CAS理论视角下Web2.0序化研究     

陈金霞 《图书情报知识》2008,(3):19-23

CAS理论认为宏观的演化过程可以从个体行为规律中找到根源,本文以此为依据从系统微观层面出发,探讨了Web2.0系统的序化机制。本文以CAS理论为蓝图,构建了Web2.0的理论模型,界定了系统主体及各特征机制,并结合豆瓣实例阐释了主体适应与交互导致有序的机理。  相似文献   

Web2.0有序性的应用——Lib2.0     

李梦 《图书情报知识》2008,(3):34-37

本文主要探讨Web2.0的自组织和有序性在图书馆中的应用所形成的Lib2.0。分析了Lib2.0的序性特征、形成机理及可能的应用;对Lib2.0环境下的信息组织和传统图书馆的信息组织方式进行了比较,并提出了优化措施。  相似文献   

基于Web2.0的信息有序结构及其测度研究     

刘记 《图书情报知识》2008,(3):38-41

有序结构在Web2.0中有着新的表现形式,它包含了由他组织过程所生成的静态有序结构以及由自组织过程所生成的动态有序结构两种类型,这些结构的表现形式都是由其对应的控制规则所决定的。一种结构的有序程度,是以用户体验的感受程度为标准的。通过对已有的可用的有序性测度方法的比较分析,笔者指出了其各自的适应范围,并阐述了作为有序度测度发展趋势的用户体验测试方法。  相似文献   

从字顺到分类:北京大学图书馆期刊排架工作实践   总被引：9，自引：0，他引：9  

别立谦 《大学图书馆学报》2006,24(4):71-75

长期以来,图书馆界就期刊的排架方式一直存在着刊名字顺与学科分类两种截然不同的观点。2003年起北京大学图书馆将馆藏纸本期刊由原来的刊名字顺排架分期分批地改为按学科分类、兼顾字顺的排架方式。该文主要讨论这次期刊排架的变化,包括两种排架方式的取舍、架号结构的确立、改号的工作流程、辅助措施以及分类排架的效果等。  相似文献   

对517字段适用范围的探讨   总被引：4，自引：0，他引：4  

邓福泉 《图书馆杂志》2005,24(3):52-54,58

517字段是用来为除510—516字段所标识题名之外的其它题名制作检索点的字段。文章针对在当前机读目录中滥用517字段的现象，对该字段的适用范围进行了全面讨论。  相似文献   

517字段用法争议分析     

常雅红 《图书馆杂志》2018,(1):79-83

  相似文献   

Libraries and Spatial Literacy: Toward Next-Generation Education     

Benjamin D. Branch 《College & Undergraduate Libraries》2014,21(1):109-114

The role of the library is to assist citizens in skills development critical to national interest and empowerment as literacy ambassadors, in general. Specifically, the work by the Federal Geographic Data Committee (1994) indicates that spatial literacy is for every citizen and not just a set of workforce specialists. Hence, the use of maps in decision making and problem solving will become fundamental to all professions, including library professionals. Thus, a spatial literacy awareness and rationale for such as standard job ability is discussed as a future librarian workforce proficiency and knowledge transfer medium.  相似文献   

改变高维逐次积分次序的新解法     

王爱国 《襄樊学院学报》2007,28(11):10-12

通过对二次积分次序的交换方法的分析，文章给出了改变三次及以上逐次积分次序的一种新方法——降维法来有效地求解重积分问题．  相似文献   

Managing physical education lessons: an interactional approach     

Dean Barker  Claes Annerstedt 《Sport, Education and Society》2016,21(6):924-944

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.  相似文献   

挽歌略考     

查金萍 《阜阳师范学院学报(社会科学版)》2003,(3):50-53

挽歌,即葬歌,从挽歌诗名的演变,挽歌主题的发展、历代对挽歌的态度三个方面对挽歌作一分析。  相似文献