高密度可读写DVD技术分析

对高密度可读写DVD光盘所采用的相变记录技术、增加记录密度的方法、轨道格式的确定、前置技术、ZCLV转动控制技术、绿色和兰色激光技术等关键技术作了介绍和分析。     

大面阵CCD航测相机图像去黑斑的处理

在大面阵数字航测相机的使用过程中,存在影像光照不均匀的问题.由于硬件设计很难达到预想的效果,在光照过于强烈的情况下,还会产生CCD过饱和的现象,通过增加遮光片可以解决这一问题,但全色波段的影像会产生黑斑.而通过马斯克匀光的方法去除中心的黑斑,提高影像的质量.并且将图像中心的反差增大,加大对比度,增大图像灰度的动态范围.     

“泛在”来袭:信息素质教育何去何从

针对"泛在(ubiquitous)"的时代特点,分析了泛在计算、泛在网络、泛在知识、泛在学习等有关概念的产生、演进;介绍了国内外泛在学习的项目,结合信息素质教育的特点,探讨了信息素质教育在泛在环境下的发展趋势,认为在泛在环境下高校图书馆有责任推进信息素质教育的变革,应着重在交互平台建设、教学材料拓展、教学组织等方面进行积极探索。     

Leadership in the digital era: A review of who,what, when,where, and why

Leadership as a social influence process has always involved a complex set of phenomena that demands an interdisciplinary lens. Leadership scholarship has now entered into a digital era. In a digital era, the overall phenomenon is changing, as are the tools through which we study it, demanding a new “lens” through which we view leadership. Yet, this raises the question, to what extent is leadership different in a digital era? In acknowledgement of this trend, a special issue was commissioned at The Leadership Quarterly that sought to stimulate the imagination of leadership scholars and practitioners. In the current work, we begin with a brief review of who, what, when, where and why of digital leadership. We cover leadership in informal contexts (e.g., social media), generalization from face-to-face to virtual contexts, computational modeling, the leveraging of technology (e.g., machine learning; Big Data), as well methodological how-to guides. We then plot a path forward for leadership scholars in the dawn of the digital era.     

泛在学习环境下中美高校教师信息文化素养比较

在泛在学习环境下,高校教师作为教学的设计者、引领者、组织者和管理者,面对灵活多样的学习手段和海量的学习资源,必须具备较高的信息文化素养。比较中美信息文化素养的概念认知理解、中美高校教师信息文化素养建设标准以及中美高校教师信息素养提升途径与效果等方面的差异,学习和借鉴美国的成功经验,对从国情出发,制定出适合我国的高校教师信息文化素养标准,拓宽提升高校教师信息文化素养路径,推进我国教育现代化,实施人才强国战略具有重要意义。     

Optimal Digital Rights Management with Uncertain Piracy

Many firms that sell digital copies of copyrighted materials online face a common dilemma: the use of digital rights management (DRM) to impede pirates can impose restrictions on legitimate use. We introduce a two‐period model in which the use of DRM in the first period affects the probability that a consumer finds a pirated copy in the second period; the threat of legal action reduces consumers’ consumption of pirated copies; and firms choose whether to sell, and at what prices, either strongly or weakly DRM‐protected products, or both. Furthermore, we incorporate the role of uncertainty concerning future levels of piracy. Using a two‐period model with uncertainty, we investigate a firm's optimal DRM strategies and present the optimal pricing strategy as well as product launch strategy under different market conditions. We find that one important characteristic of the optimal strategy is that it is optimal to maintain the same product line configuration strategy for both periods. We also characterize the conditions under which each strategy is optimal.     

The Competitive Impact of Targeted Television Advertisements Using DVR Technology

Digital video recorders (DVRs) are an emerging technology that is fundamentally changing the competitive landscape in industries that advertise on television. Perhaps the most familiar impact of DVR technology is that it enables consumers to avoid advertisements (ads) by fast forwarding through them. However, this “zipping” of ads is only one aspect of the impact of DVR technology. DVRs also collect a wealth of information at the consumer level that can be used by firms to target their ads more effectively. We examine how this targeting capability moderates the impact of ad avoidance in a competitive setting. Insights are provided on how best to manage this emerging technology in terms of the key managerial decisions of product pricing and advertising efforts, as well as its impact on profits in a competitive (duopoly) marketplace.     

后工业时代中的媒介与时间

时间是人乃至人类最内在的存在结构与生成依据.在未竞的现代性的进程中,媒介不断影响和塑造着人的时间意识与观念.媒介化时间的涌现与时间化媒介的膨胀,构成了后工业时代媒介与时间的复杂关系.媒介化时间带给人们以便利,也带来了新的遮蔽与异化.对这一挑战的应答方式之一是进行有效的媒介素养与认知教育.     

Beyond the mirror towards a plurilingual prism: exploring the creation of plurilingual ‘identity texts’ in English and French classrooms in Toronto and Montpellier

In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that engaged children as co-researchers of their lived plurilingualism. I analyse in particular the process of creating plurilingual multimodal books with students and teachers across the five different school cases. This paper focuses on the iterative ‘identity text’ creation process across all five schools by examining one plurilingual identity text from each case, along with students’ research conversations about their creative productions, and interviews with their classroom teachers and parents. Finally, I summarize five features of inclusive plurilingual pedagogy that emerged across the five cases and call for further collaborative research across English and French schools and scholarly communities investigating creative plurilingual language and literacy production in the twenty-first century.     

Childhood roots of financial literacy

Financial literacy predicts informed financial decisions, but what explains financial literacy? We use the concept of financial socialization and aim to represent three major agents of financial socialization: family, school and work. Thus we compile twelve relevant childhood characteristics in a new survey study and examine their relation to financial literacy, while controlling for established socio-demographic characteristics. We find in a mediation analysis that both family and school positively affect the financial literacy of adults. Moreover, financial literacy and school related variables also have a direct effect on financial behavior. This suggests that family factors and schooling work through complementary channels.