MooseFS系统在图书馆联盟云计算架构中的应用研究

文章通过对云存储基础设施以及MooseFS分布式文件存储系统的分析,提出了图书馆联盟数据云存储的科学解决方案。通过MooseFs系统将不同品牌、不同类型、不同容量的存储设备集合起来协同工作,共同对外提供数据存储和业务访问功能,服务系统不需要修改就可以使用大容量的存储空间,各种软件在整个云存储系统中协同工作,实现图书馆联盟用户的存储和访问。     

P2P技术在图书馆联盟云服务中的应用研究

P2P技术的数据流量在当代因特网传输中具有重要地位,我们提出基于云服务的P2P资源离线下载模式,由应用服务器负责P2P下载,用户通过下载中心把完成下载的资源传输到本地。在P2P下载期间,用户不必运行P2P客户端程序,也不必开启本地计算机。这一模式能减少重复下载热点资源对Intranet公共出口带宽的堵塞,减少漫长等待稀缺资源的过程困扰下载用户,避免热点资源的网络流量突增导致其他程序性能受到影响,解决了传输瓶颈,提高联盟用户下载资源的速度,节省了成本。     

我国医学图书馆联盟发展策略研究

图书馆联盟是图书馆发展的必然趋势.通过建立医学图书馆联盟可以实现医学图书馆文献信息资源的共建共享和资源的合理配置,更好地满足用户信息需求,并使循证医学真正地发挥作用.为促进医学图书馆联盟健康稳步发展,文章提出应从组织管理、馆员队伍建设、服务手段、技术支撑、知识产权保护等方面着手,探索完善医学图书馆联盟的发展策略.     

国内外大型图书馆联盟建设比较研究——以中国国家图书馆与OCLC为例

文章以中国国家图书馆与OCLC为例,对比两者在联盟化建设中管理模式和合作体系构成等几方面的差异,分析其原因、优劣及对国内图书馆联盟建设的启示,提出了国内大型图书馆联盟应在吸收国外先进经验、同时关注自身特点的前提下向统一管理、积极开拓大范围合作圈发展的观点。     

The OHDEP Project: Creating a Shared Catalog for the Northeast Ohio Depository

In 2011, the Northeastern Ohio Cooperative Regional Library Depository completed a pilot project that created a shared catalog for depository holdings. The project, coordinated by the Northeastern Ohio Cooperative Regional Library Depository Implementation Group, has paved the way for the remaining four Ohio depositories to contribute their depository holdings to the shared catalog. This paper describes the motivation for the project and the planning, implementation, and impact of a shared catalog on depository workflow and service at the Northeast Ohio Regional Depository. It also highlights implications for the improved storage capacity through statewide deduplication projects.     

All Together Now: Planning for Shared Print Archiving at Canada's Western Universities

The Council of Prairie and Pacific University Libraries is a consortium of twenty-two university libraries in western Canada. Planning for a regional shared print archive has included the formation of several task groups, the engagement of a project consultant, and local development of a holdings registry tool. The original impetus for the project was to clear maximum shelf space at member libraries quickly. The planning challenge that has emerged is to design a project that meets this short-term regional need for repurposed space in member libraries, while building in scalability to address a broader preservation mandate, and that allows linking to related initiatives in other jurisdictions.     

Teacher and student responses to interdisciplinary aspects of sustainability education: what do we really know?

That the value of interdisciplinarity in sustainability education is largely taken for granted reflects widely held views about the inherent complexity and uncertainty of sustainability issues and the need for holistic responses to them. Although there is an extensive literature on interdisciplinarity, there has been relatively little investigation of the ways in which teachers and learners deal with and respond to this central aspect of sustainability education. This paper presents data from two case studies of masters course in sustainability education, one in an English university and one in a Chinese university, and examines some of the contextual factors that support or limit their attempts to go beyond the bounded ways of thinking associated with more traditional academic disciplines. While some learners respond enthusiastically to interdisciplinarity, others experience forms of ‘cognitive dissonance’. Interdisciplinarity requires individual teachers to operate as members of teams and to find ways of promoting dialogue between different perspectives, discourses and methods of approaching problems. The key to interdisciplinarity is an open attitude, a willingness to learn and an ability to engage with different ways of thinking about issues we face in common.     

Problematizing the processes of participation in networks: working through the rhetoric

Participation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individuals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equitable relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network – described as such in its own literature – the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia – to argue that while network participants were engaged and committed to participation in this network, ‘old’ forms of top-down engagement and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur.     

Embracing Social Sustainability in Design Education: A Reflection on a Case Study in Haiti

Sustainable design issues are complex and multi-faceted and need integration in the education of young designers. Current research recommends a holistic view based on problem-solving and inter-disciplinary work, yet few design educators have brought these ideas to their full consequence. Sustainability education for designers is still often rooted in environmental issues, providing incomplete understanding of the broader relationships at hand. The article reflects on a case study of a student-initiated multi-disciplinary design project in Haiti. This reflection allows for discussing a number of issues related to establishing an educational agenda for incorporating social sustainability in design education, including recommendations for how to address motivation, expected learning outcomes, and feedback and guidance.     

‘Human nature’: Chemical engineering students’ ideas about human relationships with the natural world

While importance of environmental ethics, as a component of sustainable development, in preparing engineers is widely acknowledged, little research has addressed chemical engineers’ environmental concerns. This study aimed to address this void by exploring chemical engineering students’ values regarding human–nature relationships. The study was conducted with 247 3rd–4th year chemical engineering students in Israeli Universities. It employed the New Ecological Paradigm (NEP)-questionnaire to which students added written explanations. Quantitative analysis of NEP-scale results shows that the students demonstrated moderately ecocentric orientation. Explanations to the NEP-items reveal diverse, ambivalent ideas regarding the notions embodied in the NEP, strong scientific orientation and reliance on technology for addressing environmental challenges. Endorsing sustainability implies that today's engineers be equipped with an ecological perspective. The capacity of Higher Education to enable engineers to develop dispositions about human–nature interrelationships requires adaptation of curricula towards multidisciplinary, integrative learning addressing social–political–economic–ethical perspectives, and implementing critical-thinking within the socio-scientific issues pedagogical approach.