The Idea of Academic Administration

ABSTRACT Academic administration is not to be construed simply as a technical practice, the development of efficient management systems, nor as reactive, as response to the collective views of the academic community, nor in terms of academic leadership, the establishment and implementation of institutional aims. A full account of academic administration will provide a sense of the integral relationship between the academic administrator and the academic community. For that, a prior notion of the academic community is required. Such a notion, giving a central place to structured discourse, can be derived from the German idea of the university and particularly from the writings of von Humboldt, Karl Jaspers and Jurgen Habermas.     

Computers in Artificial Intelligence Education

Both the origin and development of artificial intelligence (AI) are connected with the origin and development of computers. Computers play a very important role in engineering education. AI influences such disciplines like CAD, CASE, CAE, and others. The specific experience concerning AI education at a technical university has been gathered in this paper. There is stressed need of good balance between theoretical background and individual training with computers as well as importance of personal experience in solving practical AI.     

A COMPARISON OF THE RELIABILITY AND VALIDITY OF TWO METHODS FOR ASSESSING PARTIAL KNOWLEDGE ON A MULTIPLE-CHOICE TEST

Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple-choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split-half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered.     

中国法律下的知识产权质押

多种原因造成了知识产权担保在发放信贷方面的重要性不如其他财产的担保。原因之一是知识产权具有一些特殊属性,一些潜在贷款人对这种财产属性缺乏了解。另一个原因是对许多知识产权的估价存在困难,相关法律在调整这些法定权利上的担保权益方面也不甚健全。尽管金融机构及其法律顾问已经越来越多地理解了知识产权担保借贷中的诸要素,但以知识产权担保的融资仍处在初期阶段。这是一个无论在法律领域,还是在信贷实践方面都很复杂的问题。立法者在回应专门立法需求以促进其发展方面也行动缓慢。这就进一步增加了用知识产权这种价值可能很大、但寿命又可能很短的财产做担保提供信贷的不确定性。     

七年之痒杰拉德·华莱士

说杰拉德·华莱士,就得说说他的封盖,说他的封盖。就必须提到安东尼。在一次掘金与山猫的对垒中,掘金队抢断之后,将球甩给了已经埋伏在山猫半场的安东尼。就在“甜瓜”持球快下的当口,杰拉德不紧不慢地从后面追了上来,还不待前者有何动作便飞身而起准备封杀。     

现代教育技术环境下的学生学习研究

通过论述现代教育技术环境下学生学习环境、学习内容、学习方式、思维方式及学习评价方式较之传统教育环境下的转变,展望现代教育技术环境下学生学习的前景．     

Perceived Problems and Sources of Help For American Indian Students

One hundred-Fifty American Indian and fifty non-Indian 11th- and 12th-grade students were surveyed to assess self-reported problem areas and persons perceived as potential sources of help. Problems indicated by Indian students in metropolitan, rural, and boarding schools are noted, as well as those of non-Indian students. Problems likely to be discussed with counselors or with significant others are identified and different patterns of persons nominated as providing help are described. Although we caution against over-generalization, the findings are intended to increase the understanding of those concerned with training counselors to work with Indian youth.     

A MODEL FOR USING THE FINAL EXAMINATION AS A MEASURE OF THE AMOUNT LEARNED IN CLASSROOM LEARNING1

A student's score on the final examination in a classroom learning situation does not necessarily represent the amount learned during the course. Various measures of gain have been advanced to measure the amount learned, but all have subsequently been found inadequate. It is hypothesized that the relationship between test scores and knowledge is curvilinear. A rationale is presented for the curvilinear nature of the posited relationship and for the fit of the model to classroom learning. From hypothetical data conforming to the model expressed in a mathematical formula, it was shown that it is possible for the final examination to be the best indicant of amount learned, even though individuals are not equal in proficiency at the beginning of the learning task. Based upon several considerations it was concluded that, at present, the best indicant of amount learned in many classroom situations is the final examination.