基于集成产品模型的数控加工模型

以一型号火车车轮为例，综合考虑其加工要求，研究其数控加工模型的建模方法：提出了用逐步追加扩展数据段将工艺过程模型和生产工具模型集成到产品模型的渐进式建模方法，并采用十字链表结构的图形数据库存储方法。该建模方法包含了数控编程所需的信息。     

关注模型建构发展模型认知——新旧必修教材(鲁科版)中模型的比较研究及启示

新课程以发展核心素养为理念,“模型认知”是化学学科核心素养的组成之一。研究高中新旧必修教材中模型的类型、功能及表征,统计、分析其共性与差异,为新课程的教学提供建议。     

基于电子商务模型的CA认证中心设计

从安全性和扩展性角度为PKI/CA认证中心的构建,提出了一个基于Web证书管理系统的设计模型。该模型适合中小企业或局域网内部建立适合自己、经济适用安全的CA认证中心,对局域网中的用户发布和管理数字证书,从而在较高安全层次上管理了用户。     

研究式、渗透式教学方法探讨

本文根据21世纪特点对教育的导向,从数学教学方法改革与发展的角度,提出了“研究式,渗透式教学方法改革思路,使数学在理论和实践方面有了新的认识。     

论DiffServ模型与MPLS模型的结合方法

本文对DiffServ模型进行了较为深入的研究。首先分别介绍了DiffServ模型和MPLS模型,然后从技术角度分析了DiffServ与MPLS模型相结合的实施方案。     

通过模式进行CIM到PIM的模型转换

Model driven architecture （MDA） is an evolutionary step in software development. Model transformation forms a key part of MDA. The transformation from computation independent model （CIM） to platform independent model （PIM） is the first step of the transformation. This paper proposes an approach for this transformation with pattern. In this approach, we take advantage of ＂reuse＂ from various standpoints. Feature model is used to describe the requirement of the application. This can help us bring ＂reuse＂ into effect at requirement level. Moreover we use pattern to transform CIM to PIM. This can help us bring ＂reuse＂ into effect at development level. Meanwhile, pattern was divided into four hierarchies. Different hierarchies of pattern are used to help us utilize reuse at different phase of development. From another standpoint, feature model describes the problem of a domain while pattern describe the problem across domains. This can help us reuse the element in and across domains. Finally, the detailed process of the transformation is given.     

Bicycle model on climate change education: presenting and evaluating a model

Abstract

This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and other emotions, and operational barriers. In this study, the model is also evaluated by climate education researchers and educators. The evaluation was done through documented group discussions and an electronic questionnaire. The findings suggest that the model is useful in developing climate change education policy, research and practice. The findings also give insight into expert's perceptions on climate education. Finally, the article discusses how this model could be developed further.     

Tweaking the four-component model

By maintaining that moral functioning depends upon four components (sensitivity, judgment, motivation, and character), the Neo-Kohlbergian account of moral functioning allows for uneven moral development within individuals. However, I argue that the four-component model does not go far enough. I offer a more accurate account of moral functioning and uneven moral development. My proposal retains the account of sensitivity, divides the judgment component into a theorizing component and a reasoning component, and eliminates the motivation and character components.     

The accreditation plus model

Summary Evaluation of teacher education became a major thrust of a Center for Excellence in teacher education when the Tennessee Higher Education Commission (THEC) established the project in 1986. A major accomplishment in the project was realized when the Accreditation Plus Model was amalgamated for the project's evaluation approach. A-Plus! Thorough study of existing evaluation approaches were convincing. No one approach seemed capable of doing the task. At the same time it seems ludicrous to create a new evaluation approach to add to the existing 40 or so models.As an evaluation form, Accrediatation Plus has a long history. It goes back to 1895 when staff members of the University of Michigan tried to determine the quality of secondary schools to decide whose graduates ought to be readily admitted into the University of Michigan. At the start (in the late 1890s), accreditation focused on program evaluation. The evaluation need in the work of the Center for Teacher Education Evaluation was the same—the quality assessment of education programs.The idea of eclecticism moves in the same general direction. By recognition that accreditation is not the be all and end all in evaluating teacher education programs, the Center keeps open the use of any/all the existing models in an application of the Accreditation Plus Model. Eclecticism means selecting what appears to be the best in various doctrines, methods, or styles. It also means being composed of elements drawn from the various sources. In selecting A-Plus as the evaluation approach for the project, we capitalize on a long and effective history supplemented by the best of the current crop.Figure 1 represents the evaluation of teacher education using the accreditation approach. It describes the model's components and in some places, the relationships of those elements. The Center's staff is working to detail further the elements of the accreditation approach to evaluation. Questions and comments are welcomed as we move further with this work.now on Sabbatical     

The learn NC model

The vastness of the World Wide Web is both its attraction and its challenge. For people with a high-speed connection, plenty of time, and experience with technology, the Web can be a wonderful resource. Unfortunately, most teachers needing instructional resources for their classrooms do not have these assets. LEARN NC was created with this mainstream of teachers in mind, and to a great extent we have made the Web more accessible to them. Although we cannot give them more or faster Internet connections, we can help them make more efficient use of the time they have by making resources easy to use and providing training. We have been most successful when we have been able to “boil down” the content of the World Wide Web into a more manageable form. This requires a difficult balancing act: in order to provide as much good educational content as possible, we are constantly expanding our resources, but this growing content must be kept manageable and easy to access, or teachers will not be willing or able to use it. As a result, we must continually refine our existing resources. With these refinements, we believe—and our participating teachers concur—that our “one-stop-shopping” approach to educational technology is a helpful one for teachers and can provide a useful model for educators elsewhere     

History-based trust negotiation model

Trust negotiation (TN) is an approach to establish trust between strangers through iterative disclosure of digital credentials. Speeding up subsequent negotiations between the same negotiators is a problem worth of research. This paper introduces the concept of visiting card, and presents a history-based trust negotiation (HBTN) model. HBTN creates an account for a counterpart at the first negotiation and records valid credentials that the counterpart disclosed during each trust negotiation in his historical information base (HIB). For the following negotiation, no more credentials need to be disclosed for both parties. HBTN speeds up subsequent negotiations between the entities that interact with each other frequently without impairing the privacy preservation.     

数学模型的构造法及其应用

本介绍了数学模型的概念以及建立数学模型的思想方法－－“构造法”。运用实例阐述了“构造法”在建立数学模型中的应用。     

关于排污收费订价的建模与仿真研究

建立的排污收费订价模型基于两个主要目的：1）还贷付息；2）保证排水公司企业化。考虑到不同用户之间用户的支付能力和支付意愿可能会不同，模型将用户进行了划分，对不同的用户类设定一个缴费系数，从而拥有不同的基本费率。在保证还贷付息和排水公司企业化的基础上，用户的费率以基本费率为基础逐年进行调整。     

“实务导向”型社会工作教育模式重要性研究

近年来,随着国家经济实力的增长,与社会民生紧密相关的社会服务工作也愈加备受关注,社会服务水平的专业化与方式的多样化也成为当前社会工作专业教育中除理论本土化外最为迫切要解决的问题之一。如何高效培养具备专业理论同时拥有实务操作能力的专业人才,并形成具有专业特色的社会工作人才教育模式是目前全国高校社会工作专业发展的重中之重。其中又以"实务导向"型社会工作教育模式是较为新颖的一种,即高校与社会服务部门合作共建。"实务导向"型社会工作教育是指进行以社会工作职业化为目标的资格教育,明确地把针对工作岗位的实践能力作为人才培养的核心理念,注重实践、实训及实习教育。社会工作专业是一个以实操为最终考核目标的专业,理论教授与理念的传导固然是整个专业教学中的基础,但最终还是要回归到具体的服务项目中,并以有效的服务项目立项和执行为根本,考察社工与同工、志愿者等同为提供社会服务行业的区别,即职业化、理论化和专业化。然而中国高校在社会工作专业教学中,长期以来均是以传统的课堂理论教学作为主要培养手段,即使有个别高校开始关注社工专业的实操训练,但由于实操平台的欠缺、硬件设施的滞后、实训与课堂教学的课时冲突等等问题的存在,都提醒着要推动社会服务的整体水平发展、培养高素质的社工专业人才,以"实务为导向"的社会工作专业新型教育模式的转变已迫在眉睫。     

Teacher effect change model: latent variable regression 5-level hierarchical model

Asia Pacific Education Review - This paper proposes a teacher effect change model in the form of a latent variable regression 5-level hierarchical model (LVR-HM5). Using multiple years of student...