Optimal Average Case Estimation in Hilbert Norms

In contrast to the worst case approach, the average case setting provides less conservative insight into the quality of estimation algorithms. In this paper we consider two local average case error measures of algorithms based on noisy information, in Hilbert norms in the problem element and information spaces. We define the optimal algorithm and provide formulas for its two local errors, which explicitly exhibit the influence of factors such as information, information (measurement) errors, norms in the considered spaces, a subset where approximations are allowed, and “unmodeled dynamics.” Based on the error expression, we formulate in algebraic language the problem of selecting the optimal approximating subspace. The solution is given along with the specific formula for the error, which depends on the eigenvalues of a certain matrix defined by information and norms under consideration. Date received: November 25, 1999. Date revised: May 30, 2000.     

从《Visual Basic程序设计》谈课堂教学改革

从计算机二级等级考试出发,根据《Visual Basic程序设计》课程自身的特点,对《Visual Basic程序设计》的教学方法进行改革。改革的基本原则:课堂上应以学生为本,注重激发学生的学习兴趣,帮助学生体验成功,增强自信。具体做法:不拘泥于课本,从顺序上对教学内容进行大胆地调整,将教学内容进行有机分解、组合,应用案例教学法。     

案例教学在双语教学中的经验总结

该文重点阐述了案例教学和双语教学的要点,并提出了二种教学方法相结合的教学手段;该文以《系统设计与分析》一课为例,讨论了双语教学中案例教学法的重要意义,并针对实际教学中出现的情况进行了总结,提出了一些教学改进意见。     

案例教学法在网络程序设计ASP课程中的应用

分析研究了网络程序设计ASP课程教学的特点,结合留言板系统的具体教学实践,讨论了如何有效地把案例教学法运用于网络程序设计教学中的方法、步骤。实践证明,案例教学法有利于培养学生分析问题和解决问题的实践能力。     

软件功能测试用例的设计过程及实践

该文介绍了软件功能测试用例的设计过程在RMDB系统中的实践,并对测试用例进行评审和追踪,从而提高功能测试用例的设计效率。     

Developing a dynamic project learning and cross‐project learning capability: synthesizing two perspectives

Driven by the complexity of new products and services, project work has become increasingly common in all types of organizations. However, research on project learning suggests that often project teams do not meet their stated objectives and, moreover, there is limited organizational learning from the experiences of project work. We use the dynamic capabilities framework to argue that building a dynamic project learning capability is useful for organizations that make extensive use of projects. We use both survey and interview data to discuss the key ways in which such a dynamic capability can be built. Our survey data demonstrate the importance of documenting project learning, but our interview data show that teams are often remiss at documenting their learning. The results from the two different approaches are synthesized using Boland & Tenkasi’s notions of perspective‐making and perspective‐taking. Importantly, combining the results from the two sets of data suggests that organizations need to emphasize the benefits from project reviews and documentation and explore ways in which the documents produced can be made more useful as boundary objects to encourage the sharing of learning across projects.     

A multi-level, multi-theory perspective of information technology implementation

Abstract.  Much of information technology (IT) implementation research has focused on individuals' acceptance of IT by examining their behaviour when faced with new IT and the antecedents of these behaviours. As they are frequently undertaken within a project framework, IT implementations also entail the application of project management practices in order to be successful. Based on the premise that antecedents of lower level theories are frequently determined by the outcomes of a higher level theory, the present paper illustrates how organizational-level decisions, examined from the perspective of economics theories, can help explain the antecedents of project risk management at the project and individual levels. To do so, the paper describes an IT implementation effort which went through three phases; the first two of which were abandoned versions of the same project. An organizational-level analysis of the case from an economics perspective and its project-level analysis from a risk management perspective show how organizational-level decisions influenced the antecedents at the project and individual levels, providing a more complete understanding of the IT implementation in question, an understanding which neither a theory approach nor a level perspective could provide on its own.     

Automatic generating test cases for testing Web applications

In order to ensure the security and reliability of Web application, the testing of Web application is one of the most effective methods. This work regards a Web application as the composition of different interactive Logical Components （LCs）. We combine LCs with agent to assist to automatic generate test cases for testing Web applications. From Pages-Flow-Diagram （PFD） of Web application under test, this research successively partitions Web applications into LCs, at different levels of abstraction, each of which is composed of Web pages and other LCs. We use an automaton to model each LC, and use compositions of automata to model interaction of LCs. Our approach supports concurrent access and interaction between LCs. It avoids the state space explosion problem effectively. It also enhances the reuse of component interactions and overcomes differences in actions between LCs by using an agent as a coordinator.