FAULT LOCATION AND RECORDING SYSTEM OF TRANSMISSION LINES BASED ON COMPUTER NETWORK

提出以计算机网络为基础的超高压输电线路的故障定位和录波系统，在结构上具有开放式的特点，可根据要求方便地接入扩建线路，并且高速网络数通讯使系统具有极好的实时性．文中重点论述了故障定位新方法，它不仅在线路故障定碍位的数学模型建立上考虑了超高压长距离线路的分布参数特性，并且在计算方法上计及故障线路两端故障电流的相位，经ＥＭＴＰ仿真及测试可证明所提出的综合方法对超高运长距离输电线路故障定位的精确性．论述了以计算机网络为基础的输电线故障定位和录波系统，给出了系统结构和主要特点，重点阐述了所提出的精确超高压长距离输电线故障定位的新方法。     

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.

Web挖掘研究

介绍了Web挖掘的任务和分类;讨论了Web的内容挖掘、结构挖掘和使用记录挖掘。     

The interrupted learner: How distractions during live and video lectures influence learning outcomes

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.     

Student evaluation of audience response technology in large lecture classes

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’ techniques for using ART and their influence on student perceptions and outcomes.

An eight‐year study of online lecture use in a medical gross anatomy and embryology course

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.     

Readers’ Letters

We present findings from a study exploring student and staff perceptions of the use of webnotes, and whether their availability affects attendance at lectures. A questionnaire survey gathered data from 162 undergraduate and masters students and 20 staff. Students and staff agree that webnotes have become an expected supplement to lecture delivery, and cite a range of advantages of such notes. There are mixed views on the impact of webnotes on attendance; all agree that it is important that the lecture is seen to ‘add value’ over webnotes. Some see gapped notes as encouraging interaction and engagement, whilst others feel that they interrupt concentration and learning. Staff offered insights into how lecturers can enhance the effectiveness of students’ use of webnotes. Suggestions are offered as to how both students and academic staff might improve their practice in this context.     

公共图书馆设立专业讲座管理部门的设想

讲座业务已成为公共图书馆的核心业务之一,而图书馆内的管理机制却远远跟不上其发展,成为制约讲座业务进一步发展的瓶颈。根据国内图书馆讲座业务的发展现状,文章阐述成立讲座管理部门的必要性及其基本职能,提出在公共图书馆适时设立专业讲座管理部门的设想。     

公共图书馆举办公益讲座的实践与思考——以佛山市南海区“有为讲坛”为例

致力于提升市民综合文化素质,铸造现代公民品格的"有为讲坛"已经走过了七年的历程,七年来举办讲座300多场,社会效益日渐彰显,成为南海市民重要的公共文化空间。在普及新知、传播真理、建设现代城市文化等方面功绩卓著。     

公共图书馆讲座业务发展现状研究——基于问卷调查数据的实证分析

了解公共图书馆讲座业务现状是实现发展创新的基础,而目前业界缺少全面、准确、详实的资料。对我国公共图书馆讲座业务发展现状的问卷调查表明：近年来我国公共图书馆讲座业务发展势头良好,取得了一定的成绩,引起了社会各界的关注,但是还面临着经费不足、专家资源匮乏、社会影响力有限、专业人才队伍薄弱等困难,制约着讲座业务的进一步发展,需要公共图书馆携手共进、共建、共享,通过行业合作走出一条创新发展的道路。