APL-based flexibility analysis of manufacturing grid

With the characteristics of diversity, randomness, concurrency and decomposability, tasks in manufacturing field are very complicated, and so manufacturing grid(MG)should have considerable flexibility to deal with this problem. With the definition of node and arc, MG structure is converted into a small-world network. Given construction cost constraint, the problem of shortest task waiting time is transformed into the constrained optimization problem, and a corresponding flexibility analysis model based on average path length(APL)is proposed, and the premise of arc-length and node-distance are defined. The results of application example show that the analysis model is effective.     

通径分析法探讨脐橙品质与稀土元素的相关性

通径分析的着眼点就是在相关系数的分解上,以揭示自变量对因变量的直接影响和间接影响,通过通径分析赣南脐橙品质与稀土元素的相关性,从而揭示稀土元素与有机营养物质的相关程度,为稀土农用提供相关的科学依据,以此为果农科学使用稀土微肥提供一些理论上的指导。     

高等教育走向社会中心的动因及路径

从边缘走向社会中心是高等教育自身生存和发展的需要,也是经济社会发展对高等教育提出的必然要求。高等教育要走向社会中心,一是要得到社会的认可,将高等教育放在优先发展的战略地位,不断加大对高等教育的支持力度;二是必须保持高等教育原有的"品质",坚持适应与超越相统一的原则,促进高等教育与社会的协调发展;三是高等教育必须立足于经济社会的实际,坚持多元化的发展,以满足社会对知识的全面需求;四是高等教育必须拥有完备的、不断分化与整合的功能系统和机制,以形成走向社会中心的合力。     

一类图的分段算法及其应用

详细讨论一类标准层次图的分段算法及其在最短路径上的应用,分段算法及应用在机器上得到了实现,算法的综合时间复杂度为0（e）,较一些传统方法要好．     

努力办人民满意的乡村教育——湖北长阳土家族自治县乡村教育支持体系的调查

完整强大的支持体系是乡村教育发展的关键.本报告总结了长阳县乡村教育中重视职业教育、技能培训和乡村道德,认为该县已经初步构建起多维度教育在内的较完整乡村教育体系.调查发现,该县政府在财政投入、教学质量保证、加强助学资金管理等方面,以及社会各界人士和单位在捐资助学、提供后勤服务等方面,积极支持着乡村教育;在乡村教育支持体系中,政府的主导作用明显.该县构筑乡村教育支持体系的做法对其他贫困地区有一定借鉴意义.     

词汇附带习得的多维研究

通过对影响词汇附带习得的因素分析,对不同词汇水平的学习者附带习得词汇的路径进行了研究,结果发现：影响词汇附带习得的因素是多元的,不同词汇水平的学习者附带习得词汇的路径差异很大。因而就此提出了一些教学建议。     

城市公交换乘最佳路径选择的模型和算法

换乘是公共交通中常见的问题．为在公交换乘中选择最佳路径,建立了多目标选择的公交换乘最佳路径算法．其核心是通过建立线路关系矩阵,找到起始站点到目的站点3次换乘之内的所有换乘方案,根据优先考虑的目标从所有方案中选出最佳路径,并同时考虑发车频率、各站间行驶时间和距离、转乘车行走的时间和距离、交通费用等实际因素．最后用一算例验证了该算法的有效性和合理性．     

山东解放区与淮海战役的胜利

淮海战役期间,由山东抗日根据地发展起来的山东解放区以及山东党政领导机关和人民群众全力支援前线,由原山东八路军改编的部队在淮海战役中完成了重要的作战任务,为淮海战役的胜利做出了巨大贡献.     

谈教育技术对高职精品课程的技术支撑作用

现代教育教学活动离不开现代教育技术的支撑,特别是精品课的建设更离不开现代教育技术的支撑。现代教育技术,对精品课程的课程设计与包装、教学活动实施、课程评价以及精品课维护,都具有重要意义和具体的技术支撑作用。     

Cognitive and social help giving in online teaching: an exploratory study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.