敏捷虚拟企业合作伙伴的选择与评价研究

敏捷虚拟企业是信息化时代与全球化制造大环境中随着敏捷制造而出现的新的企业模式。从虚拟企业构建的信任条件与构建过程出发,提出了对虚拟企业合作伙伴选择的标准、三种度量体系及可度量的评价指标。     

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.     

开放教育环境下虚拟团队的构建

虚拟团队是管理领域的新概念。它的特点与开放教育有许多相似之处，在开放教育中引入虚拟团队的概念是适宜和必要的。开放教育中应该构建教师、学生以及教与学三走虚拟团队。为了维护虚拟团队的正常运行，应该注意包括有效的沟通和监控在内的四个问题。     

The Virtual University as a Conceptual Model for Faculty Change and Innovation

Virtual universities and virtual learning environments are becoming increasingly accessible to faculty wishing to develop Web-based courses. They can provide a convenient cognitive framework to assist educators in moving towards new technology-based teaching methods. The University of Strathclyde has developed a series of faculty development workshops based around the conceptual model of Clyde Virtual University (http://cvu.strath.ac.uk) in an attempt to promote cultural change within the institution. The virtual university, whilst providing examples of good practice in the use of the new technologies, is also used as a delivery medium for the courses themselves, and as a place where participants can communicate with each other and archive their own materials. This paper explains the necessity for such a conceptual framework to overcome barriers faculty face in developing Web-based materials. It describes the Clyde Virtual University and the way in which innovative approac hes to teaching, learning, and assessment in a virtual setting can aid the development of a fully professionalized teaching force in higher education.     

工业工程专业虚拟实验室建设研究

工业工程是一门实践性很强的应用性学科,制造业对人才的实践能力要求也越来越高,这就要求高校必须重视工业工程实验室建设,加强对学生实践能力的锻炼。在对工业工程专业课程实验特点进行总结的基础上,对基于网络技术的工业工程专业虚拟实验室建设进行了深入探讨。     

动物虚拟水概念及其应用

虚拟水是在生产商品和提供服务的过程中使用的水资源。缺水国家虚拟水的净进口能够缓解自身水资源紧缺的压力。虚拟水可被认为是一种可选择性水资源,使用这种额外的资源能够确保一个国家或地区的水资源安全。国家或地区之间的虚拟水贸易可被认为是真实水资源转移的选择性战略。本文首先介绍了虚拟水和活体动物虚拟水的概念,并通过计算,分析了缺水省区动物的虚拟水含量。最后给出了一些关于动物的种类的结论和建议。     

虚拟课堂与教师的能动性研究

虚拟课堂是在互联网条件下采用实时性、交互性的多功能网上授课平台.虚拟课堂的出现必然会导致传统教育体系的进一步革新.虚拟课堂具有自身的特点和优越性,与现实课堂相比,在教学场所、学生来源、授课时间、互动方式等方面,存在巨大差异.然而,以网络技术为代表的虚拟课堂代表着现代教育生产力的发展方向.教师在虚拟课堂中的作用、地位不是被削弱,而是应该得到加强.教师的能动性体现在与学生的平等互动之中,使阅读、表达、讨论、交流、质疑、争辩、赞同、支持、查考、创作,成为虚拟课堂改变教师和学生日常学习生活的基本方式.虚拟课堂与现实课程的整合,不仅改变着学生的学习状态,也使教师的能动性地位得到不同形式的体现和发展.     

The delivery of business courses via the African Virtual University: a case study

In this case study the delivery of business courses as a result of the partnership between the African Virtual University (AVU) and Curtin University in Western Australia is described. From 2004 to 2008, degree and diploma business courses were delivered using WebCT in the four AVU partner locations: Addis Ababa University (Ethiopia), Kigali Institute of Science & Technology (Rwanda), Kenyatta University (Kenya) and University of Dar es Salaam (Tanzania). In spite of significant hurdles that made delivery of the business courses challenging, 188 students graduated as a result of this initiative. This case study is significant because it describes the outcomes of an AVU Phase 2 initiative.     

虚拟学习空间与真实学习空间

虚拟学习空间与真实学习空间的区别,宜以学习空间所涉及的人、物或事在学习中是否为真正触及到该人、物或事的本身来划分。从这个意义上说,虚拟学习空间并非远程教育(特别是网络教育)领域中专有的术语,传统的课堂教育也有利用虚拟学习空间的问题。两种学习空间各有优点与缺陷,只强调或忽视任何一种学习空间都是不恰当的。随着高科技的发展,虚拟学习空间肯定会得到越来越多的利用,但真实学习空间的利用始终不应放弃,更不会消失。它们之间存在着互补性,我们要根据具体的情况与条件取长补短地交替利用,以达到提高教学效果的目的。     

The virtual microscopy database—sharing digital microscope images for research and education

Over the last 20 years, virtual microscopy has become the predominant modus of teaching the structural organization of cells, tissues, and organs, replacing the use of optical microscopes and glass slides in a traditional histology or pathology laboratory setting. Although virtual microscopy image files can easily be duplicated, creating them requires not only quality histological glass slides but also an expensive whole slide microscopic scanner and massive data storage devices. These resources are not available to all educators and researchers, especially at new institutions in developing countries. This leaves many schools without access to virtual microscopy resources. The Virtual Microscopy Database (VMD) is a new resource established to address this problem. It is a virtual image file‐sharing website that allows researchers and educators easy access to a large repository of virtual histology and pathology image files. With the support from the American Association of Anatomists (Bethesda, MD) and MBF Bioscience Inc. (Williston, VT), registration and use of the VMD are currently free of charge. However, the VMD site is restricted to faculty and staff of research and educational institutions. Virtual Microscopy Database users can upload their own collection of virtual slide files, as well as view and download image files for their own non‐profit educational and research purposes that have been deposited by other VMD clients. Anat Sci Educ 11: 510–515. © 2018 American Association of Anatomists.     

The variation in academics’ experiences of teaching in an intense study centre compared with their traditional university settings

Abstract

Business and enterprise skills are essential for the future economic prosperity of any country, and many schools and colleges of Further Education in the UK run programmes or courses which specifically develop such skills. This article considers the current practices in the training of business awareness in some European countries and discusses an example of good practice — the Young Enterprise Europe scheme. The article concludes that there are a range of different methods for ensuring the development of business skills used within European countries, but there is no standard practice. The article argues that the Young Enterprise Europe programme could be launched throughout Europe to address such educational business development and proposes a model which is adapted from the Personal Effectiveness Model (Fennell, 1994). However, it concedes that further empirical research should be undertaken to draw more reliable conclusions.     

The changing quality of business education

There is a pervasive perspective that both students and college courses are not what they used to be. A utility maximization model exhibits why students prefer easier courses to those that provide more challenge, and presumably more knowledge. The model also demonstrates why faculty members accommodate these students with less stringent courses. Survey data from professors in various disciplines in colleges of business across the United States verify the perception of declining quality in many of 18 different categories.     

虚拟专用网及其实现技术

虚拟专用网（VPN）指的是在公用网络上建立专用网络的技术,通过对网络数据的封包和加密传输,在公用网络上传输私有数据,形成一种逻辑上的专用网络。VPN既是一种组网技术,又是一种安全技术。VPN技术包括基于隧道的VPN,基于虚电路的VPN和MPLSVPN。VPN主要用作远程访问和网络互联,帮助远程用户、公司分支机构、商业伙伴及供应商同企业内部网建立可信的安全连接,并保证数据的安全传输。     

试论创业教育对大学生就业的引领作用

高校开展创业教育,激发大学生的创业意识,磨炼创业心理品质,打好创业知识基础,培养自主创业能力,优化创业社会环境,可以有效地实现大学生自主创业。通过大学生自主创业,不仅拓宽了大学生的就业渠道,也为社会创造了新的就业生长点,为缓解社会的就业压力开拓了一条新路。     

加拿大高校人事管理制度探析

加拿大大学的管理是自治的.全国设有大学联合会,负责协调大学办学事宜.所有高校都设有董事会,是大学的最高权力机构.董事会任命校长,校长聘任副校长、院系领导,副校长任免下属部门负责人.整体来说,所有人员都实行招聘制.人事管理特点主要有:公开公平招聘;激励机制多,约束机制少;量才使用.加拿大高校人事管理制度对我们的启示主要有:公开招聘,引进高水平人才;设立终身教授和全职岗位、非全职岗位;不拘一格用人,用人多样化;善用激励机制,员工自律自强.这些较为成功的经验对我们的高校人事管理具有一定的借鉴和推广意义.     

Professors' and students' conceptualizations of the learning task in introductory physics courses

What are students expected to learn in physics courses? Eight expert physics teachers and researchers, two from the University of Western Ontario in Canada, Cambridge University in the United Kingdom, Stanford University in the United States of America, and Monash University in Australia, described their perceptions of learning in their courses. Students from the courses were then interviewed for their perceptions of learning in physics courses. In their courses, professors focused on the development of intellectual skills, assuming that students had a specific physics vocabulary. Students, however, were aware of their own limitations and suggested that professors should take nothing for granted. Students considered that to be a good teacher, a professor should know the perspective of the students and should start at the students' level. The results suggested that the intellectual challenge of learning physics merits early explanation.     

财务管理目标的理性选择

企业财务管理目标,是财务管理的一个基本理论问题。财务管理目标的确定合理与否,直接关系到企业经营的成败。所以,科学的合理的选择企业的财务管理目标是十分必要的。企业在确定财务管理目标时,要结合企业自身的情况。     

History educators and the challenge of immersive pasts: a critical review of virtual reality ‘tools’ and history pedagogy

This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies show great pedagogical promise in the presentation of research. It is also asserted that these technologies provide real‐world immersion in the ‘historical past’ in a way that was previously not possible. Can these systems truly take the place of classrooms, elementary and secondary, and the research projects of graduate studies? Ultimately, technological optimists argue that these technologies create an ‘alternate reality’. Can history educators agree to such an ‘alternate reality’? The principle conclusions drawn in this paper include a need for further development of virtual simulations, both in terms of their realism and the immediacy of the classroom experience. Further practical experimentation by history educators in the research environment is also key.