浅析Oracle对SQLServer的比较优势

数据库作为资料储存的主要方式,广泛应用于企业的数据管理。大中型企业通常会在其信息系统架构中引入多种数据库平台,以及多种RDBMS解决方案。这就要求DBA需要同时拥有管理多种不同平台的技能,DBA在对多平台技能学习掌握过程中,往往通过新旧环境中的相互比较对已知技能进行深化研究,在实际工作中实现高效的适用性数据库技术的提高。本文拟立足于Oracle与sQL的区别——操作系统的支持、架构不同等,突出基于开放策略目标从而具有多平台支持的Oracle所具备的多方面优势。     

下载不到？迅雷帮你“找到”

都说在互联网上是“只有想不到，没有找不到”，但仅仅通过常用的搜索引擎，很多时候的确找不到自己真正需要的资源。现在，有这样一个以虚拟积分进行悬赏的互动平台：在找不到需要的下载资源时。我们可以发布悬赏，让广大网友帮忙找；同时自己也需要多多帮助别人，以获取更多的积分。[编者按]     

百度安全中心大揭秘

网络技术日新月异，软件的网络化和计算平台的盛行让人们不再需要占据庞大磁盘空间的本地软件就可实现很多功能。很多安全厂商也投入大量资金推出在线杀毒服务，在线杀毒具有：无驻留程序，不影响其他软件运行；可以避免多款杀毒软件之间；中突等优势。不过，在线杀毒软件也有需要付费且不具备实时防护功能，功能也不及杀毒软件丰富等劣势。     

电工技能实训教学中的安全探讨

电工技能实训作为电子专业学生的一门主要课程,很多时候需要学生动手去连接线路、测量关键点等等。而为了让实训结果更为准确,往往很多线路需要带电操作,这就意味着会涉及到我们的人身安全。     

普及面临三重挑战——2011年平板消费倾向调查

iPad的成功让平板这个“新兴”的行业受到了几乎所有业界内外厂商的追捧,甚至在很多人心里,它就是第二个上网本的奇迹。然而我们也充满疑问：消费者需要怎样的产品？对后来厂商而言,如何去与iPad竞争？用户拿平板干什么？现有平台有什么问题……     

留住美妙的旋律

采用英特尔平台的电脑为我们提供了多种便捷、高速的网络连接方式,让我们与宽带互联同紧密连接。 即使不能在舞台的聚光灯下让歌迷狂热地挥舞手中的黄光棒,也可以让自己美妙的歌声传递给互联网上的每个人,让他们分享您天籁般的嗓音。 自己录制个人专辑需要一个指向性较好的     

给成功“加”一条理由——评PrimerPlus系列图书

一个程序员或者技术人员的事业成功有很多原因，但最基础的一定是自身技能的基础；要为成功建立一个有竞争力的技能基础、也就是要成功地学习并掌握职业技能，也有很多途径，但Primer Plus系列图书能够让你更便捷地实现这个目标。Primer Plus系列图书是Sams的“招牌书”之一，在国外早已名瞒天下，但最近人民邮电出版社出版的中文版Primer Plus系列图书却是这套图书在国内的第一次亮相。     

浅析初中体育教学中学生团队精神的培养策略

在体育教学中,有很多体育活动都需要通过合作来完成,体育教师既要教给初中生必备的体育技能和体育意识,还要注重引导初中生进行团队合作,这对于初中生的长远发展非常重要。如何在初中体育教学中培养学生的团队精神成了体育教师面临的一项重要课题,初中体育教师要从学生视角入手,通过体育活动开发学生的合作精神,让学生在团队合作中贡献力量,从而实现体育教学效果的最大化。     

做企业中的“增倍器”

一个优秀的领导者不光要有过人的专业知识,还需要有让人折服的领导才能。现在很多企业都陷入了留不住人才的窘境中,要想改变这种境况,领导技能发挥着至关重要的作用。如何才能成为一个优秀的领导者,如何才能拥有过人的领导才能？     

基于组件的医学影像处理算法平台的实现

随着ITK和VTK的成功,很多知名公司与学术机构也投入大量的人力和物力来研究开发自己的医学影像算法平台,并取得一定的进展.但是,目前大部分医学影像处理算法平台只能用文本编程,不但需要用户有一定的编程水平,而且还要进行不必要的重复编码.针对上述问题,设计并实现了一个能够可视化编程的医学影像处理算法平台,通过对该平台组件的形式化描述,提出了树形数据流模型及遍历方法,并给出平台的语法规则-扩展数据流编程语言的形式化描述.在该平台下,用户可以通过定义和连接各种代表不同图像处理功能的组件来创建程序,不但使非编程人员也能开发出复杂的医学影像处理算法,而且提高了算法的重用性.     

The acceptance of Moodle technology by business administration students

The advent of information technologies to Universities has improved the teaching-learning process. Students can increase their learning skills using information technology. Those using the Moodle platform regularly seem to get better grades than those who rarely or never use it.This paper analyzes students’ intention to use Moodle platforms to improve the teaching-learning process. Its main focus is to analyze the use of the Moodle platform by University students, identifying factors which might influence the intention to use it. Understanding the factors influencing the intention to use Moodle will allow us to determine which actions might be carried out to boost its use by University students, to therefore, improve both their skills and grades.The theoretical grounding for this research is the Technology Acceptance Model (TAM). TAM specifies the causal relationships between perceived usefulness, perceived ease of use and actual usage behavior. The proposed model has six constructs and nine hypotheses have been generated from the connections between these six constructs. These constructs include perceived compatibility with student tasks, perceived usefulness for professors, and training. Our results provide support for a number of relationships in the hypothesized model. In light of these findings, implications for theory and practice are discussed.     

人工智能课程研究型实验教学的探索与实践

将研究型教学理念引入到人工智能课程的实践教学中,构造一个以研究为基础的实验体系,包括课程的验证性实验、开放性实验以及民族关系认知的开放性实验平台的构建。这不仅帮助学生深入理解人工智能的基本概念和理论,培养了学生的创新能力,也加强了学生的实际动手能力和科研能力。     

网络环境下高校计算机类课程教学改革探索

计算机技术以前所未有的速度高速发展,计算机已成为人们生活、学习和工作中必不可少的一门工具。当代大学生不仅要具备扎实的专业知识,而且要有熟练的计算机应用功底的复合型人才。本文有针对的分析了高校在计算机类课程的教学中存在的不足。提出了如何搭建以校园网络为教学平台的前提下,对高校计算机类课程的教学提出了一些中肯的,切实可行的教学建议,旨在提高学生实践动手操作能力,增强就业竞争力。     

“But my subject's different”: a web-based approach to supporting disciplinary lifelong learning skills

Many new initiatives in Higher Education institutions choose to develop web sites to support their work, not least because web-based delivery of support materials from a central unit can help to deliver development materials via a single point of access, and ‘on demand’. But this presents its own difficulties in terms of the selection and structure of generic material, and in making students aware of its existence. In this paper, the problem of designing a centrally managed web site (both in terms of structure and format) that adequately supports students across the institution will be discussed, and a strategy for developing a site that meets departmental needs will be presented, together with a discussion of the impact of this approach on the role of the developer. This is illustrated within the context of supporting Key Skills. ‘Key’ or ‘transferable’ skills are now recognised as being essential for most people in work and in life. Development of these skills is being encouraged at every level in education, and is demanded with increasing frequency by employers and professional bodies. Within Higher Education, the skills debate has prompted an examination of how students manage their own learning, and skills development initiatives encourage learners to seek ways of filling gaps in their knowledge and experience. However, at university level, it is frequently the case that explicit development of key skills must fall to students' spare time or to their extra-curricular activities. This is partly explained by departmental traditions and experience, which may not encompass skills development. The UCL Key Skills site model, based on a ‘core’ website with customised departmental homepages, allows departments to make best use of central resources by ‘personalising’ the routes into these for their students. It also draws an important distinction in terms of the purpose of the web site, between management of information (for the central site) and pedagogy (for the departmental pages). The model helps to lay the foundations for graduates' lifelong learning by encouraging skills development, within a discipline-specific setting. The benefits of this approach—which included greatly increased levels of engagement and raised awareness amongst staff—are illustrated by a case study from the UCL Geography department, and wider applications of the model as a way of supporting centralised initiatives are discussed.     

Identifying Strategies to Support Junior Secondary Students to Engage in Scientific Investigation Tasks

Abstract

This article describes the outcome of a collaborative project between the Hong Kong Institute of Education and four secondary schools that aims to promote the development of scientific investigation skills. The project team designed scientific investigation tasks collaboratively with the teachers and provided school-based support when the tasks were implemented. A total of six teachers and 575 students were involved. Data were collected through questionnaires completed by the students and individual interviews with science teachers about their classroom practice after the completion of the project. The findings suggest that the students did not meet many difficulties and that there were positive influences on students’ interest in learning science. The teachers perceived that there were challenges related to raising students’ self-regulated learning abilities, structuring tasks that were at appropriate levels of difficulty, and promoting group cooperation among the students. Finally, the article argues that the strategies implemented in this study were effective, though it takes much time and effort to help students develop self-regulated learning abilities. The conclusion suggests that teachers consider these challenges collectively and proposes a two-staged model for planning scientific investigation tasks.     

Facilitating application of language skills in authentic environments with a mobile learning system

We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile technology did not receive much attention in earlier studies. To address these issues, we designed three learning tasks for a class of 26 junior high school students. The students applied language skills by completing the tasks in authentic environments individually in a first task, loosely collaborating with peers in a second task, and tightly collaborating with peers in a third task. A mobile learning system was also designed in this study to support students to accomplish the tasks. The aim of this study was to explore students' learning experiences using the learning system, their perceptions towards the system, and to assess how differently the students perform on the three tasks. According to our design, in the first task, the students took pictures of objects and described them orally or in writing using the mobile learning system. In the second task, after the students completed assignments, each student received comments from a partner through the system. In comments, the partner indicated flaws in student assignments and suggested how to fix them. In the third task, the students completed assignments, shared them using the system, and then exchanged comments with their partners face to face regarding issues related to their completed assignments and suggested how to improve them. Such learning behaviours in the three tasks enabled the students to practise writing and speaking skills. Our results demonstrate that most of the students highly valued our learning system and intend to use it in the future. Furthermore, the results show that the students performed best when they collaborated; namely, student performance was enhanced the most after the third task that required tight collaboration. Based on our results, we learned that students' familiarity with authentic environments is very important and beneficial for their learning. In addition, we learned that even in complex environment, less skilled and experienced students with low prior knowledge can perform well when they tightly collaborate with more skilled and experienced students with high prior knowledge, and our learning system can facilitate such collaboration.     

On the use of a multimedia platform for music education with handicapped children: A case study

The use of Information and Communication Technologies (ICT) for students with special learning needs is being particularly studied by the research community. Likewise, music has gained recognition through the years in the field of learning disabilities, playing lately a key role in providing a better quality of life to people with special needs. However, there is still a gap on the combination of ICT and music teaching tools. In this work, we present the results of a case study where students with disabilities took a 3-month introductory music course using the multimedia tool called PLAIME (PLAtform for the Integration of handicapped children in Music Education) developed by the same authors. The aims of this work are three-fold: i) to explore the capability of disabled students to acquire musical knowledge using PLAIME, ii) to measure the improvement in their ICT skills, and iii) to observe their behavior along the study. At the end of the program, students showed an advance in their music knowledge and a positive improvement in behavioral development, being able to perfectly manage the computer platform.     

网格计算中时间和费用限制下的任务调度算法

在网格计算中，一个好的管理系统应有出色的算法来调度用户提交的任务。前人基于不同目的已设计了各种调度算法，但通常不易施行：重点考虑工作完成时间和所耗费用，给出确定的模型以调度独立的任务。通过恰当的建模，所求解的问题将演变成0—1规划问题，而这种问题清晰明了，且有现成算法求解，从而使得时间和费用最小化。给出一个例子验证了该算法的有效性。     

An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom.     

单机环境下VMWare和Ethereal搭建网络协议学习平台

VMWare和Ethereal是目前很多网络专业人员使用的网络协议分析器。在单机环境下用VMWare和Ethereal搭建网络协议学习平台,能充分发挥软件分析、模拟、仿真功能,使学生深刻掌握抽象的网络协议知识和技能,为学生学习新的网络协议打下良好的基础。