创建法学实验教学示范中心的探索与实践

实验教学示范中心建设终极目标是为人才培养服务,必须符合是否有利于建立培养学生实践能力和创新能力的实验教学体系;是否有利于建设满足现代实验教学需要的高素质实验教学队伍;是否有利于建立现代化的高效运行管理机制;是否有利于提高实验教学水平和实验室使用效益。同时,介绍了公安大学公安执法实验教学中心近年来在实验教学体系构建、实验教学队伍建设、建立管理机制、改革教学方法和手段等多方面建设情况和经验,以及在实验教学效果、学生科研创新能力、实验室使用效益、社会各界评价等方面取得显著成效,大大地提高了学校实验教学水平,中心实现跨越式发展。     

“电力系统自动化”精品课程建设

"电力系统自动化"是电气工程类专业人才的一门必修课。作为一门精品课程,其关键在于课程的建设。"电力系统自动化"精品课程建设包括教学手段改革和教学内容建设两大部分,为此进行了创新性的教学实践。实践表明,该课程的建设不仅可以巩固学生的理论知识,提高学生的动手能力,还能激发学生的主观能动性和创造性思维,增强创新能力,同时教师的业务水平也得到提高。     

一类非线性抛物型方程组正解的整体存在性

考虑一类具有非线性边界流的拟线性抛物型方程组正解的性质,得到了解整体存在的充要条件     

组织系统对博士后学术职业认同的影响研究——基于Nature 2020年全球博士后调查的实证分析

文章以生态系统理论为框架,基于Nature 2020年全球博士后调查数据探究组织环境对博士后学术职业认同的影响,结果显示:从全球整体情况来看,博士后学术职业认同不甚理想,学术从业意愿和学术热情现状均不容乐观,博士后对组织系统的5个维度的满意度一般;组织系统的不同维度对博士后学术职业认同有显著正向影响,其中专业成长支持作为近端环境对博士后人员学术职业从业意愿和学术热情积极影响最大,并且组织环境不同维度对不同背景博士后在学术职业从业意愿、学术热情存在异质性影响;其他变量如性别、专业、资助形式、国际流动、工作时长、已有年限和任期等也能对博士后的学术职业意愿和学术热情产生不同程度的显著影响。     

SecureCPS: Cognitive inspired framework for detection of cyber attacks in cyber–physical systems

In the era of autonomous systems, the security is indispensable module for flexible computing environment. Due to increased computer power and network speed, a new computing paradigm, such as cognitive inspired computing, will emerge. Such a paradigm provides human-centered services that are convenient and enjoyable at any time, anywhere, and on any device. On the foundation of smart city environment, human computer interaction, intelligent services, and universal device connectivity, Cyber Physical Computing for Cyber Physical systems has recently been investigated. However, in this proposal, a cognitive inspired framework for securing CPS is scrutinized. The cognitive ability is conceded to the search engines by updating the PageRank ranking methodology. The proposed framework, named SecureCPS is trained with real time collective dataset for marking the relevancy of web page with the support the facial expressions. The eye regions are marked using Focal Point Detector algorithm. The framework is validated with machine learning models and resulted in achieving 98.51% accuracy and its outperforms the existing frameworks.     

一种新型信息基础设施：高通量低熵算力网（信息高铁）

人类正在进入一个“人机物”三元融合的万物智能互联时代,需要一种新型信息基础设施,即全球规模的高通量低熵算力网,形象地简称为“信息高铁”。文章介绍了信息高铁的愿景,包括基础性需求、关键科学技术问题和系统结构。与互联网、云计算、大数据、物联网等现有网络计算系统相比,信息高铁的目标是原生支持“人机物”三元融合和低熵有序,降低系统无序的负面影响,提升系统通量与应用品质。     

Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

This paper explores the effectiveness of using ‘structured examples in concert with prompting reflective questions’ to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants’ interviews. Students’ misconceptions were identified through pre-tests that evaluated students’ understanding of the chosen concepts, while conceptual change was assessed in pre-test–post-test design that revealed students’ ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students’ conceptual understanding of thermodynamic concepts.     

Course evaluation: reconfigurations for learning with learning management systems

The introduction of online delivery platforms such as learning management systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in-class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged. This paper reports on a small exploratory study of two tertiary-level courses. The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students' response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period. The results showed the response rates with the new evaluation method increased by more than 80% from the average of the conventional evaluations (below 30%), and the students' written feedback was more detailed and comprehensive than in the conventional evaluations. The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students' participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment.