计算机性能与异构计算

介绍了传统的高性能计算机的局限性和异构计算的基本原理;指出异构计算具有更高的计算资源利用率,计算任务的总体执行时间最短。     

由电脑PH计确定酸碱滴定终点PH值

本文论述了利用电脑PH酸度计测定酸碱滴定中的终点PH值,并应用于一些酸碱滴定中,收到了好的效果,结果满意。     

数据科学的统计学内涵

数据科学以大数据为研究对象,而大数据对统计分析最直接的冲击莫过于数据收集方式的变革,同时统计分析的视野也不再局限于传统的属性数据,而是包括了关系数据、非结构、半结构数据等其他类型更丰富的数据。伴随着数据开放运动,数据库之间的关联信息的价值逐步得到体现。基于统计学的视角分别从科学理论基础、计算机处理技术和商业应用等三个维度研究了数据科学的统计学内涵,探讨了数据科学范式对统计分析过程的直接影响,以及统计学视角面临的机遇与挑战。     

计算机科学与技术专业实践教学改革探索

针对目前普通高校计算机科学与技术专业实践教学现状与存在的问题,结合安徽科技学院教学改革实践,介绍了学院为培养具有创新精神的符合社会需求的高级应用型人才所进行的实践教学改革思路与措施。     

计算机辅助风景园林规划设计策略探讨

随着计算机技术的发展,风景园林规划设计与诸多相关学科不断交叉的发展趋势,促使计算机与风景园林规划设计之间的联系也进一步融糅。其主要涉及3个方面:①地理信息系统,解决风景园林规划设计中复杂数据信息录入、综合分析与制图的问题;②生态辅助设计技术,解决热、风、光、声环境分析与优化的问题;③模型构建,拓展传统设计无法触及的形态领域及重新诠释传统三维模型的构建问题。将计算机仅用于制图的狭隘认知拓展到计算机辅助风景园林规划设计交叉学科的分析上来,有利于计算机辅助风景园林规划设计的发展和学科应用。     

项目教学法在高职《计算机辅助设计》课程中的应用

项目教学法是近年来高职教学中运用的新型教学法,它能为学生提供实践环境,又能让学生获得知识掌握技能。利用＂项目＂形式进行教学,对于高职院校培养复合型人才具有极为重要的意义。在教学中实现了师生角色的互换,还创设了新颖的学习环境。以高职建筑装饰专业为例,计算机辅助设计课程,实质上就是让学生自主掌握利用的软件AutoCAD、3DS max、photoshop等绘制出建筑装饰需要的图纸。     

Designing Computerized Clinical Information Systems to Monitor Interventions on the Agency Level

The aim of this paper is to suggest an approach to the design of computerized clinical information systems to help meet the information needs of practitioners in social service agencies. Further, the interest is in data that can and should be collected as integral part of practice and not as part of one-shot research endeavors. This paper presents a brief analysis of what outputs a clinical information system should produce in order to meet information needs of clinicians, and suggests guidelines for the design of such systems. Two applications of information systems based on these guidelines are presented and discussed. In the discussion, the paper identifies the need for programming tools which would faciliate the interface between practitioners and data base programs. Finally, the implications of the availability of this information technology for clinical judgment and for individualized interventions are briefly discussed.     

A Knowledge Based System for Assisting in Differential Diagnosis of Chemically Dependent/Mentally Ill Patients

Summary

This paper discusses the use of Knowledge Base 2.1, a computer program that administers a response dependent, structured interview to evaluate the presence of psychiatric disorders within the chemical dependency treatment setting. The writer reviews the problems commonly encountered when conducting clinical interviews, psychometric examinations and differentially diagnosing psychiatric disorders within this special population. Knowledge Base 2.1 utilizes combined computer techniques of rule driven logic, pattern matching, and an original algorithm that accomplishes a “real time retandardization” of the complete database. With each administration, standardization is implemented in an effort to adequately consider the effects of chemical dependency on psychological test performance and normative information regarding symptoms. Knowledge Base 2.1 also functions as a research tool inasmuch as all patient responses to this structured interview are permanently stored in computer files for ongoing analysis.     

‘Placements Online’: Student Experiences of a Website to Support Learning in Practice Settings

Social work practice and education in many parts of the world are implementing an elearning agenda. This article considers the experiences of students using a website developed to support learning in agency settings to discover if and how it can be used to create a ‘bridge’ between the learning environments of the university and practice. The website contains a range of features, including downloadable practice assessment documents, links to university based teaching units, electronic personal notification of placement allocation, and an asynchronous discussion forum.

The action research project which informs this article employed focus groups of students to ascertain their expectations and experiences of the website, in particular the asynchronous discussion forum facility, prior to and on completion of the 80 day placement, combined with analysis of the actual usage patterns and content.

Three quarters of the cohort participated in the discussion forum and findings suggest that students used and valued the discussion forum for its ability to enable the student to student and tutor to student relationships underpinning collaborative learning to be maintained during the placement, and to enable resource sharing and networking.