关于3DS MAX建模技术及其优化的研究

三维建模是开发虚拟现实产品的过程中重要技术之一。在虚拟场景进行构造时,建模技术的日渐成熟已使得建模手段逐渐丰富,加之工具的辅助作用,也使得当前建模出现了众多版本与技术类型。文章在分析建模手段的基础上,针对3DS MAX建模技术进行了综合介绍,并在研究建模过程中的优化问题时,重点对模型优化技术展开了论述,以期能有效发挥3DS MAX建模技术的功能,促使模型的利用效率得到提升。     

工科非电专业电工学教考模式的几点思考

电工学是工科院校非常重要的一门技术基础课,本文基于不同专业对电工学教学的要求,从内容设置、教学模式及考核模式几个方面进行了一些思考,并针对不同专业提出了案例教学的实例,以期能够把基础课的教学与专业方向紧密联系起来,用生动的教学方式激发学生学习这门课程的积极性。     

大学图书馆阅读推广案例分析

开展阅读活动是图书馆的社会职责,大学图书馆如何有效地开展阅读推广活动值得大家共同探讨。文章从"图书借阅排行榜"挖掘出催人泪下的读书故事,开展"真人图书馆"活动引起读者阅读方式多样化的兴趣这两则案例的由来与结果,分析大学图书馆阅读活动推广的必要性和可持续发展的方式方法。     

中文社会科学网站评价实例研究

中文社会科学网站的评价对网站的建设和学术研究都有十分重要的意义。文章以图书情报类网站为例进行评价研究，得出该学科的核心网站，并以此为基础探讨中文社会科学网站评价指标与方法体系。     

Platform-based customer agility: An integrated framework of information management structure,capability, and culture

Platform-based customer agility is the ability to leverage the voice of the customer on a platform to achieve market intelligence and to explore competitive action opportunities. Prior studies have indicated the critical role of customer agility in enabling the survival and prosperity of contemporary organizations in a turbulent business environment, although how to develop this capability is not answered. The current research attempts to fill this theoretical gap. Drawing on the information management literature, we propose an integrative information management framework to investigate the process of developing customer agility. By conducting a case study of a leading e-commerce platform in China, we identify three types of platform-based customer agility (i.e. reactive customer agility, proactive customer agility, and coactive customer agility) in different phases of the growth of the platform. Furthermore, a process model is developed from the case study. It shows that platform-based customer agility is achieved by establishing information management structure, developing information management capability, and instilling information management culture. This study contributes to the knowledge on customer agility and information management. Detailed recommendations are also provided for potential practitioners.     

Training engaged student employees: A small college library experience

Student employees are often the first people patrons contact when they enter an academic library, and thus their knowledge level and service skills are crucial to academic library success. This article presents a case study of the job-related knowledge and customer service skills of undergraduate student employees in a small liberal arts college after the implementation of a training program more focused on patron service. Both successes and failures are discussed.     

视角、引语形式、叙述者的隐退与布里尔小姐的幻灭--《布里尔小姐》的叙事策略分析

《布里尔小姐》通过选择人物有限视角叙事 ,使用自由间接引语表现主人公的“顿悟” ,让叙述者从叙述中退出 ,使小说充满人物的主体意识 ,并在关键时刻使用直接引语否定“顿悟”形成“幻灭”。自由间接引语与直接引语在形式和内容上的强烈对比 ,构成了布里尔小姐的主观认识与客观现实的冲突 ,构成了布里尔小姐话语“无声”与他人话语“响亮”之间的反差。     

面向对象回归测试的方法

对面向对象软件回归测试的方法进行研究,该方法先对类及受影响的类进行分析,找出这些类,然后从测试用例集中找出覆盖所有受影响的类,最后进行测试用例排序进行执行。这种方法有效、经济和安全。     

Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities

With the increase in the number of displaced peoples, the demand for skilled social workers from diverse backgrounds to serve them is critical. This article explores a continuing education program that prepares precollege individuals from newly arriving communities who will work as entry-level workers serving these immigrant and refugee communities. The article focuses on the development of a Case Management Certificate Program as a response to community-identified issues, then presents a discussion exploring the educational pathways and unique contributions of these individuals. The article calls for the profession to explore how continuing education pathways can bridge service gaps, contribute to the knowledge base of social work, and meet current labor market demands.     

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.