虚拟机技术在计算机课程教学中的应用

当前很多学校都开设有计算机专业,然而由于资金缺乏,不少学校没有建立配套完善的专业实训室,而正常的教学机房又不允许安装软件,导致很多实验无法完成,教学效果达不到预期的目标。笔者经过几学期的摸索,提出了利用VMware虚拟机技术,在真实的计算机上安装虚拟机,可以在虚拟机上做各种实验,模拟真实网络服务环境。解决网络课程教学对于网络环境的要求问题。本文主要阐述虚拟机技术在计算机及网络教学中具有经济、实用、灵活的特点,供大家借鉴。     

构建高职计算机网络教学平台的研究

针对目前不少高等职业院校还没有构建起属于自己的真正独立且较为合理的计算机网络教学平台的现实状况,从高职院校计算机课程的教学特点和教学要求出发,对高职院校网络教学系统进行了具体的需求分析,尝试设计一套符合目前高职院校要求的互动网络教学系统,并在平台架构、搭建方式、安全性等方面加以阐述,让学生在学会使用计算机的基本操作的同时,阶段性的开展教学内容的学习,并最终完成学校的教学指标要求。     

Web 2.0在网络课程中的应用

Web 2.0技术的飞速发展为解决目前网络课程中存在的问题带来了新的思路,在介绍Web 2.0的内涵及特点的基础上,阐述了目前网络课程存在的问题,并以RSS订阅在网络课程中的实现为例展现了Web 2.0在网络课程进行应用的技术优势。     

信息时代下的隐私如何保护

随着电子商务技术的发展,网络交易安全成为了电子商务发展的核心和关键问题,对网络隐私数据(网络隐私权)安全的有效保护,成为电子商务顺利发展的重要市场环境条件。网络信息安全技术、信息安全协议、P2P技术成为网络隐私安全保护的有效手段。     

Fast online graph clustering via Erd?s-Rényi mixture

In the context of graph clustering, we consider the problem of simultaneously estimating both the partition of the graph nodes and the parameters of an underlying mixture of affiliation networks. In numerous applications the rapid increase of data size over time makes classical clustering algorithms too slow because of the high computational cost. In such situations online clustering algorithms are an efficient alternative to classical batch algorithms. We present an original online algorithm for graph clustering based on a Erd?s-Rényi graph mixture. The relevance of the algorithm is illustrated, using both simulated and real data sets. The real data set is a network extracted from the French political blogosphere and presents an interesting community organization.     

An Online Algorithm for the Dynamic Maximal Dense Tree Problem

Abstract. The Online Maximal Dense Tree problem is as follows: given a weighted directed graph and a source node, users issue online requests for connection to the source node. A request can either be accepted or rejected (the admission control decision). If the connection request is accepted, it must be connected to the source or to a node previously connected to the source (the routing decision). The objective is to maximize the total number of connections while keeping the connection density , i.e. the ratio of accepted requests to the weight of the spanning tree, sufficiently high. The primary motivation for the Maximal Dense Tree problem is the Online Capacitated Multicast admission control and routing problem. In the Online Capacitated Multicast problem, we are given a communication network with limited link capacities and a set of signal source nodes. Users generate online requests for connection to the signal sources, and the network administrator has to make the admission control and routing decisions. The goal of the network administrator is to maximize the total number of users connected subject to the network capacity constraints. The Online Maximal Dense Tree problem is also faced by a cable TV operator who wishes to connect as many customers as possible while keeping down the amount of wiring per customer. Informally, the Online Maximal Dense Tree algorithm must ``gamble' on certain geographic areas, connecting nodes which are unprofitable to start with, in the hope that eventually enough requests will arrive in its vicinity to make the investment profitable. In this paper we present a randomized online algorithm for the Maximal Dense Tree problem that guarantees acceptance of a (1- ɛ) factor of the requests accepted by the optimum offline algorithm with the expectation of density being at most polylogarithmically lower than that of the offline algorithm. This yields an online capacitated multicast algorithm whose throughput is only poly-logarithmically lower than that of the optimum offline algorithm. Previous work on multicast routing and maximal dense tree problems either made probabilistic assumptions or resulted in linear performance gaps with the offline algorithm. Attempts to solve the Online Maximal Dense Tree problem have also lead to the development of the first polylogarithmic approximation algorithms for the k -MST and the Prize Collecting Salesman problems [AABV].     

On the Competitive Ratio for Online Facility Location

We consider the problem of Online Facility Location, where the demand points arrive online and must be assigned irrevocably to an open facility upon arrival. The objective is to minimize the sum of facility and assignment costs. We prove that the competitive ratio for Online Facility Location is Θ . On the negative side, we show that no randomized algorithm can achieve a competitive ratio better than Ω against an oblivious adversary even if the demands lie on a line segment. On the positive side, we present a deterministic algorithm which achieves a competitive ratio of in every metric space. A preliminary version of this work appeared in the Proceedings of the 30th International Colloquium on Automata, Languages and Programming (ICALP 2003), Lecture Notes in Computer Science 2719. This work was done while the author was at the Max-Planck-Institut für Informatik, Saarbrücken, Germany, and was partially supported by the Future and Emerging Technologies programme of the EU under contract number IST-1999-14186 (ALCOM–FT).     

Dynamic TCP Acknowledgment and Other Stories about e/(e - 1)

Abstract. We present the first optimal randomized online algorithms for the TCP acknowledgment problem [3] and the Bahncard problem [5]. These problems are well known to be generalizations of the classical online ski-rental problem, however, they appeared to be harder. In this paper we demonstrate that a number of online algorithms which have optimal competitive ratios of e/(e-1) , including these, are fundamentally no more complex than ski rental. Our results also suggest a clear paradigm for solving ski-rental-like problems.     

Using adaptive e-news to improve undergraduate programming courses with hybrid format

With the growing popularity of computers and the Internet, most teachers are taking advantage of Internet functions to assist in both teaching and student learning. However, students only login to the assisted learning system once or twice a week on average to surf for relevant references, participate in discussions, or hand in assignments, even though information and interaction are greatly enhanced by these online services. Therefore, increasing the transfer rate of useful information and interaction during the course period would help students learn. To this end, we designed an e-news delivery system that sends personalized e-mails to every student’s mailbox to make information access and peer interaction more convenient and efficient. Through the daily habit of using e-mail, students can receive the latest information, new instructions or peer discussions early. To encourage usage of the system, a user friendly interface was designed. The e-news system takes advantage of webpage hyperlinks to allow students to click on interesting topics while reading e-news; doing so will cause another window to pop-up with detailed content retrieved from the web-based learning system. A mouse-click allows students to login to the web-based learning system and extract the details of the chosen topic. To enhance the efficiency of e-news, learners’ needs and interests were taken into consideration when forming the e-news content. Students’ learning status and reading preferences are assessed to determine which information or content to include in the e-news. Experiment results reveal that e-news and personalized information greatly promote the reading of new information and participation in online activities.     

Web-based quiz-game-like formative assessment: Development and evaluation

This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of ‘Ask-Hint Strategy’ turns the Web-based formative assessment into an online quiz game. ‘Ask-Hint Strategy’ is composed of ‘Prune Strategy’ and ‘Call-in Strategy’. ‘Prune Strategy’ removes one incorrect option and turns the original 4-option item into a 3-option one. ‘Call-in Strategy’ provides the rate at which other test takers choose each option when answering a question. This research also compares the effectiveness of three different types of formative assessment in an e-Learning environment: paper-and-pencil test (PPT), normal Web-based test (N-WBT) and GAM-WATA. In total, 165 fifth grade elementary students (from six classes) in central Taiwan participated in this research. The six classes of students were then divided into three groups and each group was randomly assigned one type of formative assessment. Overall results indicate that different types of formative assessment have significant impacts on e-Learning effectiveness and that the e-Learning effectiveness of the students in the GAM-WATA group appears to be better. Students in the GAM-WATA group more actively participate in Web-based formative assessment to do self-assessment than students in the N-WBT group. The effectiveness of formative assessment will not be significantly improved only by replacing the paper-and-pencil test with Web-based test. The strategies included in GAM-WATA are recommended to be taken into consideration when researchers design Web-based formative assessment systems in the future.