论大学生的诚信缺失与图书馆诚信教育功能   总被引：4，自引：0，他引：4  

赵云  谭远宏 《图书馆学研究》2006,(6):96-98

文章分析了大学生诚信缺失的原因，并就图书馆如何配合学校、社会对大学生做好诚信教育，提出了具体有效地解决措施。  相似文献   

个性化推荐系统中的用户模型问题   总被引：2，自引：0，他引：2  

宋媛媛  孙坦 《图书馆杂志》2004,23(12):53-56

个性化推荐系统已成为图书馆提供个性化服务的重要手段，而用户模型则是个性化推荐系统的基础和核心。然而基于关键词的用户模型已经不能够适应用户的个性化信息需求，本文提出了基于ontology的用户模型的设想。  相似文献   

电子资源使用评估与E-Metrics   总被引：5，自引：0，他引：5  

张玲  孙坦 《图书馆杂志》2005,24(3):24-27

E—Metrics项目是美国研究图书馆协会新评估计划的5个子项目之一。本文对E—Metrics项目的产生背景及发展历程进行较为详细的介绍，并对整个项目进行简要的评价。  相似文献   

企业知识管理战略研究综述   总被引：4，自引：0，他引：4  

蒋日富  霍国庆  谭大鹏  王能元  吴磊  喻缨  董纪昌 《图书情报工作》2005,49(2):2-6

在对1997-2004年国内外部分核心期刊上发表的知识管理战略研究论文及代表性的知识管理战略著作进行系统检索和分析研究的基础上,对国内外有关知识管理战略的理论基础、内涵、基本流派、管理过程等理论研究现状和知识管理战略在不同企业与行业中的应用研究现状进行综述;结合知识管理战略未来的研究热点,指出我国知识管理战略研究目前存在的问题。  相似文献   

网站型实时解答知识库的制作和应用技巧   总被引：1，自引：0，他引：1  

李黎  徐革  谭建 《现代图书情报技术》2005,21(6):23-25

介绍了用FrontPage 制作实时解答知识库的理由；知识库的形式；网站型知识库的优点；制作方法；以及在实时解答服务实践中使用这种知识库的方法和技巧。  相似文献   

立足学科特色 增强核心竞争力 推进北京化工大学一流学科建设     

谭天伟 《高等工程教育研究》2018,(6):87-91

Tan Tianwei  相似文献   

Imagining transformative spaces: the personal–political sites of community archives     

Michelle Caswell  Joyce Gabiola  Jimmy Zavala  Gracen Brilmyer  Marika Cifor 《Archival Science》2018,18(1):73-93

Although much has been written about formal archival spaces, little scholarship has addressed the physical spaces of community archives. This paper asks: How do community members imagine the physical spaces that steward identity-based community archives? Based on focus groups with more than 54 community archives users at five different community archives sites across Southern California, this paper examines how members of marginalized communities conceive of the physical space inhabited by community archives representing their communities. The sites explored range from a prominent location on a university campus, to storefronts, strip malls, and small cinderblock buildings. Yet across sites, users spoke about community archives spaces as symbolic and affectively moving locations. Many users described their community archives site as a “home-away-from-home,” marked by intergenerational dialog and a profound sense of belonging. For other users, community archives sites were described as “politically generative spaces” which foster dialog and debate about identity, representation, and activism and enable the community to envision its future. And yet, while the very existence of community archives is political, many participants felt that the full political potential of these sites is not yet realized. By listening to the voices of the communities represented and served by community archives, our research both indicates that a shift is warranted in archival metaphors of space and reveals how community archives are personally and politically transformative spaces for the communities they represent and serve.  相似文献   

Critical Curriculum Studies: Education,Consciousness, and the Politics of Knowing     

Michelle Gautreaux 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):85-88

  相似文献   

Editorial (ERPP Issue 10.1)     

Oon-Seng Tan 《Educational Research for Policy and Practice》2011,10(1):1-2

  相似文献   

AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES     

Lyndsay N. Jenkins  Michelle Kilpatrick Demaray 《Psychology in the schools》2015,52(4):379-389

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.  相似文献