大数据视域下的档案安全管理体系构建及可引入技术分析     

孙宁 《档案管理》2020,(3):12-13

在大数据视域下,以档案管理理论和信息系统安全理论为基础,参考国家相关法规及标准,结合档案管理工作实务,研究当下档案管理工作中的风险,在此基础上初步构建起档案安全管理体系,并对可引入该体系的实用技术进行分析。  相似文献   

复杂系统视角下我国汽车产业技术创新网络演进研究     

李菲菲  崔金栋  王胜文  高志豪 《科技管理研究》2019,(21)

技术创新的复杂化使得创新生态网络逐步成为汽车产业技术创新的新兴主体形态,我国汽车产业技术创新的历史复杂性使得研究其发展演化过程更加具有现实意义。以复杂系统为视角构建汽车产业技术创新网络,系统地研究我国汽车产业技术创新网络的外部形态和内部构成,揭示我国汽车产业创新4种主要形态的运行机制,展示车企主导型、产业链主导型、产学研联盟主导型和创新生态系统主导型4种类型技术创新网络的演化过程,以期为我国汽车产业技术创新网络发展提供理论支撑。  相似文献   

Rethinking the intention to behavior link in information technology use: Critical review and research directions     

《International Journal of Information Management》2021

Extant research on technology acceptance has devoted considerable attention to the relationship between behavioral intention (BI) and system use (SU) over time. However, the empirical results have been mixed—studies have found BI to both influence and not influence SU. Studies that examined the BI→SU relationship have employed different research models and research designs. Prior research models have examined direct effects on SU, indirect effects on SU through BI, the moderator effects on BI→SU, and the mediating role of BI in BI→SU. Studies have employed different types of respondents, information technologies, geographic regions, voluntariness, and measurement designs. This study proposes that such differences in research models and designs contribute to the mixed results for BI→SU, and reports a meta-analysis of findings reported in 113 prior studies along with a critical review of the BI→SU relationship. While no significant differences were found in the results for the BI→SU relationship across various research design characteristics, this study finds that the measurement of SU has been conflated with future and current or past behavior, direct and indirect effects on SU impact BI→SU, BI is modeled to fully and partially mediate the effects of other variables on SU, and moderators for the BI→SU relationship may be necessary. This study identifies several directions for future research and underlines the need to rethink the link between BI and SU.  相似文献   

Towards a Framework for Evaluating the Research Performance of Chinese Double First-Class Universities     

XU Changqing 《Frontiers of Education in China》2020,15(3):369

The study focuses on the research performance of Double First-Class (DFC) universities in China. A theoretical framework based on economic theory and the Analytic Hierarchy Process (AHP) method for a novel evaluation model is proposed. The model is performed on a sample of 41 participant DFC universities in China. Using data collected from these universities, it was found that there is no consistency between performance ranking, input ranking, and output ranking, with the best ranked universities far from the most efficient. These findings provide empirical evidence of DFC universities’ research performance situation and suggest strategies that the government can use to propel their sustainable development.  相似文献   

基于因子分析的湖南省区域科普能力测度评价     

张越  符洋  黄虹 《科技管理研究》2019,39(18)

根据科普能力的内涵，从科普人员、科普场地、科普经费、科普传媒、科普活动五个方面构建湖南省区域科普能力评价指标体系，通过因子分析结合静态和动态研究对湖南省14个市州的2014-2017年科普能力进行测度，得出湖南省区域科普能力发展呈现出四个明显区域特征、科技经费和人才投入是衡量科普能力水平的重要因素等结论。最后提出促进湖南省区域科普工作发展的对策建议。  相似文献   

海底观测网的研究进展与发展趋势   总被引：1，自引：0，他引：1       下载免费PDF全文

李风华  路艳国  王海斌  郭永刚  张飞 《中国科学院院刊》2019,34(3):321-330

海底观测网是人类观测海洋的新型平台,可实现海洋由海底到海面的全天候、原位、长期、连续、实时、高分辨率和高精度观测,对海洋科学发展起到重要的支撑作用。美国、加拿大、日本以及欧洲各国凭借在海洋领域的先发优势,纷纷投入巨资构建海底观测网并成功运行。在现代传感器、水下机器人、海底光纤电缆、物联网、大数据等新型技术的推动下,海底观测网呈现综合性立体观测、数据深度发掘、多种观测计划综合交叉融合的发展趋势。  相似文献   

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement     

《Studies in Educational Evaluation》2014

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.  相似文献   

Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources     

《Learning and Instruction》2020

Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge.  相似文献   

Effectiveness of a school-based intervention to prevent child sexual abuse—Evaluation of the German IGEL program     

《Child abuse & neglect》2018

BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.  相似文献   

Why principals often give overly high ratings on teacher evaluations     

《Studies in Educational Evaluation》2018

Recent research found that principals who are required to evaluate their teachers often give higher ratings than what they think these teachers deserve. This study aimed to explore principals' considerations while evaluating teachers. Participants were 39 Israeli principals. Data were collected through semi-structured interviews and were analyzed in four stages – condensing, coding, categorizing, and theorizing. Four considerations emerged for principals' over-evaluations: (1) time constraints/prioritization (low perceived value for high time investment); (2) evaluation's ineffectiveness for improving teaching (via teacher development or dismissal); (3) the imprecision of teacher evaluation measurements; and (4) impingement on interpersonal relationships. This study demonstrated how principals serve as local mid-level policymakers by actively buffering, rather than bridging, the policies imposed on their schools from above.  相似文献