It's time to eliminate professional bias in China http://www.scidev.net/en/science-and-innovation-policy/r-d/opinions/it-s-time-to-eliminate-professional-bias-in-china.html Huafeng Wang 26 April 2012 | EN | 中文 Science researchers need engineers to support their work Flickr/Novartis AG A culture of favouring science over technology comes at the expense of both technologists and research outputs, writes engineer Huafeng Wang. Two scientists won China's Top Science and Technology award in February. Eighty-nine year-old Wu Liangyong and 92 year-old Xie Jialin received a prize of five million Yuan (US$800,000) each for achievements in architecture and physics, respectively. But for the eighth time since 2000, there was no top prize awarded for the national Natural Science Award — raising the question of why the country seems to lack lasting and important scientific achievements in the natural sciences. One possibility is that researchers pay more attention to publishing articles than to the impact of their work on technology . The relationship between scientific research and technology in China is seriously flawed — as not only do basic researchers often ignore technological development, but also, technologists can ignore the important role of scientific research. We need to reward the contribution of both scientists and technical personnel, such as engineers, to scientific research programmes. Scientists rule the roost The Confucian philosopher Mencius said: Those who labour with their minds govern others; those who labour with strength are governed by others. This is a fitting description of the research environment in China, where scientists control the work of technicians. Science tends to command more attention than technology, and researchers enjoy a high status. But we must acknowledge that technical staff provide support for researchers, such as by conducting routine experiments. Scientific ideas cannot be realised without an engineer's assistance, while the work by engineering and technical personnel is best guided by the needs of scientific researchers. The substantial contributions of technicians to scientific achievements can be neglected. And over time, this approach in China's scientific culture has caused a serious imbalance in the development of science and technology. Technical input is missing In 2010, nearly 130,000 Chinese papers were included in the Science Citation Index — the second highest number in the world. But China was ranked only eighth in the world in the number of citations for these papers. It is a discrepancy that should lead us to consider how much of original Chinese research is respected and used by others. Most research projects require a major portion of their funding to be used to buy laboratory instruments and reagents. But the nature of the Chinese research culture has stifled the development of research equipment, which is lagging far behind that of developed countries. Our scientific ideas are mostly achieved with the help of foreign research platforms. Some equipment could be easily constructed by our research teams. But under the current scientific research evaluation system, writing a paper is seen as more valuable. This means that much of China's public research budget is spent on instruments or reagents from abroad. Finally, the culture of paying more attention to science than technology undermines the professional motivation of technicians, and often leads to a shortfall in their number. As it is easier for a professor to publish a science paper than for an engineer to invent instrumentation, careers tend to advance through the publication route. The appointment system favours research scientists over engineers, and because benefits are linked to titles, many senior engineers lose passion for their work. Equality needed for engineers In fact, science and technology complement and enhance one another — technology drives progress in science, and science promotes the birth of new technology. Take the 1986 Nobel Prize in physics for the invention of the electron microscope: it promoted progress in science by allowing us to examine specimens at a fine scale. Most countries do recognise the value of technology in their research culture. For example, achievement awards by the Thompson Rivers University in Canada recognise not only scientific research and teaching staff, but also technical and management staff. As things stand in China, it is difficult to imagine a researcher and a laboratory technician receiving the same benefits or professional status. This is the product of a social system dominated by a feudal mentality. It is understandable, but unfair, that administrative power has this influence over our professions. Ultimately, it is a loss for China's capacity for lasting and important scientific achievements, which depends on research and technical personnel cooperating with each other. New ideas need to be tested with new methods and instruments developed by technicians. The most important and easiest reform that we can make to our research system is to remove bias by abolishing benefits linked to titles, and treat each professional according to their ability and contribution. Huafeng Wang is an engineer at the Research Center for Eco-Environmental Sciences (RCEES), Chinese Academy of Sciences (CAS). He can be contacted at hfwang@rcees.ac.cn . Impact+Analysis+Y1.pdf
本文来源于 果壳网 2012年02月17日 20:00 我要评论( 0 ) 打印 | 字号: 为什么在每个人的“眼中体”中,自己眼中的自己和他人眼中的自己都是那么不同?一个原因是,我们对自己更加看重的是潜力,而对别人则更看重实际能力 【沐沐知雪/文】 编辑的话: 最近流行的“眼中体”看似与去年的“伤不起”大同小异,但却从简单地通过抱怨式的咆哮来寻找社会认同感升级为表达理想与现实、个人与社会的差距。为何我们自己眼中的自己和别人眼中的我们有那么大的差距呢?原因很多,其中一个是我们身处不同的角度,我们对自己更加看重的是潜力,而对别人则更看重实际能力。 美国诗人朗费罗(Henry Wadsworth Longfellow)说:“我们通过自己能够做些什么来判断自己,别人却通过我们已经做过的事情来判断我们。” 当我们评估自己未来的潜力和别人未来的潜力时,总会突出自己潜力有多大,却很难发现别人身上潜在的发光点。 评估自己的潜力和别人的潜力为何有双重标准? 过年亲戚朋友问得最多的问题是什么?无非就是两个,有男(女)朋友了吗?工资多少?也许工资是个不错的衡量能力的标准。如果问你,你觉得5年后你的工资多少?你会想我脾气性格很好,与上司、同事关系处得都不错,我脑子很灵活,我学东西很快,我平时做事也很认真……我这样的优秀人才, 5年后发展不可限量。那让你评估一个跟你实力差不多的人呢?你会想他上学时成绩很一般,没参与过什么社团活动,默默无闻,现在在公司也没什么突出的表现……所以以后不会有太大的改变吧。 为什么在评估自己的潜力和他人的潜力时会有双重的标准呢? 在评估自己的时候会考虑很多自己的优点和特质,在评估他人的时候却变得严格多了,而且是从别人已有的行为和平时的表现来做出判断。这是因为,我们知道自己的“真实自我”,却只知道别人的“现实自我”。也就是说我们知道自己的过去、现在和未来,知道自己的追求是什么,我有什么理想,我要为之付出多少努力,我们对自己的评估加入了很多情感成分,而我们却很难体会别人的理想与奋斗,只知道他现在如何。所以我们会对自己的潜力有更高的评价。而且我们在评估自己的时候会预期自己未来的高峰表现,也就是未来表现出的最好可能;对于其他人呢,我们往往是通过那个人的平均水平来评估他的潜力。 我们对自己有更多的了解,对别人的了解相对而言就少很多,所以理所当然在评估潜力时会有所差别。当我们做什么事情失败了,我们也许会找各种借口来为自己辩解。比如说我迟到了是因为偶尔堵车,别人迟到了就是他懒惰、赖床。 我的潜力大是因为我一直都没有尽全力 我们觉得自己的潜力更大,还有个原因就是认为自己在很多事情上没有尽全力,所以表现出来的水平和别人差不多,或者比别人略微差一些。比如,我某次考评拿到85分,另外一个同事拿到了88分,于是我就会找借口说同事努力一年才比我高3分,而我只要轻轻松松就能跟他差不多,如果我像他那么认真,一定比他好。我们总是偏向于把自己形容成一个后进生,也就是说觉得自己的实力远不止现在的表现;而把别人的表现与他们的实力相匹配起来。 美国弗罗里达大学的心理学家伊拉诺•F•威廉姆斯(Elanor F. Williams)与康奈尔大学的心理学家托马斯•吉洛维奇(Thomas Gilovich)和大卫•邓宁(David Dunning)做了一系列实验来说明这一问题。 在其中一个实验中,研究者让参与者完成一份问卷。在问卷的一开始,研究者先陈述了一段话:“很多人的技能水平和他表现出来的水平是不匹配的。有些人完成某件事所表现出来的能力没有达到他的真实水平,有些人则超越了他的真实水平。”看到这段话的时候,参与者会觉得自己就是那个没有发挥出真实水平的人。然后看完这段话,参与者要回答3个问题,(1) 描述自己是个怎么样的人,从1-7中打一个分(1表示我的潜力远远高于我表现出来的能力;4表示我的潜力和我目前的能力一样;7表示我目前的能力已经远远超过我的潜力);(2) 我希望别人怎么来评价我的潜力和目前的能力;(3) 用一样的打分方法,让参与者评价一个熟人。 结果参与者给自己打分的平均分为3.4分,给熟人打分的平均分为4.3分,大多数人给自己的打分更低,也就是说他们认为自己的潜力更大一些。在另一个实验中,研究者也发现网球运动员一直输给他的对手,但他还是会觉得自己比他的对手更优秀,这不是自嘲,也不是自我安慰,而是觉得自己的潜力有待挖掘。 谁最关心我的潜力? 伊拉诺等人又做了另一个实验来研究我们对自己的潜力和别人的潜力的关心程度。首先,他们让参与者玩一个拼字游戏,每个人玩5轮游戏,然后告诉他们这个游戏能反映出一个人学术上的前途。做完游戏后,研究者把参与者分为两组,研究者告诉其中一组参与者他们在游戏中的得分是71分,他们经过多次练习之后的潜力得分是93分;而跟他们一起参与游戏的另外一个人的得分是67分,潜力得分是88分。另外一组则相反,告诉他们自己的现实和潜力得分是67和88分,另一个人的得分分别是71和93分。知道这4个分数后,研究者让参与者记住这4个分数,而这另外一个人其实根本不存在,是研究者杜撰出来的。 然后,研究者在电脑屏幕上呈现刚才让参与者记住的4个分数,就像上面这个图,每次在屏幕的左右随机呈现2个分数;分数消失后,在其中一个分数的位置呈现一个圆点(下图),让参与者在看到圆点后立刻按键,圆点在左边就按“C”键,在右边就按“M”键。 从图2可以看出,圆点出现在自己的潜力得分呈现的地方时,参与者的反应最快,而圆点出现在别人的潜力得分时反应最慢。这说明我们更加关注自己的潜力,而往往忽视了别人的潜力,更注重看别人的现实能力和过去的表现。 纵坐标表示的是参与者看到圆点按键的反应时。横坐标表示圆点出现在自己的分数和别人的分数呈现的地方这2种情况。黑色的表示现实得分,灰色的表示潜力得分 在生活中,我们找工作的时候,会关注自己的潜力能否发展,关注公司有没有发展的前途;但是,公司重视的是你现有的能力,你能拿出什么证书,你有什么工作经历,你有没有得过什么奖……别人更加关注的是你目前的能力,你的潜力别人看不到,而且这是你主观认为的潜力,你究竟能否达到这一程度,没人知道。所以这就是一个悲剧。 参考文献: Elanor F. Williams, Thomas Gilovich, David Dunning. (2012). Being All That You Can Be : The Weighting of Potential in Assessments of Self and Others. Personality and Social Psychology Bulletin, 38(2), 143–154. 什么是“眼中体”?它是怎么流行起来的呢? 果壳网“眼中体”大汇总 本文获果壳网(Guokr.com)授权转载
Fortran语言 : Fortran言语读写bin(unformatted)型文件的code ! Fortran write data in bin mode: open ( unit = 10 , file = 'restart' , form = 'unformatted' , status = 'unknown' ) write ( 10 ) nx , ny , cfl , gamma , tcur , cpu write ( 10 ) ((( uc ( i , j , m , 0 ), i = 1 , nx ), j = 1 , ny ), m = 1 , 4 ) close ( 10 ) ! In Fortran, every write code, it will first write the bytes that will save, then is the data, ! and at the end also is the bytes saved. ! bytewrite, ,bytewrite ! so, if nx,ny is integer, cfl,gamma,tcur,cpu is double , then total bytes will be 2*4+4*8=40, ! then bytewrite will be 40. !Also, in fortran, the file can not be read as: open ( unit = 10 , file = 'restart' , form = 'unformatted' , status = 'unknown' ) read ( 10 ) nx , ny , cfl , gamma , tcur , cpu read ( 10 ) (( uc ( i , j , 1 , 0 ), i = 1 , nx ), j = 1 , ny ) read ( 10 ) (( uc ( i , j , 2 , 0 ), i = 1 , nx ), j = 1 , ny ) ! here will be an error will running close ( 10 ) ! correct read code open ( unit = 10 , file = 'restart' , form = 'unformatted' , status = 'unknown' ) read ( 10 ) nx , ny , cfl , gamma , tcur , cpu read ( 10 ) ((( uc ( i , j , 1 , 0 ), i = 1 , nx ), j = 1 , ny ), m = 1 , 4 ) close ( 10 )
http://books.google.com.hk/books?id=w2jvzWOMWOMCdq=thin+layer+chroma+bernard+friedhl=zh-CNsource=gbs_navlinks_s Thin-layer chromatography Bernard Fried , Fried/Sherma, Bernard Fried, Joseph Sherma , Joseph Sherma 0 篇评论 CRC Press, 1999 - 512 页 The fourth edition of this work emphasizes the general practices and instrumentation involving TLC and HPTLC, as well as their applications based on compound types, while providing an understanding of the underlying theory necessary for optimizing these techniques. 括号外为我的翻译,括号内为个人意见,仅供参考。 1# 大部分情况下 展开剂甲苯取代苯,正己烷取代正戊烷对Rf影响很小 2# 调整展开剂中大极性的溶剂的比例对于Rf的影响不是线性的,需要测试才知。 3# 两相展开剂中两相若极性很大,则大极性的占0.05~5%,若两者不大,则大极性的占20~50%。(若两相极性相差很大,大极性的溶剂比例超过10%,此时可以考虑换一个溶剂体系) 4# 尽管近20年发展了大量的展开剂优化工具,如电脑辅助,二维平板等等,但是在日常TLC使用中极少见。\ 5# 展开剂的极性是一个在氧化铝上测试得到的半经验公式,值越大表示形成氢键的能力越强,这些值可以相应的使用在硅胶体系上,虽然有些变动,但是变化不懂,顺序是一致的。 6# (推荐一个关于展开剂和展开方式的网页 图文并茂 系统而清晰 http://www.chemalink.net/books/C/1342/1.html )
项目介绍:基于互联网的分布式软件开发模式---大学生开源软件工程实践探索 Software development is no longer bound by time zones or national borders. Projects of all kindsacademic, commercial, and open sourcemay have their GUI designers in Boston, their database team in Bangalore, and their testers in Budapest and Buenos Aires. Working effectively in such teams is challenging: it requires strong communication skills , and makes proper use of coordination tools such as version control and ticketing systems more important than ever. But it is also an opportunity for students to build ties with peers across the country and around the world, and for instructors to breathe new life into old courses. Since September 2008, undergraduates from several universities in Canada and the US have been taking part in joint capstone projects in order to learn first-hand what distributed development is like. Each team has students from two or three schools, and uses a mix of agile and open source processes under the supervision of a faculty or industry lead. This FAQ describes the programs current incarnation; if you have other questions, please contact Greg Wilson . What are the learning objectives of this program? For students to gain hands-on experience with real-world development practices in a realistic environment while simultaneously learning and applying some core concepts of computer science. Is this part of an official university or government program? Not yetwe are still in the pilot phase (which is a professors way of saying, Were still learning how to do this.). Who is sponsoring this? Our sponsors page describes and thanks the companies and organizations that have helped to make this program possible. What projects are available? Our project list for Winter 2010 is available on the Projects page. Who can enrol? Undergraduates who are in their final four terms of study, have a strong B or A average, and are able to enrol in an appropriate course at their home institution. (Typically, this course is called a capstone, a senior project, or a directed studies course.) To ensure balance, we limit the number of students per school; please contact your local faculty for details. What schools are taking part? The following schools are confirmed for the Winter 2010 term: University of Alberta: Eleni Stroulia Michigan State University: Titus Brown Minnesota State University: Steven Case Simon Fraser University: Ted Kirkpatrick University of British Columbia: Meghan Allen University of Toronto: Greg Wilson University of the Virgin Islands: Steven Case University of Waterloo: Michael Godfrey See the Fall 2009 page for a list of schools that took part in that term. Can I still take part if my school is not in this list? Sure, if you can persuade a faculty member at your schoolplease have them contact Greg Wilson for more information. Can I take part more than once? Sure, if you can persuade a faculty member at your school. If you do come back, you can either stay with the same project or move to a new one. Who chooses what projects students work on? The students themselves, on a first-come, first-served basis. We try to make sure that each team has roughly six students drawn from at least three universities. We also try to have at least two students from any university on any one project so that everyone will have a local partner. How are tasks within a project allocated? This varies from team to team. In general, though, theres enough work for everyone to spend most of their time working on something they find interesting. What skills do students need? The programming skills required vary widely from project to project: students are more likely to succeed in a Java-based project if they already speak Java, and more likely to do well on a cellphone project if they have some previous experience with handheld devices or wireless networks. Students should also be familiar with, or willing to learn, version control, bug tracking, and other coordination tools. Keep in mind, though, that being able to set their own goals, manage their own time, and communicate with others is at least as important as knowing any particular programming language or operating system. What do students find challenging about these projects? Cooperation, communication, and commitment. For many students, this is the first time they have had to set their own goals and deadlines, and some struggle with that freedom during the first few weeks. What are the benefits to the students? Experience working in a distributed team on a meaningful project; peer contacts (social/professional networking); something cool to demo in interviews for jobs and graduate school. Do potential employers and graduate supervisors actually look at these projects? Yes. When do projects start and finish? Projects start at the beginning of term (September or January), and run to its end (December or April). Because different schools calendars dont line up, some students may start or finish earlier or later than others. We do not currently accommodate students whose schools use a quarter system, and have no plans to run this program during the summer. How much effort is expected from students? The same as any other course, i.e., about 8-10 hours/week. Can I do this course at the same time as a co-op job or other industry placement? Only if your schools policy permits it, and even then, only if you can commit 8-10 hours/week. How are projects managed? The organizers take care of week-by-week project management, though other faculty are very welcome to get involved as well. How are projects graded? Grades are awarded jointly by the local faculty organizer in consultation with the project lead. Grading schemes are tailored to individual teams and projects, and take into account the requirements of the courses in which students are officially registered. (For example, a student who is registered in a senior course on Software Architecture may spend more time on design and documentation than on coding.) In many projects, students themselves propose grading schemes once they are familiar with the project. There is usually not a midterm or final exam, but some schools require students to do an end-of-term presentation and/or create a screencast to show what they have accomplished. What development process do teams use? Standard software development processes are not well-suited to students realities: unlike professionals in industry, students usually have to work on several projects at once, and are almost always new to the technologies theyre using and the problem domain theyre working in. Based on past experience, the best fit is a mix of open source practices and Scrum : Every project keeps its work in a version control repository, uses tickets to track work items, etc. Teams are strongly encouraged to do code reviews. Each team has an hour-long online meeting each week to review progress, set goals, answer questions, and resolve outstanding issues. Work is usually done in two-week iterations. At the end of each iteration, each team member sets their goals for the next one, so that students have a chance to develop planning and estimation skills. Each team is required to produce a five-minute screencast demo of their work at the end of the term. What kind of work do students do? All the things that real software projects need, including design, construction, testing, packaging, and documentation. Do teams get to meet each other and their project leads? Yesthere is a three-day code sprint in Toronto near the start of term at which teams meet in person to discuss the strategies for the term, attend team-building social events, and write lots of code. How do team members communicate? Via the usual online tools, such as blogs, chat, mailing lists, and Skype. Team members may agree on something else new and trendy, such as FriendFeed, Twitter, or Google Wave. What level of work is expected? (Almost) all of these projects are producting software for real-world use, so standards are high. Remember, 95% correct may be an A academically, but if 5% of an application is buggy, users arent going to be happy. Do the projects vary from term to term? Yes, although we try to keep projects rolling for several terms to reduce startup overheads. Do students get help from students who have worked on the same project in previous terms? Yes, where possible. Unlike most university courses, we strongly encourage students to communicate with each other and their predecessors. How do code reviews work? Students post finished work (including tests) to their teams code review site. Another team member then reads it through and gives the author on what needs to be fixed before it can be committed. Once the author has made all the fixes suggested, and the reviewer gives the ok, the code is put into the version control repository for others to use. How can I find out more? Please contact Greg Wilson or the organizer at your university for more details. 项目主页
来源: http://www.oracle.com/technologies/open-source/index.html Oracle is committed to offering choice, flexibility, and a lower cost of computing for end users. By investing significant resources in developing, testing, optimizing, and supporting open source technologies such as Linux, PHP, Apache, Eclipse, Berkeley DB, Xen, and InnoDB, Oracle is clearly embracing and offering open source solutions as a viable choice for development and deployment. We cannot stress the importance of using open standards enough, whether in the context of open source or non-open source software. Today, many customers are using Oracle together with open source technologies in mission-critical environments and are reaping the benefits of lower costs, easier manageability, higher availability, and reliability along with performance and scalability advantages. KEY OPEN SOURCE INITIATIVES Linux Oracle's technical contributions to Linux enhance and extend enterprise-class capabilities, and Oracle Unbreakable Linux delivers enterprise-quality support for Linux at a lower cost. Xen Oracle contributes heavily to feature development of Xen mainline software, is a member of the Xen Advisory Board , and hosted Xen Summit 2009 at Oracle. Part of Oracle VM , next generation server virtualization software, includes the Xen hypervisor. Eclipse Oracle is a strategic developer and board member of the Eclipse Foundation , contributing developers and leadership to three Eclipse projects: Dali JPA Tools, JavaServer Faces (JSF), and BPEL; Oracle has also donated Oracle TopLink to the open source community. Berkeley DB Oracle Berkeley DB is a family of open source, embeddable databases that allows developers to incorporate within their applications a fast, scalable, transactional database engine with industrial grade reliability and availability; it is the most widely used open source database in the world with deployments estimated at more than 200 million. PHP Oracle is committed to enabling open source scripting language PHP for the enterprise with Zend Core for Oracle. Download your free copy of the Underground PHP and Oracle Manual which explains how to use the PHP scripting language with the Oracle Database, from installation through optimization and management. Open Source Tooling Projects Oracle contributes to several open-source tooling projects , including Project Trinidad (ADF Faces), Eclipse, and Spring. InnoDB Created by Oracle subsidiary Innobase OY, InnoDB is the leading transactional storage engine for the popular MySQL open source database. Free and Open Source Software Everything you need to know about free and open source software from, and for, Oracle, including community projects, downloads, blogs, and more.