企业案例教学在“Linux项目实战”课程中的运用

文章针对高职学生培养与企业实际需要存在巨大差异的问题展开研究,并以我校网络技术专业"Linux项目实战"课程为例,探讨运用企业案例教学、训练学生实际工作经验来解决实际工作问题,实践证明,该教学法能帮助学生在校积累丰富经验、提高应用能力。     

用案例教学法指导数据结构与算法教学

针对传统数据结构与算法教学中存在的问题,在分析案例教学法在程序设计类课程教学中的地位与作用的基础上,本文提出"精选典型案例—设计生动课件—激活课堂教学"的观点,结合我院学生与课程团队教师的实际,在数据结构与算法课程教学设计与改革方面进行教学实践,取得了显著的效果。     

一种新型的加固计算机箱设计

介绍了一种新型加固计算机机箱,其独特的双层箱体结构,使它适合在各种复杂恶劣的环境条件下使用。通过设计实践,阐述了该箱体的结构特点和密封、隔振缓冲、电磁兼容等方面的具体解决方法,特别是箱体成型和综合热设计等关键技术。经环境试验和工程实际应用的检验,证明其具有较好的综合防护性能。     

MCLA教学法在教学实践中的应用

MCLA是一种基于任务的学习方法,它是学生在教师的引导下,培养独立解决实际问题能力,侧重培养实际应用技能的一种新型教学模式.该文探讨了MCLA的教学方法及其实施的关键环节,阐述了这种教学法的特点,并以浙江丽水广播电视大学成人脱产班为例讲述了使用MCLA方法进行的实践教学改革.     

信息技术的需求方法研究

现在处于一个信息技术高速发展时期,这些年来单位信息系统逐步建立、升级,给各个生产业务部门带来了助力。随着世界范围内信息技术的广泛应用,生产业务部门人员的IT技能越来越高,对软件系统的使用要求也越来越多。这是一件可喜的事情,说明信息技术创新,助力业务创新,已经有了良好的群众基础。在IT业界,众多的成功或不成功案例都实践证明,一个应用系统最后是否建设成功,80%的因素在于需求分析是否做得好。浅显发地说,也就是:业务部门人员是否把需要实现的软件系统功能都说明白了,没有较大的遗漏;开发人员都理解清楚了,没有较大的偏差。该文就如何做好需求分析工作,进行简要论述。     

M2+-树:一种支持医学病例多度量空间检索的高效索引

由于从病例库中进行病例的相似性检索关系到能否提供给医生充分且正确的候选病例,因此如何高效、准确地实现影像病例的相似性检索是学术界和医学界的研究热点之一.迄今为止,很多文献提出了用于提高查询精度的检索策略,但涉及检索效率的文章还为之甚少.基于此,提出了一种融多种度量空间相似性计算于一体的M2+-树高维索引技术.该索引将病例中的文本和影像合成一个高维多特征向量,该向量在度量空间上将数据空间划分成若干子空间,并借助关键向量对划分后的数据子空间再进行向量空间上的二次划分.关键向量的无重叠划分和三角不等式过滤原理可以加快病例的检索速度.总之,在度量和向量空间上的两次数据划分使得M2+-索引树大大减少了待查询病例与数据库病例间的不必要相似性计算的次数,从而加快了相似性病例的检索速度.实验结果表明,M2+-树的性能优于典型的度量空间多特征索引代表M2-树的性能.     

3n镜像适应性随机测试算法

针对适应性随机测试中的边缘效应问题,借鉴镜像适应性随机测试(MART)的基本思想,在引入镜像距离的基础上,提出3n MART算法,通过改变候选用例与成功用例之间的距离判断策略,使其产生的用例在输入域中更均匀地分布。仿真实验结果证明,该算法可以较好地解决边缘效应问题,相比基于距离的适应性随机测试算法与MART算法,失效发现效率更高。     

An information architecture for a performance management framework by collaborating SMEs

Recently, much attention has been given to performance management within collaborative environments resulting in a wide variety of performance measurement/management frameworks. However, practically all of these frameworks present a common gap regarding the information treatment needs that support these frameworks. This issue is even more important in the case of Small and Medium-sized Enterprises (SMEs) due to their special characteristics. For that purpose, this paper presents an approach called Global Performance Management (GPM) Framework composed of a methodology, an information architecture and a technological solution, focusing mainly on the information architecture. The methodology guides SMEs when defining, developing, deploying and operating the GPM framework. The information architecture consists of a set of elements that support the tasks of collection, treatment and analysis of the used information, which complement the methodology to build a real model for the GPM framework. Finally, the technological solution bridges the engineering and conceptual environment, with the real-world operational and executable environment, following the path defined by the methodology. The information architecture was applied to two European pilots, achieving satisfactory results, which are highlighted in the paper as well as the main barriers encountered and solutions provided.     

Using an online tool to support school‐based ICT policy planning in primary education

An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school‐based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a school document containing strategic and operational elements concerning the integration of ICT in education. To write such a plan in an efficient way is challenging for schools. Therefore, an online tool [Planning for ICT in Schools (pICTos)] has been developed to guide schools in this process. A multiple case study research project was conducted with three Flemish primary schools to explore the process of developing a school‐based ICT policy plan and the supportive role of pICTos within this process. Data from multiple sources (i.e. interviews with school leaders and ICT coordinators, school policy documents analysis and a teacher questionnaire) were collected and analysed. The results indicate that schools shape their ICT policy based on specific school data collected and presented by the pICTos environment. School teams learned about the actual and future place of ICT in teaching and learning. Consequently, different policy decisions were made according to each school's vision on ‘good’ education and ICT integration.