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111.
Four standards and best practices recently released or currently underway at the National Information Standards Organization were presented: Knowledge Bases and Related Tools, Presentation and Identification of E-Journals, Open Discovery Initiative, and Open Access Metadata Indicators. Basics outlining the creation work and deliverables were shared for each project. Applicability of these standards and best practices for different stakeholders of the information community were discussed. 相似文献
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由于原有的"刘三姐专题文献数据库"存在着检索功能方面专业化程度较低以及不符合CALIS统一标准等缺点,在此利用TPI系统对"刘三姐专题文献数据库"进行了CALIS标准化改建。改建后的"刘三姐专题文献数据库"将具有良好的管理及服务功能、软硬件平台以及统一的CALIS标准接口———可接入CALIS的特色资源服务体系中,以实现元数据检索与文献传递功能,达到效益的最大化。 相似文献
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张潞 《中国科教创新导刊》2011,(8):41-42
本文以工程管理专业应用型人才培养为定位方向,全面阐述了工程管理专业人才培养目标,探讨了该人才培养的质量标准,对工程管理专业应用型人才培养具有很大的指导作用。 相似文献
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张兴福 《安徽广播电视大学学报》2015,(1):35-39
2014年3月财政部颁布了新修订的《长期股权投资准则第2号———长期股股权投资》,本文在对新准则与原准则及相关解释深入比较的基础上,通过案例分析,阐明了在执行新的长期股权投资准则时有关的会计核算,并提出了对该准则进一步完善的思考和建议。 相似文献
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This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development. 相似文献
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Lennart Jølle 《Assessment in Education: Principles, Policy & Practice》2015,22(4):458-474
Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters. 相似文献
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Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献