分析解决个人计算机(PC)千年问题

本文分析了2000年世纪之交时,在硬件、软件等方面PC可能发生的问题,并提出了初步的测试、修正方案。     

新技术浪潮与股市走势（下）

<正>1980年代,个人电脑（PC）面世。1985年PC在美国渗透率突破10%,2000年达到50%。按照S型曲线投资法,应该在1985年买入PC股,到2000年卖出。然而,PC股并非个个都能一飞冲天。PC发明者IBM,若在1985年买入,到1993年低位,竟然亏损近半,要到1999年高位才有6倍收益。但若买入PC核心部件商英特尔（Intel）,持有至2000年,大约可以获得100倍利润。     

北大方正积极解决电脑2000年问题

国内最大的电脑制造商之一的北大方正已经排除了各种型号个人电脑上的2000年问题隐患。北大方正负责人说,北大方正从1995年底开始生产个人电脑时,就采用4位数纪年,每件产品都安然通过了跨越2000年的测试。他认为,占国内PC市场60％以上的中国制造商多是近几年兴起的,绝大多数产品     

集散控制系统的数据采集及无线传输

所介绍的系统是利用单片机进行数据的前期采集和预处理,实现了灵活、实时的特点;然后利用PTR2000无线传输给上位的PC机;最后利用PC进行数据的后期的处理和显示,实现了显示直观、界面友好的特点．主要讨论了多路数据采集部分、单片机与无线模块的接口、无线模块与计算机的接口,并介绍相应程序编写等问题．     

虚拟内存的管理

本文主要论述了虚拟存储器的基本概念、工作原理,并探讨了现在PC机中常用的操作系统WINDOWS98、WINDOWS2000、WINDOWS XP对内存的优化管理.     

大联想学院——最具服务精神的企业大学

<正>联想集团是全球PC领导厂商,成立于1984年。1996年,联想集团成为中国PC市场份额第一企业,1998年成为亚太区PC市场份额第一企业,2013年成为全球PC市场份额第一企业。目前,联想集团的目标是在未来5年内成为全球PC+(PC、PAD、智能手机和智能电视等)市场份额第一企业。大联想学院隶属于联想集团中国区大联想业     

展望未来 2009年上半年业界发展趋势预测

崭新的2009年,PC业界会有什么样的变化？Core平台变更会带来什么样的影响,DDR3能否成为市场的主流,以及蓝光前景到底如何,这些问题都是人们所关注的。本期《电脑迷》杂志,对2009年PC业界上半年可能出现的变化加以预测和总结,让读者对新一年的PC业界发展有所了解。     

高效全能 演绎商务卓越之道——-联想ThinkCentre系列商用台式机成就高效率

联想ThinkCenffe商用台式机家族作为商用PC的高端典范,秉承高端品质的理念,凭借联想全球三大研发中心的强大科研实力,2000多名顶级研发团队．超过2000项的专利技术。让ThinkCentre系列产品从诞生之日起便已拥有了全球同步的强劲性能。     

三角形"费尔马点"的一个推广

1 问题的提出 1640年，费尔马提出如下问题：“在平面上给出A、B、C三点，求一点P使距离和PA＋PB＋PC达到最小。”这就是数学史上著名的“费尔马问题”。特别地，点A、B、C三点不共线时，使PA＋PB＋PC最小的点P称为△ABC的费尔马点。     

实现PC-1500程序向IBM机移植

随着微机的迅猛发展,一向受科技工作者青睐的PC—1500机由于其运算速度慢、存储容量小、操作繁琐和综合能力差等弊端,已无法满足各种复杂数据处理的要求,淘汰已成定局。如何把投入了大量人力物力编制出的PC—1500BASIC应用程序移值到IBM—PC机型上,成为急需解决的问题。笔者通过PC—1500机向IBM—PC机单向通讯,已成功的解决这一问题。     

Motivational Beliefs, Study Strategies, and Mathematics Attainment in High- and Low-Achieving Chinese Secondary School Students

In order to examine the relationship between cognitive and motivational variables and their relationship to mathematics attainment, Hong Kong-Chinese students enrolled in schools for high-, average-, and low-achievers completed questionnaires in Year 10 and in Year 11. Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achievers did not differ on their use of self-regulated learning strategies. Performance on the public examination in mathematics was predicted by prior achievement and Self-Concept of Mathematics Ability. Results underscore the importance of considering cultural beliefs systems and educational systems in models of academic motivation. Copyright 2000 Academic Press.     

Curriculum 2000: A broader view of A levels?

Curriculum 2000 was heralded as a long overdue reform of the post-sixteen curriculum in England. In particular, critics of the traditional A level school curriculum had long complained of the narrow focus of these qualifications. The initiative therefore sought to improve the breadth of study experienced by students, through the added inclusion of Key Skills to the curriculum and the institution of an additional tier of assessment in Year 12; this latter reform would, it was hoped, allow students to follow broader courses of study in Year 12 before specialising in Year 13. Curriculum 2000 also sought to bring together the academic and vocational tracks, through encouraging mix-and-match qualifications. In practice its first two years have been characterised by implementation problems, as examination boards, schools, teachers and students have struggled to come to terms with the new system. Recently these problems have received the full glare of publicity, contributing to a ministerial resignation, as the media has spotlighted the grading crisis of 2002. This paper examines the policy context of the reform before drawing on research findings to address a particular issue of relevance: whether Curriculum 2000 succeeds in its stated aim of increasing breadth of study.     

中国传统民间年画的文化价值

中国传统年画是民间艺术的先河,是最富有群众基础的美术形式。它的表现内容与年文化相适应,突出表现人们对美好生活的期望与热爱;它发挥了多方面的功能与作用,多取材历史与戏曲故事;它是民间的大众读物与教育读本,发挥了普及历史知识与道德教育的作用。年画的造型美与色彩美,促进了民众的审美形成,传播了审美思想,而且形成了自己独特的造型色彩观。     

Developing a Theoretical Framework for Response: Creative Writing as Response in the Year 6 Primary Classroom

Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtin's notion of utterances as ‘interpersonal’ (1986), the model demonstrates the complexity of creative writing – the text is influencing of and influenced by an author's participation in ‘figured worlds’ (Holland, Lachicotte, Skinner and Cain 1998), but also influencing of and influenced by future respondents. This article suggests that ‘weaker framing’ (Bernstein 2000) in creative writing pedagogy has the potential to alter boys' identities and refigure their worlds.     

Reviews

Books reviewed in this article:
The Review Reviewed, A Reply to Brady
Michael Krausz, Rightness and Reasons
James S. Kaminsky, A New History of Educational Philosophy
William Hare, What Makes A Good Teacher
Arthur G. Wirth, Education and Works for the Year 2000: Choices We Face
Elmer John Thiessen, Teaching for Commitment     

Early reading instruction for children with reading difficulties: meeting the needs of diverse learners

Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.     

高校改革的内部突破口：构建中国模式教授委员会制度

2000年前后高校合并浪潮之后,随着办学规模的不断扩大,中国高校办学效率受体制制约的迹象越来越明显,全面重构中国大学基础制度成为"十一五"期间国高等教育管理体制改革的题中之义。本文提出以构建中国模式教授委员会制度为高校体制改革的内部切入口,给出了若干具体改革建议。     

武强年画中的戏曲映像

武强年画是在燕赵文化大背景下发展出的一种木版年画类型,其中的戏曲年画是年画艺人将年画与戏曲相结合而创造的融空间与时间艺术于一体的智慧结晶,具有鲜明的地域文化特色。通过研究戏曲年画,探索戏曲与年画关系,将对戏曲艺术在民间的流传与接受产生重大的参考价值。     

试论绵竹年画旅游的现状与对策

中国四大年画之一的绵竹年画具有浓郁的乡土气息和独特的艺术风格,它现在正处于以旅游促发展的复兴时期。虽然绵竹年画的旅游开发已成功起步,年画博物馆及年画村等都具有一定的影响力,但从实际调查情况看,其中仍然存在不少问题,可以从改变博物馆的经营方式、充实年画村景点内容、集中年画作坊等方面改善绵竹年画旅游现状。     

CLASSROOM CLIMATE IN AN ORTHODOX DAY SCHOOL: The Contribution of Emotional Intelligence,Demographics, and Classroom Context

I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”