世界一流大学图书馆的数字参考服务实践研究   总被引：9，自引：0，他引：9  

郭晶  潘卫  黄敏 《图书馆杂志》2005,24(9):39-42

文章通过对30所世界一流大学图书馆的数字参考服务发展现状的调查分析，总结了其发展现状和有益经验，同时对大学图书馆数字参考服务模型的建立提出了构想。  相似文献   

整体优化:高校图书馆建设若干问题的思考   总被引：2，自引：0，他引：2  

潘桂莲 《图书情报知识》2005,(3):41-43

本文从系统论的视角审视高校图书馆建设中的整体优化问题，着重对高校图书馆建设中的建筑设置、内外环境、文献信息、队伍建设、读者服务等方面存在的问题进行考察分析，并结合当前高校图书馆发展的实际情况，对这些问题的优化及其与整体优化的关系深入进行了探讨。  相似文献   

基于软件测试的缺陷管理系统的研究   总被引：5，自引：0，他引：5  

潘江波  冯兰萍  印斌 《现代图书情报技术》2005,21(1):26-28

研究了如何应用软件缺陷生命周期控制法解决软件测试中发现的缺陷，并对缺陷进行管理，为决策者提供决策支持，提高所开发的软件质量。阐述了系统的体系结构、业务流程、主要功能及主要表结构设计，并总结了缺陷管理的意义。  相似文献   

"美丽中国"理念下"美丽出版"的宏观策略分析     

潘文年  王黛芳 《出版科学》2018,26(4):8-11

"美丽中国"理念下"美丽出版"的实现离不开政府部门宏观策略的实施,包括制度性策略、规划性策略、整合性策略和导向性策略,这些宏观策略的使用能对"美丽出版"的贯彻与实施起到引导与规范作用,有利于"美丽出版"的早日实现.  相似文献   

Not All Perceptual Gaps Were Created Equal: Explicating the Third-Person Perception (TPP) as a Cognitive Fallacy     

Lijiang Shen  Ye Sun  Zhongdang Pan 《Mass Communication and Society》2018,21(4):399-424

Explicating the third-person perception (TPP) as a cognitive fallacy in the process of comparative social judgment of media effects, we propose that not all self–other perceptual gaps in media effects should be considered as TPP. When there is reasonably valid and accurate information regarding self vis-à-vis others on media consumption and vulnerability to media influence, the associated self–other gaps in media effects are not exaggerations, hence, not TPP. TPP results from cognitive biases in information retrieval and application in the process of comparative social judgments. Such biases are in the forms of self-other information differential, assimilation, contrast, and anchoring effects. Caveats in interpretation of extant evidence and implications for future TPP research are discussed.  相似文献   

Three “centuries”: the context and development of rural construction in China     

Pan Jiaen  Wen Tiejun 《Inter-Asia Cultural Studies》2017,18(1):120-130

If the shoe doesn’t fit, it is a mistake to change the foot, but in essence this is what occurred in 20th-century China, in the context of rural construction. Motivated by self-preservation, nationalist forces in China resisted the hasty, indiscriminate and harmful importation (indeed, imposition) of western influences, but these external influences ultimately predominated over traditional domestic practices. Radical ideologies evolved, destroying traditional construction methods while promoting ill-conceived, but ostensibly “modern” counterparts, or chaotic syntheses of old and new. Rural economies were devastated, to the despair of peasants. The internal response to external stimulus had become far more damaging, the cure its own fatal disease. Amid ongoing efforts at reconstruction, local committees were formed that varied in efficiency, and successive waves of rural construction featured a wide array of approaches, far more than merely “top down” or “bottom up (grassroots).” And yet, while conditions have improved, the symptoms of radical response persist. The proper cure should be context-dependent reform.  相似文献   

Through adversity: the fight for rugby league in the RAF; Soldiers' League: the story of army rugby league     

Gary Shaw 《Sport in History》2016,36(4):529-532

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电机学精品在线开放课程校企合作初探     

肖金凤  徐祖华  邓攀 《中国教育技术装备》2020,(4):50-52

工程教育专业认证背景下,电机学省级精品在线开放课程注重校企合作,收集丰富的生产现场教学资源,聘请企业专家录制教学视频,开展网上讨论、网上直播课等。下阶段校企合作重点是编写理论和实践教材、共建电机科技活动实训室、企业专家指导网上PBL项目、指导学生选取企业真题申报大创项目。  相似文献   

Technology's impact: symbiotic or asymbiotic impact on differing cultures?     

Cheng‐Chang Pan  Ming‐Hsiu Tsai  Ping‐Ye Tsai  Yedong Tao  Richard Cornell 《Educational Media International》2013,50(3-4):319-330

Over the past three years or more, the authors have been examining the impact of technology interventions on students and teachers – from cultures where English is a second language. It is their hypothesis that students and teachers from non‐English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models. This paper is the latest in a series that examines extent pedagogies, primarily in Asia, and the pressures of having to re‐conceptualize what has been a tradition for centuries. It traces significant educational origins to their cultural roots and examines contemporary initiatives that, if implemented, may well disrupt. It offers possible solutions that, if approached with reconciliation as its focus, might offset catastrophic results and, in fact, achieve pedagogical symbiosis.L'impact de la technologie: symbiotique ou asymbiotique selon des cultures différentes. Durant les 3 dernières années ou plus, des auteurs ont examiné les interventions sur les étudiants et les enseignants appartenant à des cultures où l'anglais est une seconde langue. C'est une hypothèse que les étudiants et enseignants de pays non anglophones souffrent de plusieurs d´esavantages quand les interventions technologiques sont imposées sur les modèles pédagogiques traditionnels. Cet article est le plus récent d'une série qui examine plusieurs pédagogies, particulièrement en Asie, et les pressions de revoir la conceptualisation qui a été la tradition pendant des siècles. Il met les origines éducatives significatives depuis leurs racines culturelles et examine les initiatives contemporaires qui, si elles sont en oeuvre, peuvent aboutir à des ruptures. L'article offre des solutions possibles qui, si elles sont approchées dans un esprit de conciliation comme point de mire, permettent d'éviter des résultats catastrophiques et, en fait, aboutir à une symbiose pédagogique.Die Wirkung der Technik: Symbiotische oder Asymbiotic Wirkung auf unterschiedliche Kulturen? Über die letzten drei Jahre oder mehr haben die Autoren die Wirkung von Technikeingriffen auf Studenten und Lehrer aus Kulturen geprüft, in denen Englisch eine zweite Sprache ist. Es ist ihre Hypothese, daß Studenten und Lehrer aus nicht englisch sprechenden Nationen schwerwiegende Nachteile erleiden, wenn mit technologischen Eingriffen vorhandene traditionelle pädagogische Modelle überlagert werden. Dieses Papier ist das letzte einer Serie, die umfangreiche pädagogische Gebiete untersucht, in erster Linie in Asien, und den Zwang prüft, das wieder konzeptualisieren zu müssen, was Jahrhunderte eine Tradition gewesen ist. Es verfolgt signifikante Bildungsursprünge hin zu ihren kulturellen Wurzeln und prüft zeitgenössische Initiativen, die, wenn durchgeführt, das gut unterbrechen können. Es bietet mögliche Lösungen an, die, mit dem Ziel der Aussöhnung, katastrophale Ergebnisse ausgleichen und in der Tat eine pädagogische Symbiose erreichen könnten.  相似文献   

马克思主义认识论的又一伟大硕果——继往开来 与时俱进     

潘发义 《安顺学院学报》2004,(1)

党的第三代领导集体审时度势,科学判断了党的历史方位,先在全党开展“三讲”,接着又提出了“三个代表”重要思想,解放思想,继往开来,实事求是,与时俱进,开拓进取,不断创新,是马克思主义不断深入发展的历程,是马克思主义认识论的本质,是马克思主义的理论品质所在,也是人类社会不断进步的真谛所在。  相似文献