网络虚拟实验中二进制数据的XML传输方法

网络虚拟实验中二进制数据的XML直接传输方法存在节点数目多,解析困难,不利于网络传输等问题.针对上述情况,采用XML的CDATA域封装的方法对二进制数据进行传输.为了解决由ASCII字符引起的语法错误以及CDATA域的异常结束问题,通过Base 64编码技术对二进制数据进行处理.通过一个虚实结合的球杆系统网络虚拟实验对上述方法进行了验证.     

Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

ABSTRACT: Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and decision-making group that communicates student-generated input to the teaching team for the purpose of improving the course content, structure, and environment in the present and redesigning it for the future. Our objective was to implement a SFC in a large introductory Food Science and Human Nutrition (FSHN 101) course to enhance student involvement and course quality. Overall, the SFC provided a continuous and dynamic feedback mechanism for the teaching team, a beneficial experience for the SFC members, and an opportunity for class members to confidentially share their input to enhance the quality of the course throughout the semester. This article includes a brief introduction of the use of quality circles in higher education classrooms, as well as our methods of implementation and assessment after using the SFC for 3 semesters (Spring 2003, Fall 2003, and Spring 2004).     

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.     

Books of the Month

Robert Sklar's Movie-Made America: A Social History of American Movies (New York: Random House, 1975---$12.95)

Thomas W. Bohn and Richard L. Stromgren's Light and Shadows: A History of Motion Pictures (Alfred Publishing Co., 75 Channel Drive, Port Washington, N.Y. 11050, 1975---$8.95, paper)     

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

ABSTRACT:  Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and mastery of the subject matter. The objectives of this study were to (1) create and implement 2 experiential learning activities in our introductory, large enrollment course and (2) evaluate their cognitive and affective impact on student learning. For the 1st activity, completed in class during the nutrition and health section, the instructional team asked the students to complete a dietary intake assessment. For the 2nd activity, completed via the course website, the instructional team asked the students to complete a food safety survey prior to the commencement of the food microbiology and processing section to assess the students' own personal food safety behaviors. The students were asked to evaluate both the cognitive and affective aspects of the experiential learning activities by completing a reflective questionnaire after participating in each activity. The majority of the students that participated in the experiential learning activities reported that the activities helped them learn the course material (97% for the dietary intake activity and 77% for the food safety activity) and that they liked participating in the activity (85% for the dietary intake activity) or were engaged by the activity (77% for the food safety activity). These results indicate that experiential learning activities can be successfully created for and implemented in large enrollment courses.     

医学期刊的网络化现状与发展

文章分析了我国医学期刊网络化的意义、现状与问题，提出网络化不仅是医学期刊也是出版业发展的必然趋势，应该转变观念，加速人才培养，健全政策法规，统一技术标准，促进我国医学期刊网络化进一步发展。     

Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

ABSTRACT: :
Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style Delineator^TM, which identifies dominant learning style(s). In addition, students were asked to complete a survey that asked them to identify which instructional tools used in FSHN 101 they preferred and which they did not. All students, regardless of learning style, preferred the in-class lecture, outlined lecture notes, the WebCT site as a whole, lecture study guide questions, and example exam questions.     

Single nanopore transport of synthetic and biological polyelectrolytes in three-dimensional hybrid microfluidic∕nanofluidic devices

This paper presents a study of electrokinetic transport in single nanopores integrated into vertically stacked three-dimensional hybrid microfluidic∕nanofluidic structures. In these devices, single nanopores, created by focused ion beam (FIB) milling in thin polymer films, provide fluidic connection between two vertically separated, perpendicular microfluidic channels. Experiments address both systems in which the nanoporous membrane is composed of the same (homojunction) or different (heterojunction) polymer as the microfluidic channels. These devices are then used to study the electrokinetic transport properties of synthetic (i.e., polystyrene sulfonate and polyallylamine) and biological (i.e., DNA) polyelectrolytes across these nanopores using both electrical current measurements and confocal microscopy. Both optical and electrical measurements indicate that electro-osmotic transport is predominant over electrophoresis in single nanopores with d>180 nm, consistent with results obtained under similar conditions for nanocapillary array membranes.     

Determination of tin in nonferrous metals

Curves are included showing the relationship between voltage and relative position of electrodes, and between voltage and counter gas pressure. Also included are experiments on the preparation of sensitive and insensitive points, and experiments with different electrode materials. These data are for a counter operated with the point at negative potential.Zeleny's conclusion that a high resistance layer of adsorbed gas exists at the point is adopted. In addition, the assumption is made that the field at the point at the onset of “self-counting” is sufficient to produce auto-electronic emission. This combination now leads to a theory which accounts for the various characteristics of the counter and explains the threshold of counting curve, the auto-counting curve, and the continuous discharge curve. Probability considerations account for the selective counting of different ionizing agents in certain voltage ranges, for the dependence of counting upon path of ionizing rays through the chamber, and for the increase of counts with increase of voltage from threshold of counting to the point where all rays are registered.