒家絮矩之道管理思想的精髓,以期丰富当代图书馆管理理念。促进现代化和谐图书馆的构建。     

虚拟仪器技术在军用电子装备维修中的应用

本文介绍了虚拟仪器的构成及其特点,分析了虚拟仪器技术在军用电子装备维修中的应用方法,提出了基于虚拟仪器技术构建的军用电子装备整机、分系统及PCB测试系统。     

电子脑清仪的原理与实现

本文介绍了电子脑清仪的理论技术及设计原理和一种基于DSP技术的设计实现方案,包括系统设计思想、硬件的实现方式和软件流程,并阐述了硬件电路中主要核心元件TMS320F206、TLC32044、AD620的性能和使用方法。     

基于数据实证的大型科学仪器共享单位内置属性研究

为找出大型仪器共享服务过程中影响仪器管理单位实施共享服务的“内置属性”,以云南省大型科学仪器开放共享管理平台共享服务记录数据为实证基础,利用复杂网络的连出度、连接权值、服务频次等指标项分析大型仪器管理单位的内生需求、定向服务需求和对外服务需求,获得大型仪器共享单位服务对象属性矩阵。基于服务对象属性矩阵,定量分析了以市场需求、教育科研和公共服务为不同职能目标的大型仪器共享服务单位所提供仪器共享服务的需求成分,获得了仪器管理单位不同的内置属性,为大型科学仪器共享管理制度以及共享服务绩效考评指标的制定提供依据和参考。     

基于VAPS的驾驶舱仪表仿真应用研究

航空仪表仿真技术是飞行模拟器中的重要组成部分,结合某机型的驾驶舱仪表,探讨了VAPs6.3在驾驶舱仪表仿真中的应用。     

我国民族教育的政策工具发展研究

本研究利用自愿性、强制性与混合型政策工具及其细分项目,对国家及五个自治区的《中长期教育改革和发展规划纲要(2010-2020年)》中民族教育政策规划进行了文本分析,并总结出若干特点。在此基础上,研究对推动我国民族教育的政策工具发展提出了若干建议。     

How can we build an impactful future for science in conservation? Essential next steps

This paper presents the outcomes of reflection and debate within the ICCROM Forum (2013) which explored how to build an impactful future for science in conservation. It sets out a number of recommendations to support a vibrant heritage science community with an impactful future. Key recommendations include: adopting the term heritage science as this reflects the growing use of the term in domains not exclusively conservation-focussed, positioning ICCROM as a leader in setting a vision for the heritage science community which would grow capacity, and support a high standard of academic research to underpin an impactful future for this growing discipline.     

The development and use of an instrument to measure willingness to seek help from peers and teachers when studying college mathematics

As part of a three-phase study, 18 items were developed to measure aspects of a student’s willingness to seek help from and/or work with peers and teachers when studying college mathematics. In the first phase, 24 items were developed and administered to 165 undergraduate college students. During the second phase, 20 items, modified from the first instrument, were completed by a sample of 314 undergraduate college students. The sample was randomly divided in half and principal factor analysis with varimax rotation was performed on the first half. Two factors emerged and were interpreted as: Willingness to Work with Students (nine items); and Willingness to Seek Help from Teachers (nine items). Based on the results of the exploratory factor analysis, confirmatory factor analysis was performed on the second half of the sample. Coefficient α estimates were calculated to assess internal consistency. In the third phase, the final 18-item survey was given to 140 undergraduate college students and confirmatory factor analysis was again performed based on the results of the exploratory factor analysis from Phase II. Recommendations for future uses of these scales are given.     

An Evaluation of Factors Regarding Students’ Assessment of Faculty in a Business School*

Student faculty ratings are used at most institutions of higher learning for three important reasons. First, the ratings provide direct feedback to the faculty, and this enables faculty to adjust their teaching styles. Second, the ratings provide the administration with information intended to assist in guiding and mentoring faculty toward more effective pedagogical performance in the classroom. Third, the ratings also provide the administration with information to be used in the reappointment, tenure, and promotion processes, as well as for assignment of salary range adjustments and teaching awards. To be of real value, however, all of this is predicated on the use of a valid and reliable faculty‐rating instrument along with a system designed to provide both the faculty and the administration with norming reports that allow for appropriate comparisons of ratings. This article reports such a study conducted within a large department of a business school and recommends that the process used be adapted by other business school departments and other academic units across the university and at other universities to ensure a more universally appropriate usage of students’ ratings.     

Assessing students＇ reflective responses to chemistry-related learning tasks

Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work.