网络机房故障和维修分析的实验研究

本文通过有计划、有目的地对网络机房中各种故障信息和维修信息进行跟踪记录,采用统计法对数据进行统计分析,采用比较法对不同数据进行归因分析,采取预防对策,针对网络机房的维修问题提出相应维修保障方案,确保网络机房在使用过程中得到及时、可靠且经济的维修保障。     

网络机房的故障诊断与排除

目前,计算机网络课程已成为职业院校各专业的必修课。为了加强实践教学,培养实用型人才,网络机房使用的频率越来越高,随之产生的故障也越来越多。只有通过机房管理员及时发现故障,准确定位故障,彻底排除故障,才能延长网络机房使用寿命,确保实践教学高效、顺利进行。本文从实践出发,分析了网络机房的故障、原因、诊断和排除。此外,本文还介绍了网络常用命令和仪器。     

高校机房网络的维护和故障排除探析

学校进行计算机知识教学的根本条件是计算机的网络能否正常运行,为加大高校计算机教学的力度,必须对其机房网络进行科学的维护和故障的探析,达到故障排除,提高机房网络顺畅的目的。本文将通过实践的角度,同时利用高校多年维护机房网络的经验,来对机房网络的维护以及故障排除进行深入的探析。     

计算机机房管理与维护若干问题分析

随着计算机的普及和网络技术的快速发展,计算机已成为我们学习生活的必备,为我们带来了更加缤纷广阔的视野,在日常工作中扮演着重要角色。与此同时,计算机机房的日常管理与维护也成为重中之重,工作的繁琐和难度无疑考验着管理人员,如何从常规管理、机房管理、故障维修等方面作好计算机机房管理与维护?针对这一问题,本文中笔者立足实际,结合管理多年的经验教训,对计算机机房管理与维护若干问题进行了分析。     

浅析计算机的故障排除

计算机在应用的过程中会出现各种各样的故障。笔者长期从事多媒体教室和计算机机房的管理维护工作,积累了一定的维修经验,本文从实用的角度,探讨整个计算机的故障排除的过程,包括计算机故障排除的一些准备工作、特别是分析故障和排除故障的实用方法。     

云计算在高校机房管理中的应用

针对高校机房教学设备资源严重短缺和大量设备处于老化淘汰的现状,以及设备故障层出不穷的困境。提出基于云计算技术环境下高校机房管理中的应用模式,并介绍基于Hadoop架构的构建。云计算在高校机房的应用,可减少计算机设备的投入和维修维护成本;节省计算机操作系统和应用软件的升级和维护费用;提高数据存储安全保障,降低管理成本;解决高校教学设备资源紧缺,以及在实际的机房管理中存在的各种难题和问题。     

高校大型局域网UPS性能的快速检测和问题处理

高校大型局域网中心机房的UPS作为市电断电应急能源,是维护网络正常运行不可缺少又非常重要的设施,而高校大型局域网UPS的良好工作状态和正常有效待命,有赖于平时的检测维修维护.根据UPS维护实践经验,以及长期对UPS新技术的跟踪探索,总结出一套高校大型局域网UPS电源主机、蓄电池组性能快速检测和故障问题有效处理的方法.     

物联网技术在网络机房管理中的应用研究

文章采用物联网技术管理网络机房,通过对物联网关键技术的分析,解决网络机房管理中存在的实际难题,为机房管理提供实时准确的信息.采用物联网的RFID技术是能够完成对机房数据的实时监控和记录,机房管理者在对这些实时传输的数据进行分析后,能够对机房内部设备整体运行的情况进行监测,一旦机房出现故障,能够形成快速响应,从而更加迅速的解决出现的问题.     

汇聚机房环境监控系统的部署

背景校园网络机房的安全关系着网络设备和信息化系统的稳定运行,对校园网机房的动力系统与环境状态进行实时集中监控极其必要。校园网中心机房通常配备了完善的动力系统、环境监控系统和消防系统,而使用普通民用空调且远离中心机房的汇聚机房却很少部署环境监控系统。对于可能发生的空调故障漏水与动力系统故障等若不能及时发现,则不利于防范汇聚设备甚至整个汇聚机房安全事故的发生。因此,为了保障汇聚设备长期、安全、稳定地运行,     

浅谈机房环境与微机故障

本文通过对机房环境和微机故障的分析,阐述了引起微机故障的机房环境因素,目的为引起对机房环境的重视,延长设备使用寿命。     

浅谈高校多媒体教室的管理

多媒体教室是高校实现多媒体教学的平台,多媒体教室的管理与维护是一项较为复杂的工作。本文简单介绍了目前高校多媒体教室的类型,针对高校多媒体管理的现状,分析了当前多媒体管理中存在的一些问题,对多媒体教室的管理进行了探讨,提出了多媒体教室管理的几点建议。     

Bringing web‐enhanced courses to communities of learners in early childhood teacher education

Abstract

In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices.     

Evolving strategies for using interactive video resources in mathematics classrooms

In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating.     

高校学生管理功能的失落与复归

文章从对我国高校学生管理工作的产生与发展的梳理中归纳出我国学生管理工作的基本任务,对当前学生管理工作的现状进行深入分析,查摆存在的问题和形成原因,并提出解决问题的办法和途径,以解决学生管理工作在高等教育大众化背景下日益减弱的思想政治教育功能及教学辅助功能,探索学生管理工作在单纯的秩序维持之外对于学生思想政治教育、课内外学习及就业等多方面的指导和教育功能.     

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda

There has been an unprecedented interest in reforming pedagogical practices in sub‐Saharan Africa in the past two decades. The reform efforts are often characterised by a move away from teacher‐centred instruction to child‐centred pedagogy (CCP). Uganda has been no exception to this trend as the new curriculum adopted the principles of CCP and efforts were made to popularise and institutionalise the reformed pedagogies in primary schools. Based on a fieldwork study in selected schools in Kampala, this article seeks to explore teachers’ views on CCP, their classroom practices, and the perceived challenges in implementing CCP. The article suggests that the implementation of CCP in Ugandan classrooms has not occurred in the ways intended by policy‐makers and offers some explanations for the discrepancy between policy and practice. It also raises questions with regard to the appropriateness of CCP as the most suitable pedagogy in African classrooms.     

Embedded Picture Mnemonics to Learn Letters

Literacy instruction was observed in 6 fourth-grade and 4 fifth-grade classrooms over the course of 1 year. Using the method of constant comparison, commonalities among classrooms were identified in the areas of reading instruction, writing instruction, instructional materials, instructional goals, management, and classroom motivational orientation. Teachers in all classrooms provided a combination of authentic reading and writing experiences and explicit skills instruction. Dimensions of difference among classrooms were also identified with respect to the same set of instructional components. One important way that the classrooms differed was with respect to the methods and materials that each teacher considered to be the core of his or her pedagogy (e.g., one teacher's instruction centered on trade books and process writing, another's on cooperative exploration as part of theme-driven instruction). There were also some striking omissions noted in the instruction observed, including a lack of instruction in comprehension strategy and little or no instruction in self-regulation. In summary, contemporary fourth- and fifth-grade literacy instruction was found to be extremely complex, involving many teacher decisions about how it should proceed. The teachers described here managed this complexity by focusing on a particular set of instructional practices as the defining emphases around which their literacy programs were implemented.     

信息技术环境下对多媒体教室管理员素质能力的思考

在信息技术环境下,随着多媒体技术的不断进步,各类高等院校纷纷建起优化教学的多媒体教室。该文对一些高校的多媒体教室的应用状况进行了调研和分析。     

论学习共同体——教育新理念

学习共同体是当代教育的一种全新理念,本文分析了衡量学习共同体的几个纬度,并将学习共同体与传统教育进行了比较,最后,总结出了设计学习共同体的基本原则。     

Linking technology,learning, and stories: Implications from research on hypermedia video-cases

Teacher educators have been turning to video-based hypermedia cases as a strategy to confront the challenges of preparing teachers. Even though technology has been shown to have a transformative effect on teaching and learning, innovated uses in classrooms have been the exception rather than the norm. This paper describes how a teacher candidate responded to video and hypermedia cases in ways that assisted her in transforming knowledge and beliefs about literacy instruction. The author describes this transformative process, explores the relationship between narrative ways of knowing and learning from technology, and discusses implications for teacher preparation.     

Person Formulation in the Process of Schooling

Mainstream sociology of education has seemingly moved away from the micro‐world of schools and classrooms before we have fully understood them. This is an attempt to reassess some of the prevailing assumptions about the social processes in classrooms, particularly in early schooling. It emerges from an investigation into the formulation of pupils by teachers in primary schools using a four year longitudinal study of a cohort of pupils in two schools. It suggests that Becker's model of ‘ideal‐matching’ may not always be appropriate for understanding interpersonal processes in primary classrooms. Rather than the ‘ideal’ pupil it is apparently the ‘normal’ or ‘average’ pupil that is the significant yardstick in teacher‐pupil dealings.