论编辑出版业的人本管理

在探讨编辑出版业人本管理的基础上,研究实施人本管理的必要性和可行性,提出了实施人本管理的措施和设想.     

浅议图书馆流通部的导读工作

流通部的导读工作有着广阔的服务领域,是联系读者与藏书的桥梁和纽带,是图书馆流通部的核心。     

Arts sponsorship and the state of the city

This paper explores the correlation between metropolitan social and economic conditions and corporate arts support in the United States. It is hypothesized that the transition from a manufacturing sector economy to an advanced service sector economy is an important local factor for the increase in corporate arts support.By panel analysis, in eleven metropolitan areas between 1977 and 1991 changes in corporate arts support have been correlated with changes in social and economic conditions, i.e., service sector and manufacturing sector employment, service sector and manufacturing sector income, population's educational attainment, and the degree of dominance by the leading local arts supporting industry.Corporate arts support is higher in metropolitan areas where the population is better educated (=+0.60), the local service sector generates more income (=+0.37) and the local manufacturing sector generates less income (=–0.22).Corporations from the manufacturing sector are mostly indifferent towards arts support. In contrast, corporations from the service sector are supportive of the local arts but they also respond swiftly to a loss in their earnings by discontinuing their arts support.     

Creating Better Learners Through Learning Science: A Sample of Methods

This article proposes the incorporation of learning science into the programming and operation of public libraries. Learning science, a multidisciplinary field spanning cognitive science, psychology, neuroscience, economics, anthropology, and linguistics, has identified proven methods for enhancing learning at any age. The article highlights some of the tools and insights that are most relevant to libraries in their role as centers for informal learning.     

日本随笔与中国现代散文的走向

本文重点探讨了日本随笔对于中国现代散文两条路径的影响，一是以周作人为代表的平和冲淡的美文走向，一是以鲁迅为代表的“匕首”“投枪”式的杂文体式。通过日本随笔对中国现代散文影响的考察，凸显了日本随笔在世界散文史上的地位。     

Designing informal learning experiences for early career academics using a knowledge ecosystem model

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.     

La Parte Chusca of a Pedagogical Here and Now: Oaxacan Teachers’ Heteroglossic Joking About State Repression and Educational Reform

Faced with repression and reform, humor has become tactical for public school teachers in Oaxaca, Mexico, engaged in a decades-old movement that after 2006 involved intensified street- and school-based pedagogies. This piece explores how humor adds to a political project via mocking names, images, and dictates of elite leaders to bring a here and now to what is taken as inaccessible in the teachers’ political lives. Humor forms part of an (e)sc(h)atology in which critical practices are part eschatological, a call for definite transformation, and part scatological, embodied vulgarity. La parte chusca (the funny part), its (e)sc(h)atological contribution, angles toward critical literacies in Oaxaca and beyond.     

Enacting Informal Science Learning: Exploring the Battle for Informal Learning

Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers ‘battled’ to enact ISL policy in performative conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance towards enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science.