多功能虚拟示波器教学实验平台设计与课程教学改革的思考

示波器是在教学和科研中分析、比较信号的综合性仪器,本文首先对高等院校教学中示波器的使用情况进行分析,提出使用虚拟示波器进行相关课程教学实验的思路,在此基础上,设计了一种新型的具有多通道和网络等多功能虚拟示波器实验平台,介绍了实验平台各个功能模块的设计过程,重点论述了网络监控功能的实现方法。应用测试表明,使用该虚拟示波器既可以实现常规示波器的功能,同时利用其网络功能实现采集数据的多机使用,方便教学实践,极大提高了教学效果。     

虚拟机在高职计算机实验教学中的应用

作为以培养职业人为目标的高职院校,多操作系统的学习是计算机实验教学过程中必不可少的。然而学校受资金、技术等各方面因素的影响,硬件设备不够充裕,如何利用有限的计算机硬件资源完成多系统的安装,以解决实验环节出现的教学资源缺乏,这是摆在计算机实验教学面前的一个问题。虚拟机的应用,为高校进行计算机实验教学提供了一个良好的解决方案。     

虚拟仪器在点火控制器检测系统中的应用

以美国NI公司的Lab Windows/CVI软件为开发平台,配合电阻分压器、信号调理模块和高速数据采集卡等,设计研究了一套基于虚拟仪器的点火控制器性能检测系统。该系统突破了传统检测方法的局限性,实现了对点火控制器工作电压、工作电流、点火电压、吸合电压、维持电压、放电能量等性能的检测。     

虚拟物流企业及其管理

虚拟物流企业虽然不具备独立企业的名份,但是却可以像一个超大规模的独立企业一样,把整个系统运作得十分有效。虚拟物流企业在物流领域不仅表现在供应链的构筑之上,而且也表现在主要依靠信息而没有形成整套流通生产力硬件的第三方物流企业和虚拟仓库、网上的物流服务交易等方面。目前虚拟物流企业这种组织结构在中国已不再陌生,但国内外学者对虚拟物流企业的管理研究还很少。随着物流行业的发展,各种各样的问题暴露出来,本文针对当前急需重视的问题提出解决对策。     

基于货运时间和成本的运输方式组合方法

在货物起运地和目的地之间构建运输方式组合虚拟网络有向图．并将各种可选运输方式的总成本赋予在相应的虚拟网络图的有向路径上．将运输方式组合问题转化成该虚拟网络的最短路问题,然后通过集成运用Dijkstra启发式算法和k最短路算法,搜索检验出满足运输总时间要求的第七最小总成本,以实现运输总成本和运输总时间的最佳统一,可得出运输时间限定条件下的运输总成本最低的运输方式组合方案。     

What will users expect from virtual learning methods？ A conceptual model to analyze future leaning method enhancements

ICT （information and communication technologies） add enormous approaches to utilize computing into users＇ daily lives. Every aspect of social needs has been touched by ICT, including learning. VL （virtual learning）, with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure from related disciplines for continual improvements. Very recently, with the introduction of Web 2.0, Semantic Web, and 3D （3-Dimensional） Virtual Environments, users have expanded their horizons of expectations. Along with this technology advancement, there has been a noticeable social and demographic transformation from recent years. Sociologists refer these as new generations of the human kind with high intellect, multitasking nature and high awareness of their environments. At present, they are getting into the education stream with high eager for creativity, flexibility and entertainment. Most of the present students in primary and secondary levels in schools show such characteristics and advance their expectations frequently. On the other hand, VL still has not accommodated new social networking and entertainment approaches as it confines to limitations from traditional learning pedagogies and administrative rules. So far, the only successful step it could take forward is the blended learning, which is now fading its novelty. The simple yet foremost essential question is, how far could people retain the students willingly with present VL methods？ Alternatively, will it become another unimpressive rigid approach of learning to the future generations？ This paper discusses possible approaches to evolve VL methods and models to make the future learning enjoyable yet comprehensive task. The paper tries to analyze briefly the different parameters significant to VL in a holistic manner, while providing an abstract model to analyze learning activities.     

深入研究Java的类加载机制

Java类的动态装载机制是Java虚拟机的一项核心技术,可以在运行时刻动态地加载或替换系统的某些功能模块,而不影响系统其它功能模块的正常运行。介绍了Java虚拟机中类的动态装载机制的原理、实现及应用,分析了类装载器的结构、用途,阐述了利用自定义类装载器装载并执行Java类的过程。     

渗透环保教育 提高环境道德素质

高等职业学校化学教学与环境保护教育有着密切的关系,化学教师应努力寻找高等职业学校化学教学与学生环境保护意识之间的结合点,将不同的教学方法、途径融为一体,有意识地进行环保教育。让学生在课堂中、习题中、实验中,以及课外活动、社会实践中,自觉或不自觉地接受环保知识的教育,增强环保意识,达到在化学教育中渗透环保教育的目的,使学生在就业前明白环保不仅是政府的事更是每个公民的事。     

Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism

Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first‐year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self‐reflection). Professionalism scores from these surveys were calculated using a six‐point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of the course, peer comments and professionalism scores were shared with students in debriefing sessions either individually or with their team. Analysis of preintervention and postintervention professionalism scores indicated that the students receiving feedback in a one‐on‐one setting (student and instructor) were more likely to demonstrate higher scores on subsequent evaluations as compared with those students receiving feedback in a group setting (all team members and one instructor). Our findings suggest that providing feedback to first‐year medical students on an individual basis is the best way to improve professional attitudes and behaviors. Anat Sci Educ 3: 64–72, 2010. © 2010 American Association of Anatomists.     

A simple and efficient device for demonstrating cross‐sectional anatomy of the head

Described in this article is a novel device that facilitates study of the cross‐sectional anatomy of the human head. In designing our device, we aimed to protect sections of the head from the destructive action of handling during anatomy laboratory while also ensuring excellent visualization of the anatomic structures. We used an electric saw to create 15‐mm sections of three cadaver heads in the three traditional anatomic planes and inserted each section into a thin, perforated display box made of transparent acrylic material. The thin display boxes with head sections are kept in anatomical order in a larger transparent acrylic storage box containing formaldehyde solution, which preserves the specimens but also permits direct observation of the structures and their anatomic relationships to each other. This box‐within‐box design allows students to easily view sections of a head in its anatomical position as well as to examine internal structures by manipulating individual display boxes without altering the integrity of the preparations. This methodology for demonstrating cross‐section anatomy allows efficient use of cadaveric material and technician time while also giving learners the best possible handling and visualization of complex anatomic structures. Our approach to teaching cross‐sectional anatomy of the head can be applied to any part of human body, and the value of our device design will only increase as more complicated understandings of cross‐sectional anatomy are required by advances and proliferation of imaging technology. Anat Sci Educ 2010. © 2010 American Association of Anatomists.