题目：一种支持产品平台设计的多准则模块划分方法

目的：研究多准则约束下的产品模块划分方法,为企业建立稳健的模块化产品平台奠定基础。方法：采用改进的多目标进化算法对建立的多准则模块划分数学模型求解,并采用模糊集合评价机制进行最优解的寻取,得到基于多准则模块划分方法的产品模块划分结果。结论：通过改进的多目标进化算法求解多准则模块划分模型,能够得到有效支持产品平台设计的产品模块划分方案。通过与已有优化方法的比较验证了本文提出的多准则模块划分方法的优越性。     

A Strategy for the Management,Preservation, and Reutilization of Geographical Information Based on the Lifecycle of Geospatial Data: An Assessment and a Proposal Based on Experiences from Spain and Europe

In recent years, there has been a growing recognition of the fact that the proper management of information has to include concern for its preservation and future re-use. This ambition is particularly significant for geospatial data. The primary aim of this article is to define the European and Spanish frameworks for the preservation and reutilization of geographical information, with the ultimate goal of proposing an articulated, lifecycle-based data management model. With this, the intent is to shed some light on a complex, difficult and ever-evolving subject.

The article is divided into two main parts. The first part begins with a conceptual justification for geospatial data management and continues by synthesizing the current normative and technological framework for the preservation and reutilization of geographical information. Within this context, the implementation of Spatial Data Infrastructures (SDI) in Spain is evaluated. The second part begins with a case study from Spain that aims to identify different agents and flows that influence the lifecycle of geographical data, as well as the strengths and weaknesses found in each stage of the process under examination. Finally, the foregoing ideas are used in order to propose a SDI-related system for the management of geographical information.     

Playful and mindful interactions in the recursive adaptations of the zone of proximal development: a critical complexity science approach

We discuss Konstantinos Alexakos, Jayson Jones and Victor Rodriguez’s hermeneutic study of formation and function of kinship-like relationships among inner city male students of color in a college physics classroom. From our Critical Complexity Science framework we first discuss the reading erlebnisse of students laughing at and with each other as something that immediately captured our attention in being transformative of the classroom. We continue by exploring their classroom and research experience as an emergent structure modifying their collective as well as their individual experiences. As we analyze both the classroom and the research space as a complex system, we reflect on the instructor/students interactions characterized by an asymmetrical “power” relationship. From our analysis we propose to consider the zone of proximal development as the constantly emerging and transforming person experience (erlebnisse and erfahrung).     

��It depends on what science teacher you got��: urban science self-efficacy from teacher and student voices

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.     

A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?

Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or "standards," that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states' genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry.     

You can lead a horse to water but you cannot make him learn: Smartphone use in higher education

Smartphone technology is penetrating world markets and becoming ubiquitous in most college settings. This study takes a naturalistic approach to explore the use of these devices to support student learning. Students that had never used a smartphone were recruited to participate and reported on their expectations of the value of smartphones to achieve their educational goals. Instrumented iPhones that logged device usage were then distributed to these students to use freely over the course of 1 year. After the study, students again reported on the actual value of their smartphones to support their educational goals. We found that students' reports changed substantially before and after the study; specifically, the utility of the smartphone to help with education was perceived as favorable prior to use, and then, by the end of the study, they viewed their phones as detrimental to their educational goals. Although students used their mobile device for informal learning and access to school resources according to the logged data, they perceived their iPhones as a distraction and a competitor to requisite learning for classroom performance.     

Child and Adolescent Predictors of Personality in Early Adulthood

This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span.