中小规模高校校园网络规划设计     

丁松阳  袁开银 《开封教育学院学报》2000,20(3):51-52

网络技术日新月异,对于中小规模高校校园网络这一特定网络环境,面对如此繁多的技术进行规划设计,要从中小规模高校校园网络的用户需求入手,对当前热门技术及产品作出合理的取舍,保证校园网络的经济性,先进性,可靠性及可扩充性。  相似文献   

例析异步电机变极增容的可行性计算及测试     

李太石  王秋云  孙伟春 《伊犁教育学院学报》2006,19(4):178-181

介绍两台异步双鼠笼型电机由130千瓦电机改为185千瓦,采用了3△/4Y方式转换绕组接线进行6/8极变极改造和测试,实现旧的异步双鼠笼型电机的增容,能节约投资,经济效果明显.  相似文献   

提升轮机英语教学质量的方法初探     

刘群芳 《金华职业技术学院学报》2008,8(4):71-73

轮机英语是航海类院校轮机工程技术专业的主干课程之一,本文总结了轮机英语教学过程中出现的几个问题,并在教学实践中尝试了异步教学法;同时,通过进行专业思想教育、提高自身专业修养等方法．提高学生对轮机英语的学习认可度、学习兴趣和信心,与同年级的其他班级做比较,可使教学质量有比较明显的提高。  相似文献   

Time‐Intensive Information Technology and Human Welfare in Developing Countries     

《普罗米修斯》2012,30(2):165-177

Abstract

This paper is concerned with the scope for developing countries to benefit from the Internet in non‐synchronous ways that is, in cases where some delay is involved in the delivery of information, as compared with the real‐time alternative used in developed countries. The first part of the paper draws on insights from Becker and others, to argue that poor people in poor countries are wont to exchange (relatively abundant) time for reductions in the cost of Internet use. The second part of the paper then examines whether such time‐intensive products actually exist and to the extent they do, how the required degree of cost reductions are effected in practice. I conclude that time‐intensive Internet technology represents a highly promising opportunity for developing countries to close the digital divide, an opportunity that warrants serious academic scrutiny.  相似文献   

锁相环型频率综合器中高速分频器的研究     

袁泉杨海钢  董方源尹韬 《中国科学院大学学报》2008,25(4):549-553

对锁相环型频率综合器中的高速分频器进行了较为深入的分析。比较了同步分频器和异步分频器,表明了异步分频器在高频应用中的特点。对相位切换型异步分频器中第1级和第2级2分频电路的实现方案进行了仔细分析和对比,并针对Wang提出的2分频电路中存在的电荷分享问题提出了改进方案,仿真显示改进后的电路有效解决了电路中的电荷分享问题。采用Chartered 0.35μm 2P4M CMOS工艺,对第1级与改进后的第2级2分频电路整体仿真显示,电路的最高工作频率为3.3GHz,电流消耗为1.9mA。  相似文献   

Assessing Research Compliance for Federally Funded Projects: The Good,the Bad,and the Publicly Accessible     

Rebekah Cummings  Andrea Payant  Betty Rozum  Michael Shelton  Ryan Bushman 《图书馆管理杂志》2020,60(7):726-751

Abstract

In 2016, Utah State University launched a program to ensure their campus’ federal grant recipients were in compliance with funder mandates to share any data or publications produced as a result of the award. This article discusses how a cross-institutional team of librarians and administrators evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. The challenges and successes of using OAFGs to assess library services are also examined. An OAFG gave participants greater convenience, flexibility, participation, and time to craft answers, eliminating some of the hurdles to traditional focus group participation.  相似文献   

利用JSON实现智能家居服务器端与客户端的异步通信     

刘玮玮  贺智明 《宁德师专学报(自然科学版)》2014,(1):53-56

通过JSON实现一个智能家居系统服务器端与客户端的通信,服务器端用doNet实现,客户端用Android实现调用AoNet将网络上收到的字串生成一个JSON对象,对其进行序列化后将其发送到Android端,Android端定时从服务器端获取数据.  相似文献   

异步电动机常用起动方式的探究     

张迪凡  刘丽  徐高杰 《巢湖师专学报》2014,(3):78-81

分析了不同起动方式的的工作原理、优缺点及其适用场合,为不同条件下异步电动机选择合适的起动方式提供了依据。  相似文献   

Socio-emotional connections: identity,belonging and learning in online interactions. A literature review     

Janine Delahunty  Irina Verenikina  Pauline Jones 《Technology, Pedagogy and Education》2014,23(2):243-265

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning.  相似文献   

How much has my co-worker contributed? The impact of anonymity and feedback on social loafing in asynchronous virtual collaboration     

Fang Chen  Limin Zhang  Joseph Latimer 《International Journal of Information Management》2014

This paper reports an experiment that investigates how feedback about co-worker's performance and anonymity affect a team member's performance in an idea generation task conducted asynchronously. The results indicated that there was no main effect of anonymity: anonymity by itself did not affect group performance. Receiving information about co-worker's performance increased group performance; however, the perceived level of co-worker's performance did not affect group performance. Participants who perceived that their co-workers had high performance experienced significantly more social comparison with identified input than with anonymous input. However, this motivation gain did not translate into a performance gain. Implications of these results and future research are discussed.  相似文献