A resiliency framework for an enterprise cloud     

《International Journal of Information Management》2016,36(1):155-166

This paper presents a systematic approach to develop a resilient software system which can be developed as emerging services and analytics for resiliency. While using the resiliency as a good example for enterprise cloud security, all resilient characteristics should be blended together to produce greater impacts. A framework, cloud computing adoption framework (CCAF), is presented in details. CCAF has four major types of emerging services and each one has been explained in details with regard to the individual function and how each one can be integrated. CCAF is an architectural framework that blends software resilience, service components and guidelines together and provides real case studies to produce greater impacts to the organizations adopting cloud computing and security. CCAF provides business alignments and provides agility, efficiency and integration for business competitive edge. In order to validate user requirements and system designs, a large scale survey has been conducted with detailed analysis provided for each major question. We present our discussion and conclude that the use of CCAF framework can illustrate software resilience and security improvement for enterprise security. CCAF framework itself is validated as an emerging service for enterprise cloud computing with analytics showing survey analysis.  相似文献   

基于"粮食丰产科技工程"河北省课题管理创新的实践与思考     

郑桂茹  张月辰  甄文超 《研究与发展管理》2006,18(4):123-126

管理机制创新是全面提升课题完成质量的重要保证,河北省在“粮食丰产科技工程”课题的组织实施与管理过程中,在注重技术集成与创新的同时,强化组织管理机制创新,不断研究探索新的管理机制和管理方法,取得了显著的效果．  相似文献   

关于提高我国全民科学素质的战略思考   总被引：7，自引：0，他引：7  

李正风刘小玲  王凌晶 《中国软科学》2005,(4):52-57

提高全民科学素质的任务，不仅要使所有国民具有基本的科学素质，而且要构建全民共同发展的学习型社会，为每一个公民科学素质的不断提高创造条件。提高全民科学素质已经成为国际社会的共识。从我国公民科学素质的现实状况及全面建设小康社会的战略目标出发，提高我国全民科学素质是一项祭迫而艰巨的战略任务。  相似文献   

科技查新报告结论部分的撰写   总被引：3，自引：0，他引：3  

吴其叶 《现代情报》2003,23(3):129-129,175

在科技查新报告中的查新结论是报告中的最重要的部分，如何应用客观、公正、明确、准确的观点及用语，撰写好科技查新报告的结论是查新报告中一项重要的工作内容，文章就结论的基本要求及结构，结论用语的基本选择以及结论的其他形式进行了介绍。  相似文献   

浅论国家自然科学基金项目申报质量控制   总被引：2，自引：0，他引：2  

苏弟华  吕建秋  陈奕 《技术与创新管理》2005,26(5):36-38

随着国家对基础研究支持力度的不断增强,国家自然科学基金项目申报的数量也不断增加,对申报质量的要求也不断提高.以华南农业大学为例,提出了加强国家自然科学基金项目申报的过程管理、提高申报质量的途径和对策,以期为高校科研管理部门提供参考和借鉴.  相似文献   

代位执行若干实务问题研究     

李军林  方太增 《安阳工学院学报》2005,(5):16-18

代位执行,是基于民法中债权人代位权的原理而形成的一种执行法律制度.研究目前代位执行程序和实体上存在的诸如代位执行程序中第三人异议的处理问题,代位执行中到期债权的范围延伸问题等有助于代位执行权更好地行使.  相似文献   

Assessment for learning: a catalyst for student self-regulation     

Eleanor Hawe  Helen Dixon 《Assessment & Evaluation in Higher Education》2017,42(8):1181-1192

The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings.  相似文献   

Government research evaluations and academic freedom: a UK and Australian comparison     

Ann Martin-Sardesai  Helen Irvine  Stuart Tooley  James Guthrie 《高等教育研究与发展》2017,36(2):372-385

Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.  相似文献   

How can a clinical research approach contribute to knowledge-building for the teaching profession?     

Jacquelien Bulterman-Bos 《Educational Action Research》2017,25(1):119-127

This article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. Clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.  相似文献   

Learning through engaging in retrospective reflection on a change process in an English course on workplace communication     

Yi-Ling Lu 《Educational Action Research》2017,25(3):453-466

This study describes a change process of implementing role-plays in a course on workplace communication in English, and of engaging in retrospective reflection. Considering that English education for nursing students in Taiwan has focused on the development of medical terminology and that students’ communicative competence is the main deficiency, the author conducted the change process in a medium-scale district hospital where she worked as a clinical nurse and in a nursing college where she taught English as a part-time teacher. The results show that engaging in retrospective reflection allows a teacher to construct knowledge from experience for professional growth.  相似文献