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Bominik Pilo 《中国科技信息》2006,(19):333-334,336
自从第一次成功地实现移动电话呼叫以来,世界已经发生了翻天覆地的变化。随着越来越依赖移动电话，我们也成为了需求越来越旺盛的用户。通话功能不足以满足人们的需求。语音质量必须与有线电话媲美。用户需要100％的覆盖率和各种业务（如实时消息、定位、视频播放、互联网浏览等）。最后，人们希望回到家或在办公室的每一个角落，甚至是全世界的任何地方都能享受同样的服务。让人人都有手机，并通过一个无处不在的，能够负担得起的、具有足够带宽的网络，接入各种各样的业务，是移动通信的神圣使命。超3G（B3G）移动电话正在努力解决用户体验质量（QoE）。承诺用户得到理想的服务。[编者按] 相似文献
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We present a science centre established in Genoa on an agreement between Municipality of Genoa and Department of Physics of University of Genoa. The aim is to offer children, young people and community an opportunity to approach science in a playful way. The centre staffs guide the visitors through the exhibits, attracting their interests towards the most amusing aspects of the phenomena. According to the principles of constructivism, kids and children are encouraged to handle objects, play with geometrical shapes, observe materials collected from natural and human environment and make ＂discoveries＂, and students can take advantage of the visit and from the exhibits to study in depth a specific topic afterwards in their class, thus preventing the aridity of a purely formal presentation of the discipline, while a general public can realize how much science affects people＇s lives, enjoy its fun aspects and meet scientists during special events. 相似文献
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Diva Lugassy Yafi Levanon Gal Rosen Shiri Livne Naama Fridenberg Raphael Pilo Tamar Brosh 《Anatomical sciences education》2021,14(5):629-640
Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors. 相似文献
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