控制系列课程多媒体CAI课件设计与相关技术

本文基于一个多媒体信息组织方案,采用面向对象的设计方法开发出符合此方案的“控制系列课程”多媒体CAI课件,文中详细介绍了该课件的设计思想、总体结构以及实现过程中的若干技术问题的解决方法。     

多媒体技术在化工原理优化设计CAI课件开发中的应用

用Authorware5．0开发了化工原理优化设计多媒体CAI课件．课件集声音、图像、动画于一体，具有较强的交互功能．其中声音文件用Cool Edit2000软件录制，不但录音长度可以无限长，而且可以对录音进行编辑处理得到高质的音效；多媒体CAI课件中动画技术用Flash5．0软件制作，先转化成avi格式，然后用插件Direct Media Xtra引入到Authorware中．多媒体CAI课件用于学生课程设计，极大地提高了课程设计质量．     

基于三层C/S结构的供热机组运行指导及考核系统

针对某电厂 6 5MW供热机组 ,采用热经济学法进行热、电成本分摊 ,进行了主要技术经济指标、各班组运行考核小指标以及辅机单耗的在线分析和处理 ,开发了基于三层C/S (客户机 /应用程序服务器 /数据服务器 )结构的软件 ,完成了在应用程序服务器进行数据处理和计算 ,多个客户在客户端进行查询的机组运行指导和考核系统 ,为运行和管理人员提供了运行指导和考核的理论依据     

高速线材精轧机组振动的研究与改造

高线精轧机组传动的力学分析认为 ,结构设计存在缺陷 ,提出了改造方案 ,制定了科学的检修方案 ,检修工作量降低 ;精轧机组振动大幅度降低 ,高线机组轧制速度由原来的 75～ 95m/s提高到 98m/s。     

The Effects of Family, School, and Classroom Ecologies on Changes in Children's Social Competence and Emotional and Behavioral Problems in First Grade.

This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.g., anxious, withdrawn behaviors), and behavioral problems (e.g., disruptiveness, aggressiveness) in first grade. Higher classroom concentrations of prosocial behaviors and victimization predicted increases in social competence, and greater school disadvantage predicted decreases. Multiple household moves and greater school disadvantage predicted increases in behavioral problems. Multiple household moves and low levels of mothers' education predicted increases in emotional problems for children in classrooms with few prosocial behaviors. Greater school disadvantage predicted increases in emotional problems for children in classrooms with low prosocial behaviors and high victimization. Policy implications of these findings are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction--CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing Strategy Instruction (SI), but not including motivation support. In the second study, we compared CORI to SI and to a traditional instruction group (TI), and used additional measures of major constructs. In both studies, class-level analyses showed that students in CORI classrooms were higher than SI and/or TI students on measures of reading comprehension, reading motivation, and reading strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于ISS和硬件模拟器的协同模拟关键技术研究

提出一种在嵌入式系统软硬件协调设计中对系统功能进行验证的软硬件协同模拟方法．该方法使用指令集模拟器(ISS)和事件驱动硬件模拟器分别完成软硬件的模拟，并采用C 语言构造处理器的总线功能模型，实现软硬件模拟器的信息交互．重点讨论指令集模拟器、总线功能模型以及硬件模拟器协同模拟接口的设计与实现方法，同时还给出了软硬件模拟器之间的同步算法．     

基于ARM内核的ARM与Thumb混合代码的生成

介绍了嵌入式系统领域中的常用RISC微处理器——ARM处理器的ARM指令集与Thumb指令集，分析了应用程序的ARM代码与Thumb代码的各自的优势与不足，研究了生成高密度、执行效率高的混合代码的方法。     

寄存器堆互连的VLIW结构及其指令调度算法

超长指令字(Very Long Instruction Word,VLIW)处理器一般采用总线互连的多簇结构,每个簇中的功能单元共享一个本地寄存器堆,簇间采用总线传输数据,以避免功能单元增多时,全连通结构的延时、面积和功耗的快速增长;但簇间数据共享时的拷贝和延时,使得处理器在性能上有所下降.文中提出了一种寄存器堆互连的多簇VLIW结构,采用寄存器堆来连接各个簇,从而可以避免簇间数据传输的延时和额外的数据拷贝操作.同时也提出了针对这种结构的指令调度算法,以提高指令调度的性能.实验结果表明,与全连通的VLIW结构相比,寄存器堆互连结构在性能上仅有13%左右的性能下降,代码长度则基本不变;这都优于总线互连的多簇结构.