中小学信息技术上机考试系统的设计与实现

介绍针对学校现有硬件与网络资源而开发的,适用于中小学信息技术学科的上机考试系统。着重介绍系统功能模块设计、系统运行流程规划及系统实现中关键问题的解决方法。     

融合人工鱼群机理的PPI网络聚类模型与算法

预测蛋白质交互作用(Protein-Protein Interaction,PPI)网络中未知蛋白质的功能,是生物信息学的一个研究热点.目前基于功能流的方法能有效地解决PPI网络的聚类问题,但是其正确率偏低、时间复杂度较高.为此提出了一种融合人工鱼群机理的PPI网络聚类模型与算法:将人工鱼看作一组聚类中心,觅食行为是指从每个聚类中心开始向它的邻接结点搜索并添加结点到该聚类模块中;接下来将目标函数值最大的人工鱼对应的一组聚类模块看作初始的聚类结果,对应鱼群的追尾行为;剩下的人工鱼开始执行聚群行为,判断对应的聚类模块与初始的聚类结果之间的相似度.如果相似度低于给定的阈值,则将聚类模块添加到初始的聚类结果中.PPI数据集上的仿真实验表明,该算法可以自动确定聚类数目,而且聚类结果的正确率和算法的运行效率都优于功能流算法.     

高中生主动性人格与职业生涯规划水平的关系:择业自我效能感和生涯适应力的作用

目的 随着生涯规划的普及,生涯教育的需求也逐渐提前,基于社会认知职业理论(SCCT),文本探索了高中生生涯适应力、择业自我效能感在主动性人格和职业生涯规划水平间的作用机制及其性别和家庭社会经济地位(SES)对其的影响.方法 本研究使用spss17.0和mplus7.0对810名高中生的问卷调查结果进行统计分析.结果(1...     

计算机基础课教学的一些思考

针对职业技术学校计算机基础教学的当前状况,分析了社会对学习计算机知识的要求,并就目前教学中存在的问题,及培养全面高素质人才进行了总结,并提出了一些思考。     

Factor structure of the BASC-2 Behavioral and Emotional Screening System Student Form: Correction to Dowdy et al. (2011).

Reports an error in Factor structure of the BASC–2 Behavioral and Emotional Screening System Student Form by E. Dowdy, et al. (Psychological Assessment. np). There was an omission in the author note. The author note should have included a disclosure as follows, “Randy W. Kamphaus wishes to disclose a potential conflict of interest in that he receives a portion of royalties on net sales of BESS.” (The following abstract of the original article appeared in record 2011-04578-001.) The BASC–2 Behavioral and Emotional Screening System (BESS) Student Form (Kamphaus & Reynolds, 2007) is a recently developed youth self-report rating scale designed to identify students at risk for behavioral and emotional problems. The BESS Student Form was derived from the Behavior Assessment System for Children—Second Edition Self-Report of Personality (BASC–2 SRP; Reynolds & Kamphaus, 2004) using principal component analytic procedures and theoretical considerations. Using 3 samples, the authors conducted exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) to understand the underlying factor structure of the BESS Student Form. The results of the EFA suggested that the SRP contained a 4-factor (i.e., Personal Adjustment, Inattention/Hyperactivity, Internalizing, School Problems) emergent structure, which was supported by CFA in 2 additional samples. Practical and research implications are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On the English Teaching of Listening and Speaking in Vocational School in China

In vocational school,most students feel that it is very difficult for them to listen to English and speak English. The aim of learning English is to communicate with others,and oral English is becoming more and more important,so at the beginning stage,the     

业余党校教学教育观初探

高校业余党校在培训学生入党积极分子方面发挥了巨大作用，如何利用好这块重要阵地？本从教学模式和教育方法等方面进行分析，认为教学、教育的针对性、现实性和可操作性能进一步深化党的理论学习，从而充分发挥业余党校的作有。     

校企合作模式实践研究

校企合作是高职专业教育发展的基础。只有让企业走进高职院校,让学生与教师走进企业,才能实现共同获利。让高职教学质量提高,学生轻松就业,企业拥有优秀的人才。但是校企合作不能表面化。高职院校要真正实现校企合作,要为企业展现合作将给企业带来的效益。要进行看得见摸得着的,切实可行的合作方案。本文主要就如何实现校企之间的合作,把校企合作落实到实处进行了研究。     

Technopathogenology: technology and non-evident risks – a contribution to prevention

The concentration of lead in the scalp hair of 257 school children within the age range of 6–12, living in the Manzini region in Swaziland, was measured using a graphite furnace atomic absorption spectrometer. Mean lead concentration ranged between 7.75–9.19 μ.g/g, and 4.95–5.95 μg/g for the urban and rural schools, respectively. The mean lead concentrations in the hair for urban school children were significantly higher than those of the rural school children. The rapid industrialization within the city centre with increasing number of vehicles using leaded petrol may be a contributing factor to the observed levels. Although the mean lead concentration was higher in girls (7.59 μg/g) than in boys (6.62 μg/g), this difference was not statistically significant.     

Why Parents Drive Children to School: Implications for Safe Routes to School Programs

Problem: Rates of walking and bicycling to school have declined sharply in recent decades, and federal and state governments have committed funds to reverse these trends. To increase rates of walking and biking to school will require understanding why many parents choose to drive their children to school and how well existing programs, like Safe Routes to School, work.

Purpose: We aimed to understand why many parents choose to drive their children even short distances to school, and what implications this has for programs to increase walking and biking to school.

Methods: We used data from a telephone survey to explore why parents drive their children to school.

Results and conclusions: We found that 75% of parents driving their children less than 2 miles to school said they did this for convenience and to save time. Nearly half of parents driving their children less than 2 miles did not allow their child to walk to school without adult supervision. Accompanying a child on a walk to school greatly increases the time the household devotes to such a trip. Few Safe Routes to School programs effectively address issues of parental convenience and time constraints.

Takeaway for practice: Safe Routes to School programs should take parental convenience and time constraints into account by providing ways children can walk to school supervised by someone other than the parent, such as by using walking school buses. To be effective, such programs need institutional support. Schools should take a multimodal approach to pupil transportation.

Research support: This research was funded by the Active Living Research program of the Robert Wood Johnson Foundation and the U.S. and California Departments of Transportation through the University of California Transportation Center.