国际上主要国家开放存取政策及对我国的启示

作为一种创新、高效的学术交流模式,“开放存取”提倡学术信息共享和免费获取。文章全面展示了西方发达国家美国、英国以及发展中国家印度开放存取政策的历史背景、制定过程、实施方式以及阶段性成效,并由此提出建议,即我国政府及相关机构需要制定出适合我国国情的开放存取政策,建立完善的保障制度,确定有效的政策形式,开展多样的资金支持,以实现我国学术信息在更大范围更长时间内的交流、传播和获取。该文为《数字图书馆论坛》2009年第11期本期话题“Open Access”的文章之一。     

2008年中国传播学理论研究概述

2008年,传播学者一方面对改革开放30年来传播学研究取得的成果进行总结,另一方面叉在传播实践的基础上,对知识社会学的地位,传播学本土化的路径、西方经典传播学理论的局限以及传播理论在中国新的传播语境下研究的新进路进行了探析和反思.     

Towards collective work and responsibility: Sources of support within a Freedom School teacher community

Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools^® provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site. This discussion gives explicit attention to the kinds of deliberate support intended by the Freedom Schools program and the kinds of support that the servant-leader interns created or initiated on their own. Implications for teacher support that occur in alternative and parallel schooling contexts are discussed.     

The experiences of deaf and hard of hearing students at a Queensland University: 1985–2005

This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students.     

Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford

In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers.     

一种快速的基于分区域的公交线路选择算法

提出了一种快速的基于分区域的公交线路选择算法。本算法首先把所有的公交车站划分为若干个区域,然后按照每个线路上为目标区域的站点数来确定搜索线路的优先级,而对于一条特定的线路上的站点,则按照站点是否在目标区域来确定搜索优先级。算法只搜索其中优先级较高的一部分,并且使用从起点终点两向同时搜索的技术,极大地减少了搜索空间。实验表明,该算法是快速而有效的。     

比较视野的远程教育学习支持服务理论与实践

学习支持服务不仅仅是远程教育领域的命题,然而在远程教育领域,这一理论的探讨与发展却较为成熟,并已成为远程教育机构充分体现"以学生为中心"思想的关键部分.本文采用文献法,从理论层面对国外远程教育领域学习支持服务理论的发展进行了梳理,在此基础上总结归纳了学习支持服务的内涵,并采用个案研究法,从实践层面选取了英国开放大学、阿克林敦·罗森黛尔大学和美国维多利亚大学为个案,对其学习支持服务的实践进行了比较分析.     

党员退出机制问题研究综述

党员退出机制是执政党自身建设的重要环节,是保持党的先进性与纯洁性的重要手段。该文章从党员退出机制的内涵、完善党员退出机制面对的新形势、党员退出机制的建设路径等方面进行整理和归纳,期望能为此研究的深入尽绵薄之力。     

论现代语境下民间博物馆之现状及发展路径——以凤凰山江苗族家庭博物馆为例

以凤凰山江苗族家庭博物馆为个案,针对当前我国民间博物馆存在的种类繁多但东西分布发展不平衡、运作灵活但办馆理念不明晰、潜力较大但保障体系不完善的现状,提出了民间博物馆只有在政府的主导下,以服务民间社会为目标,并依托完善的法律法规,才能获得合理平衡、持续有效和有序的健康发展。     

北京市学前残疾儿童家长心理压力问卷调查

对北京市193名学前视力残疾、听力残疾、智力残疾、脑瘫和自闭症等5类残疾儿童的家长进行了心理压力、应对方式和社会支持的问卷调查。结果表明：不同残疾类别儿童家长心理压力具有差异,其中智力残疾、脑瘫和自闭症儿童家长的心理压力显著高于听力残疾和视力残疾儿童的家长;应对方式的差异主要体现在自责,其中脑瘫儿童家长的自责压力最大;自责、退避和幻想是影响残疾儿童家长心理压力最主要的因素。建议从出台救助政策、完善社会服务支持、积极开展家长工作等方面给予支持。