OBE-CDIO理念下“集成电路版图分析与设计”课程教学改革与探索

针对目前集成电路版图分析与设计课程存在教学方法老化、教学模式形式化等问题,本文以OBE-CDIO教育理念为指导,对”集成电路版图分析与设计”课程的课程教学模式、课程设计、项目式教学方式和课程考核方式等方面的改革进行有益的探索与实践。将工程教学认证中对学生的专业毕业要求作为制定教学目标的依据,将BB网络平台、ISO9001等现代化教学资源和质量标准融入课堂教学,采用OBE-CDIO能力教学理念指导课程设计,实现教学环节与考核环节的科学化与多元化,通过引入课程思政激发学生学习热情,树立社会主义核心价值观,全面地培养学生的综合版图分析与设计能力和素养。     

Deep Integration of Innovation and Entrepreneurship (InE) Education in Chinese University Classrooms

Recently, InE has been regarded as a popular education strategy in Chinese universities. However, problems have been exposed in the adoption of InE, for example, in InE courses and competitions. The purpose of this paper is to provide a possible solution to the problems, which is to organize effective InE courses by integrating InE with Inter-Course-level Problem-Based Learning (ICPBL). A detailed case is demonstrated by an ICPBL elective course design with deep integration of InE in the teaching, learning, and assessments. This paper contributes to a new curriculum design for promoting InE education in practically for Chinese universities.     

Fifty Years On: Brown v. Board of Education and American Psychology, 1954-2004 An Introduction.

Introduces the current issue of the American Psychologist, which examines the ramifications of the Brown vs. Board of Education decision and its sequelae over the last 50 years, with a special focus on the mixed role of psychological research and practice. Despite the great strides toward a more just society since May 17, 1954, inequities remain in schooling, in social relations, and in economic opportunity. How will history judge American psychology 50 years from now vis-a-vis the possibilities it helped create via Brown? The articles in this special issue suggest several important directions of research and action our field will need to take if the verdict of history is to be a positive one. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit Leadership Theories in Applied Settings: Factor Structure, Generalizability, and Stability Over Time.

The present empirical investigation had a 3-fold purpose: (a) to cross-validate L. R. Offermann, J. K. Kennedy, and P. W. Wirtz's (1994) scale of Implicit Leadership Theories (ILTs) in several organizational settings and to further provide a shorter scale of ILTs in organizations; (b) to assess the generalizability of ILTs across different employee groups, and (c) to evaluate ILTs' change over time. Two independent samples were used for the scale validation (N1 = 500 and N2 = 439). A 6-factor structure (Sensitivity, Intelligence, Dedication, Dynamism, Tyranny, and Masculinity) was found to most accurately represent ELTs in organizational settings. Regarding the generalizability of ILTs, although the 6-factor structure was consistent across different employee groups, there was only partial support for total factorial invariance. Finally, evaluation of gamma, beta, and alpha change provided support for ILTs' stability over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

David W. Johnson: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Provides the biography of David W. Johnson and announces that he has won the Award for Distinguished Contributions of Applications of Psychology to Education and Training for programmatic research, comprehensive research reviews, and revision of theory over four decades of persistence that have provided the knowledge foundation for cooperative learning, constructive controversy, conflict resolution, and peer mediation training. A selected bibliography is also provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical issues concerning expert systems' applications in education

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort.This work was supported in part by funds from the Foundation of the University of North Carolina at Charlotte and from the State of North Carolina. An earlier version of this paper was read at the Human Dimension in Artificial Intelligence Symposium held at the University of Kentucky (April 1988).     

Numerical Study of a Modified Time-Stepping θ-Scheme for Incompressible Flow Simulations

In [Turek (1996). Int. J. Numer. Meth. Fluids 22, 987–1011], we had performed numerical comparisons for different time stepping schemes for the incompressible Navier–Stokes equations. In this paper, we present the numerical analysis in the context of the Navier–Stokes equations for a modified time-stepping θ-scheme which has been recently proposed by Glowinski [Glowinski (2003). In: Ciarlet, P. G., and Lions, J. L. (eds.), Handbook of Numerical Analysis, Vol. IX, North-Holland, Amsterdam, pp. 3–1176]. Like the well-known classical Fractional-Step-θ-scheme which had been introduced by Glowinski [Glowinski (1985). In Murman, E. M. and Abarbanel, S. S. (eds.), Progress and Supercomputing in Computational Fluid Dynamics, Birkh?user, Boston MA; Bristeau et al. (1987). Comput. Phys. Rep. 6, 73–187], too, and which is still one of the most popular time stepping schemes, with or without operator splitting techniques, this new scheme consists of 3 substeps with nonequidistant substepping to build one macro time step. However, in contrast to the Fractional-Step-θ-scheme, the second substep can be formulated as an extrapolation step for previously computed data only, and the two remaining substeps look like a Backward Euler step so that no expensive operator evaluations for the right hand side vector with older solutions, as for instance in the Crank–Nicolson scheme, have to be performed. This modified scheme is implicit, strongly A-stable and second order accurate, too, which promises some advantageous behavior, particularly in implicit CFD simulations for the nonstationary Navier–Stokes equations. Representative numerical results, based on the software package FEATFLOW [Turek (2000). FEATFLOW Finite element software for the incompressible Navier–Stokes equations: User Manual, Release 1.2, University of Dortmund] are obtained for typical flow problems with benchmark character which provide a fair rating of the solution schemes, particularly in long time simulations.Dedicated to David Gottlieb on the occasion of his 60th anniversary     

Learning Organizations in Construction

The transformation of organizations from production-oriented entities to proactive learning entities that continuously leverage the knowledge of the workforce is a primary objective of management researchers. This focus has significant relevance to the construction industry where production-related research has predominantly overshadowed organizational development research. As one effort to change this emphasis, the writers present a research effort designed to study current organization learning techniques and technologies fielded by organizations both inside and outside of the construction industry. Through a series of exploratory case studies, the writers developed a maturity model together with the Construction Industry Institute that provides construction organizations with a framework for developing a learning organization culture. The maturity model focuses on learning organization characteristics of leadership, processes and infrastructure, communication/collaboration, education, and culture at the organization, community, and individual levels. This paper introduces the results of that effort including a presentation of the learning organization maturity model, framework application, and the overall characteristics of a learning organization.     

Building a user model implicitly from a cooperative advisory dialog

This paper reviews existing methods for building user models to support adaptive, interactive systems, identifies sigificant problems with these approaches, and describes a new method for implicitly acquiring user models from an ongoing user-system dialog. Existing explicit user model acquisition methods, such as user edited models or model building dialogs put additional burden on the user and introduce artificial model acquisition dialogs. Hand coding stereotypes, another explicit acquisition method, is a tedious and error-prone process. On the other hand, implicit acquisition techniques such as computing presuppositions or entailments either draw too few inferences to be generally useful, or too many to be trusted.In contrast, this paper describes GUMAC, a General User Model Acquisition Component that uses heuristic rules to make default inferences about users' beliefs from their interaction with an advisory expert system. These rules are based on features of human action and conversation that constrain people's behavior and establish expectations about their knowledge. The application of these rules is illustrated with two examples of extended dialogs between users and an investment advisory system. During the course of these conversations, GUMAC is able to acquire an extensive model of the users' beliefs about the aspects of the domain considered in the dialog. These models, in turn, provide the sort of information needed by an explanation generator to tailor explanations the advisory system gives to its users.