信息安全的经济学(之二)     

Ross Anderson  Tyler Moore  陆俊秀 《中国教育网络》2008,(1):31-33

信息安全的经济学近来已经成为一门蓬勃发展的学科。由于分布式系统通常是由那些属于不同利益主体的计算机构成,我们发现在实现可靠性的过程中,激励机制变得和纯技术设计一样重要。这一学科领域不仅为那些传统的安全课题提供了洞见,而且还为更宽泛的领域中的研究难题拓展了思路,诸如:P2P系统设计,程序员和测试员的最优比例,隐私为何不断被侵蚀,以及数字版权管理等问题。本刊上期和本期推荐剑桥大学计算机实验室的Ross Anderson和Tyler Moore在2006年10月27日的《科学》杂志上刊发的《信息安全的经济学(The Economics of Information Security)》一文,介绍这一学科的研究和发展,以资借鉴。  相似文献   

Toward instituting a chaperone policy in outpatient pediatric clinics     

Kenneth W. Feldman  Carol Jenkins  Tyler Laney  Kristy Seidel   《Child abuse & neglect》2009,33(10):709-716

ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal.  相似文献   

Cross-cultural encounters: Face-to-face interaction : Richard W. Brislin New York: Pergamon Press, 1981, 373 pp     

V. Lynn Tyler 《Int J Intercult Relat》1982,6(4):448-451

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University administrators and faculty bargaining     

J. Malcolm Walker  John J. Lawler 《Research in higher education》1982,16(4):353-372

This study presents empirical data suggesting that middle-level university administrators tend to oppose faculty bargaining, especially by an aggressive union. Findings cover administrators' perceptions of and attitudes toward faculty bargaining, prebargaining conditions in their work milieu, and expectations as to potential outcomes of bargaining under alternative agents. Factor analysis is used to identify underlying perceptual structures for which specific expectations may serve as indicators. Multivariate analysis suggests that perceptual-attitudinal variables related to prebargaining conditions explain little of the variance in support for bargaining. Most of the variance explained by the model derives from expectations concerning outcomes, perceptions of how well bargaining is working in higher education, and personal political orientation. Policy and research implications are suggested.  相似文献   

The Relationship Between Learning Approaches to Part‐Time Study of Management Courses and Transfer of Learning to the Workplace     

Suzanne M. Murphy  Sheila Tyler 《教育心理学》2005,25(5):455-469

The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.  相似文献   

Computer microworlds and reading: An analysis for their systematic application     

Robert W. Lawler  Gretchen P. Lawler 《Instructional Science》1986,14(3-4):255-275

Learning can be seen as a consequence of problem solving in particular cases. It occurs when one achieves a solution which is able to be used later. Anchoring with variation is a common and important process, providing a framework through which one can discuss coping with something imperfectly understood in terms of what is already well known. Our purpose in the following discussion is to explore some possible implications of this process for reading education as a worked example of how educational technology presents us with an opportunity for reconceptualizing instruction.English has the phonological potential for more than 60 thousand monosyllables. Our analysis asks how many monosyllabic words exist in fact and what organization can be imposed on them to make the phonological code more accessible. We've chosen to represent these monosyllables as an initial phonemic cluster plus residue. The most common 550 residues cover 73 percent of the existing 7000 monosyllables. If children can learn 550 different correspondences between sounds and spelling patterns, their knowledge of these words, coupled with the ability to modify interpretations of letter strings by anchoring with variation, will cover a major portion of the phonetic-orthographic correspondences of the English language. We believe this extensive, concrete foundation of word and sound knowledge will permit children to read well enough that instruction will become primarily a refining and perfection of such knowledge.The primary design conclusion is that, if we create computer-based microworlds using words with the most common residues as the names for their entities and their actions, we will be providing a set of systematically generated monosyllabic anchors which promises to be highly effective for children's interpretation of many words they will encounter in reading English. The potential revolutionary impact of such a prereading curriculum is worth exploring.  相似文献   

MUSEpad: Supporting Information Accessibility Through Mobile Location-Based Technology     

Tyler Waite  Jamie Kirkley  Rob Pendleton  Lyle Turner 《TechTrends》2004,49(3):76-82

Conclusion Since performing this testing in 2003, there have already been great advancements in computer technologies. For example, OQO has developed a new computer that is as powerful as the Tablet PC that we used and as small as a PDA (http://www.oqo.com). It has a retractable tactile keyboard that would facilitate use by low vision users and has built in 802.11b wireless and Bluetooth capability. It also has a shock mounted hard drive to protect against accidental drops. Still the cost of this device may be prohibitive for many small museums to loan freely to patrons visiting their museum. There have also been great advancements in cellular technology. It is now common for cell phones to have the ability to access the Internet. Many have built-in cameras and others have been combined with PDAs. It is quite likely that in the next few years these devices may provide the ideal platform for achieving the aims of this research. By designing software to deliver content to such devices, the museums would be free of the cost of purchasing mobile computing devices for patrons to use. Museums wishing to support the diverse information needs of their patrons would simply develop the digital content that could be delivered to these mobile devices. Furthermore, this information could serve multiple purposes such as electronically documenting the museum’s collection and populating the museums Web site with a rich set of content that could be used to attract visitors to their museum, while at the same time increasing the accessibility of their online presence  相似文献   

Measuring Multidimensional Subjective Well-Being with the I COPPE Scale in a Hispanic Sample     

Nicholas D. Myers  Sung Eun Park  G. Tyler Lefevor  Samantha Dietz  Isaac Prilleltensky  Guillermo J. Prado 《Measurement in physical education and exercise science》2016,20(4):230-243

The purpose of this study was to provide initial validity evidence for measuring multidimensional subjective well-being in a Hispanic sample with the Interpersonal, Community, Occupational, Physical, Psychological, Economic (I COPPE) Scale. Participants were 641 English-speaking adults who self-identified as Hispanic. Bi-factor analyses were used to evaluate (a) the a priori measurement theory for responses to the I COPPE Scale and (b) convergent relationships of the seven I COPPE subjective well-being factors with scores from established comparison instruments. There was evidence that (a) the a priori hypothesized measurement theory for responses to the I COPPE Scale emerged in an exploratory bi-factor analysis and (b) the I COPPE subjective well-being factors exhibited convergent relationships with scores from comparison instruments. Use of the I COPPE Scale to derive multidimensional measures of subjective well-being may be of potential utility to future research in the interdisciplinary study of human movement and in a diversity of populations in which health disparities may exist.  相似文献   

A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities     

Chard DJ  Vaughn S  Tyler BJ 《Journal of learning disabilities》2002,35(5):386-406

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.  相似文献   

Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?     

Tyler W. Watts  Douglas H. Clements  Julie Sarama  Christopher B. Wolfe  Mary Elaine Spitler 《Journal of research on educational effectiveness》2017,10(1):96-115

Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on “state” (occasion-specific) and “trait” (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group.  相似文献