The English Translation of Charts and Tables in Papers in Chinese Journals of Science and Technology     

《哈尔滨学院学报》2012,(5)

针对目前我国许多科技期刊其论文的图题表题有相应的英文翻译,分析了其价值所在：参与国际学术交流的科技期刊,其论文图题表题英译有一定的意义;主要在国内传播与交流的科技期刊,其论文图题表题英译对于期刊进入国际著名检索系统没有帮助。据此提出图题表题是否英译应视期刊情况而定等建议。  相似文献   

IPv6在Linux操作系统中的安全设计     

翟玉梅  邢文凯 《济南职业学院学报》2009,(3):114-116,119

Linux操作系统目前提供对IPv6的支持,结合Linux的IP6tables和squid,在内部网与外部网之间构造防火墙,建立成具有代理功能的混合型防火墙.  相似文献   

DELPHI数据库查询方法的探索     

Wang Jing 《石家庄铁路工程职业技术学院学报》2006,(1)

主要介绍利用DELPHI开发数据库管理系统程序时的几种数据库查询方式,重点说明这几种查询方式的应用与实现,及一些实现查询功能时所必须的系统提供的函数。  相似文献   

DELPHI数据库查询方法的探索     

王静 《石家庄铁路职业技术学院学报》2006,5(1):116-120

主要介绍利用DELPHI开发数据库管理系统程序时的几种数据库查询方式，重点说明这几种查询方式的应用与实现，及一些实现查询功能时所必须的系统提供的函数。  相似文献   

Using university rankings as a potential indicator of student experiences in American higher education     

Troy A. Heffernan 《Perspectives: Policy and Practice in Higher Education》2019,23(1):12-17

Students at America’s most renowned private universities face different acceptance rates, college wealth, class sizes, and potential graduate earnings even in comparison with students at the nation’s highest-ranking public institutions. The analyses that led to these findings frequently focused on national or state-wide comparisons of public versus private universities. This paper contrasts these studies by analysing a fixed group of colleges, those regularly listed in the global top 50 of research and reputation rankings. It argues that even within this small subset of colleges, the highest-ranking public universities have more in common with their similarly positioned private counterparts than with lower ranking public institutions; a finding reflected in assessments of private colleges. Subsequently, the paper finds that student experiences are more likely defined by a college’s reputational rank than by an institution’s public or private status, endowment, or acceptance rates, however, the same was found not to be true of potential graduate earnings.  相似文献   

材料类科技论文表格设计常见错误剖析     

王小辰  蔡斐 《编辑学报》2017,29(1):39-40

以编辑加工过程中遇到的表格设计常见错误为例,剖析表格设计方面的错误,介绍通过结合表及文中内容改正表格设计的步骤,进一步优化表格设计,以方便读者的准确理解.  相似文献   

English language acquisition and educational attainment at the end of primary school     

Steve Strand  Feyisa Demie 《Educational studies》2005,31(3):275-291

This paper analyses the national key stage 2 test results for 2300 11‐year‐old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1–3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ‘fully fluent’ group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ‘language in common’ steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered.  相似文献   

The reporting of university league table employability rankings: a critical review     

Fiona Christie 《Journal of Education & Work》2017,30(4):403-418

Which are the best and worst universities in the UK for getting a job when you graduate? This question attracts readers of the employability rankings in national league tables. This study critically reviews the employability measure used in the rankings and its subsequent reporting in public news and commentary sources, such as national and local media, student and advisory websites as well as universities and the publishers themselves. A debate that is constrained by a reproduction of the content and apparent neutrality of the employability measure in the tables is revealed. Universities themselves are the most frequent commentators, and echo the content of the tables fairly uncritically. Analysis leads to a consideration that participants in higher education may not be served well by a proliferation of information that can lead to simultaneous over-simplification and obfuscation that does not result in clarity or trust. I will argue that prospective students and their advisers need to review information that is available critically, and that universities individually and collectively should facilitate the production of a more nuanced narrative about graduate career pathways that is not controlled by marketing and metrics.  相似文献   

电路投影示教板的研制与应用实例     

皮岭春 《中国教育技术装备》2003,(6):8-10

通过实例扼要说明，研制电路投影示教板进行视频投影实验教学，是一种强化信息技术功能，把实验教学与电化教学有机地结合起来，使之扬长避短突出教学重点、解决实验难点、有效传输多媒体教学信息的好形式。  相似文献   

The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’          下载免费PDF全文

George Leckie  Harvey Goldstein 《British Educational Research Journal》2017,43(2):193-212

Since 1992, the UK Government has published so‐called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state‐funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value‐added’ (2002–2005) to ‘contextual value‐added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value‐added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value‐added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.  相似文献