五款高性价比笔记本电脑评介

索尼VAIO VGN-C22CH笔记本电脑；华硕F5R F5Q20R-DR笔记本电脑；联想昭阳E290（MC430X4256060BXb）笔记本电脑；长城 T60 H16AJUV笔记本电脑；宏基（Acer）Aspire5583笔记本电脑。     

三星笔记本电脑进军教育行业

在校园信息化飞速发展的今天，众多笔记本电脑厂商逐渐成为校园信息化的关注者。近日，来自韩国的三星笔记本电脑将走入校园，三星电子及三星笔记本电脑国内总代理中科存储技术有限公司在全国开展了以三星笔记本高校行为题的大型巡展活动。活动涵盖了包括清华大学、北京大学、中国科技大学、复旦大学在内的１２个城市的２２所知名高校。企业在此次巡展中组织了各种专题活动，如：笔记本电脑知识介绍、三星笔记本电脑的功能体验、笔记本电脑技术讨论等。通过这些活动，让师生们零距离接触三星笔记本电脑，亲身感受它强大的功能、稳定的性能、…     

温度传感器在笔记本电脑散热系统中的应用

文章在对温度传感器的主要类型进行论述的基础上,结合笔记本电脑的基本工作原理,探讨了温度传感器在笔记本电脑散热系统中的主要应用范围。最后,基于笔记本电脑散热的实际需要,进行了基于温度传感器的笔记本电脑散热系统设计。设计结果表明,所设计的散热系统散热效果良好,通过应用温度传感器能够在不同的环境温度下进行不同程度的散热,有效地保证了笔记本电脑的正常运行。     

大学生如何选购笔记本电脑

现在的大学生基本都会拥有自己的电脑,考虑便携性等因素,大多数的学生都会选择更加小巧方便的笔记本电脑。但是由于现在笔记本电脑的品牌和性能的多样性,很多学生在选购笔记本电脑的时候感到迷茫和困惑。本文就这个问题,给予几点关于笔记本电脑选购方面的建议。     

基于压力传感器的笔记本电脑防盗报警装置简

针对笔记本电脑安全防盗问题,设计了一种采用压力传感器的笔记本电脑防盗报警装置．通过压力传感器感知笔记本电脑对散热架的压力产生的形变,转化为相应的电信号,然后经过信号处理,实现笔记本电脑的防盗功能．该报警装置结构简单、成本低廉,具有较高的实用价值,适合于产业化生产．     

从笔记本电脑到教育信息化

对于一台笔记本电脑来说．在安全性和可靠性方面的提升反映了用户对笔记本电脑品质需求的变迁,但易用性以及良好的售后服务则是用户选购笔记本电脑时永恒不变的考量重点。“我们采购的时候,确实很注意笔记本电脑在安全、可靠性上的表现,但并不等于我们就不注重易用性和售后服务。”上一期内容中为我们现身说法的某高校设备采购部林主任解释道．“这两点是最最基本的东西,无论谁买笔记本电脑都会首先考虑的。”     

如何选购学生笔记本电脑?

通过调查,我们列出了学生笔记本电脑的四大特征,供同学们参考。特征一:主流性能从目前学生选用笔记本电脑来看,多数人对笔记本电脑宽屏、带DVD或COMBO、内存和硬盘容量等都有要求。建议:学生可根据自己的实际使用情况,明确配置,多比较,然后选择合适的笔记本电脑。目前,一些大品     

笔记本电脑常见硬件故障浅析

笔记本电脑已逐渐普及,对于每一个普通用户来说,正确掌握和判断笔记本电脑出现的故障的原因,不仅可以节省不少的时间和没必要的浪费,而且可以更好的使用笔记本.本文就介绍一下笔记本电脑的一些常见硬件故障及处理方法.     

中职《笔记本电脑维修》课程的教学

随着笔记本电脑的更新换代,笔记本电脑制造业趋向于高度集成化,这就要求中职学校培养出的技能人才除了要有基本的动手能力,还要有系统的理论知识.对于《笔记本电脑维修》这门课程的教学和设计就有了更新、更高、更多的要求.     

联想昭阳9000:高端移动旗舰

当今,信息技术日新月异,科技创新已经成为行业进步的原动力。笔记本电脑作为IT业移动科技飞速发展的一个重要体现,随着技术进步已经慢慢从专业化舞台“飞入寻常百姓家”,而被更多的人所瞩目。要满足不同用户的需求,笔记本电脑出现了各种档次的产品,普及系列、主流系列、高端系列、超薄系列、迷你系列等同时出现在移动计算的舞台上,各系列外观个性鲜明,技术各有特色,代表着笔记本电脑在用户细分方面的发展方向。高端系列笔记本电脑就是高性能、高配置和高可靠性应用解决方案的产品。按目前最新技术来划分,高端笔记本电脑的主要配…     

网络笔记本的设计与实现

当前,各类网络教学支持平台还不是很完善,尤其是其中的网络笔记本系统,开发者在设计时不够重视,开发出来的笔记本功能单一,不能满足学习者的需要。文章分析了理想的笔记本系统应具备的功能,然后设计出新型的笔记本系统模型,并利用相关技术对其进行了实现。     

Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction.     

Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use

This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher.     

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.     

Measuring and comparing academic language development and conceptual understanding via science notebooks

The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between-within subjects analysis of variance (ANOVA). The authors also compared students’ conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year.     

基于WPF的在线笔记本系统的研究与实现

根据在线笔记本系统的特点和具体要求,阐述了用WPF、Socket编程、多线程等技术构建CS多层架构的互联网在线笔记本系统的过程．系统采用WPF技术构建表示层,提供友好的操作界面;用Socket编程技术,建立通道为客户、服务端的通讯服务;用多线程技术,建立专门线程对客户端请求的监听,并为信息交互服务．     

Evaluation of Procedure-Based Scoring for Hands-On Science Assessment

This article evaluates a procedure-based scoring system for a performance assessment (an observed paper towels investigation) and a notebook surrogate completed by fifth-grade students varying in hands-on science experience. Results suggested interrater reliability of scores for observed performance and notebooks was adequate (>.80) with the reliability of the former higher. In contrast, interrater agreement on procedures was higher for observed hands-on performance (.92) than for notebooks (.66). Moreover, for the notebooks, the reliability of scores and agreement on procedures varied by student experience, but this was not so for observed performance. Both the observed-performance and notebook measures correlated less with traditional ability than did a multiple-choice science achievement test. The correlation between the two performance assessments and the multiple-choice test was only moderate (mean = .46), suggesting that different aspects of science achievement have been measured. Finally, the correlation between the observed-performance scores and the notebook scores was .83, suggesting that notebooks may provide a reasonable, albeit less reliable, surrogate for the observed hands-on performance of students.     

笔记本电脑用新型纸浆模塑衬垫的结构设计

针对不同尺寸的笔记本电脑,提出了三种新型纸浆模塑衬垫的设计,包括全纸塑化设计,新型缓冲结构设计与新型可折叠一体成型式设计.全纸塑化设计易于分类回收;新型缓冲结构设计增强了其缓冲作用;新型可折叠一体成型式设计提高了纸浆模塑衬垫的生产效率与笔记本电脑的包装效率.这三种创新性设计促进了纸浆模塑衬垫的应用,顺应了包装行业的发展趋势.     

Science performance assessments: benchmarks and surrogates

This study examined the exchangeability of alternative methods for measuring science achievement at the elementary level. Observation of a student performing a hands-on investigation was considered to be the “benchmark” method for science performance assessments. Four less-costly methods — or possible “surrogates” for the benchmark — were, in order of decreasing verisimilitude: (a) A notebook report of an investigation, (b) a computer simulation of an investigation, (c) short-answer questions about an investigation, and (d) multiple-choice questions about an investigation. Exchangeability of each of the four surrogates for the benchmark was examined using three different investigations: “Electric Mysteries,” “Paper Towels,” and “Bugs.” One hundred and ninety-seven fifth- and sixth-grade students were given: (a) All investigations with each method, (b) a multiple-choice science achievement test, and (c) an aptitude test. Results of exchangeability analyses indicated that only the notebook provided a reasonable surrogate for the benchmark. This finding was replicated across the three investigations. Moreover, combinations of surrogates, including the multiple-choice science achievement test, failed to approximate information gained from direct observation of student performance, over and above information provided by the notebook surrogate.