The specification of authorization policies in access control models proposed so far cannot satisfy the requirements in workflow management systems(WFMSs).Furthermore,existing approaches have not provided effective co...The specification of authorization policies in access control models proposed so far cannot satisfy the requirements in workflow management systems(WFMSs).Furthermore,existing approaches have not provided effective conflict detection and resolution methods to maintain the consistency of authorization polices in WFMSs.To address these concerns,we propose the definition of authorization policies in which context constraints are considered and the complicated requirements in WFMSs can be satisfied.Based on the definition,we put forward static and dynamic conflict detection methods for authorization policies.By defining two new concepts,the precedence establishment rule and the conflict resolution policy,we provide a flexible approach to resolving conflicts.展开更多
This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group inter...This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.展开更多
基金supported by the National Natural Science Foundation of China (Nos.50705084 and 60473129)the Science and Technology Plan of Zhejiang Province,China (No.2007C13018)
文摘The specification of authorization policies in access control models proposed so far cannot satisfy the requirements in workflow management systems(WFMSs).Furthermore,existing approaches have not provided effective conflict detection and resolution methods to maintain the consistency of authorization polices in WFMSs.To address these concerns,we propose the definition of authorization policies in which context constraints are considered and the complicated requirements in WFMSs can be satisfied.Based on the definition,we put forward static and dynamic conflict detection methods for authorization policies.By defining two new concepts,the precedence establishment rule and the conflict resolution policy,we provide a flexible approach to resolving conflicts.
文摘This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.
