Prodrug Objectives and Design
项目引导式教学在“园林设计”课程中的探索与实践
第33卷第1期2021年3月宁波工程学院学报JOURNAL OF NINGBO UNIVERSITY OF TECHNOLOGYVol.33No.lMar.2021DOI:10.3969几i ssn.1008-7109.2021.01.016项目引导式教学在“园林设计”课程中的探索与实践马力，魏守凤，段然，张雯洁(宁波工程学院建筑与交通工程学院，浙江宁波315211)摘要：通过对当前建筑学人才培养方向的分析，重新思考了本科院校建筑学专业“园林设计”课程的培养目标与教学任务。
在教学方法上提倡项目引导式教学模式，并以任新村为例，进行了具体的项目引导式教学实跌。
探索了项目引导式教学的设计与过程，总结了教学实跌的效果，即提高了学习兴趣与设计的思维能力，激发了自主学习动力，促进了多元发展、沟通表达及团队协作的能力。
反思了教学实践的关键问题，即实践项目要恰当、教学资源要整合、课程设置要合理。
关键词：园林设计；教学；项目引导；任新村中图分类号：G642.4文献标识码：A文章编号：1008-7109(2021)01-0095-06Project-guided Teaching in"Landscape Design"MA li*,WEI Shoufeng,DUAN Ran,ZHANG Wenjie(School of Civil and Transportation Engineering Ningbo University of Technology Ningbo315211,China) Abstracts:Through the analysis of the current training direction of architecture talents,the paper re designs the training objectives and teaching tasks of the"Landscape Design”course for architecture majors.In the teaching methods,the project-guided teaching model is advocated,and a specific project-guided teaching practice is carried out with village as an example.It explores the design and process of project-guided teaching,and summarizes the effects of teaching practice in the way that it has improved learning interest and designed thinking ability,stimulated the motivation of independent learning,and promoted the ability of diversified development,communication and expression and teamwork.It also reflects on the key issues of teaching practice,which,practical projects should be appropriate,teaching resources integrated,and curriculum settings reasonable.Keywords:Landscape Design,teaching,project guidance,Renxin Village0引言园林设计是建筑设计不可或缺的重要内容，建筑大师贝律铭的建筑作品如香山饭店、苏州博物馆等无不是把园林作为重要的内容融入到建筑设计中;普利兹克奖获得者王満的建筑作品从中国古典园林中得到了很大启发;吴良铺提出了建筑、园林、城市规划三位一体的人居环境学及广义建筑学，认为收稿日期：2020-07-15修回日期：2020-09-09通信作者：马力(1976-),男，黑龙江哈尔滨人，硕士，高级工程师，主要从事旅游与风景园林规划设计研究, E-mail:ghyml@96宁波工程学院学报2021年第1期三者应该互相依赖、融合与促进叫随着人们对生存环境的越来越重视,建筑与园林的联系更加紧密，逐渐形成了建筑园林一体化的建筑学发展趋势。
某PHEV_燃油箱加油反喷问题研究及对策
2023年第6期某PHEV燃油箱加油反喷问题研究及对策刘学敏，邓湘，卜江华，金永镇，郭亚威（岚图汽车科技有限公司，武汉 430056）摘 要：针对某插电式混合动力汽车燃油箱加满油的瞬间燃油反喷的故障，结合插电式混合动力燃油系统的工作原理及故障处理经验，分析故障产生的根本原因，提出相应的改进措施，同时优化了技术设计标准，补充完善了试验规范中加油枪的型号要求，对之后的燃油箱设计和加油性能验证方面有一定的指导作用。
推荐的加油反喷改善措施，具有技术可行、实施周期短、成本低廉、效果良好的优点，可供借鉴。
关键词：插电式混合动力；燃油箱；反喷中图分类号：U473 文献标志码：A 文章编号：1005-2550（2023）06-0011-05Research and Countermeasures of Refueling Spit back in a PHEVFuel TankLIU Xue-min, DENG Xiang, BU Jiang-hua, JIN Yong-zhen, GUO Ya-wei( Lantu Automobile T echnology Co., Ltd., Wuhan 430056, China)Abstract: In view of the fault of fuel spit back when the fuel tank of a plug-in hybrid vehicle is filled with fuel, combined with the working principle and fault handling experienceof the plug-in hybrid fuel system, this paper analyzes the root causes of the fault and putsforward corresponding improvement measures. At the same time, it optimizes the technicaldesign standard and supplements and perfects the model requirements of the fuel gun inthe test specification, It provides important experience feedback and design guidance forsubsequent projects in the development and approval of fuel tank.Key Words: Plug-In Hybrid; Fuel T ank; Spit Backdoi:10.3969/j.issn.1005-2550.2023.06.003 收稿日期：2023-08-24刘学敏毕业于武汉理工大学大学，学士学位。
设计创新与创业课程教学大纲
课程简介
设计类大学生创新+创业在我国还是新生事物,时间不长,实践中成功的不多,理论上的成果更少,设计创业教育在我国刚刚起步。因此,加强我国在校大学生的创业理念教育和创业技能培养,已是一项重要和紧迫的任务。本课程正是基于这一大背景下，探索基于我国国情的设计类大学生设计与创业一体化培养模式及方法，主要内容有听取设计界成功专家的设计与创业经验；基于自己所熟悉的专业知识寻找、发现某个问题或者市场机会进行专项调研；针对该问题进行设计创新并给出合理的设计解决方案；为自己的设计方案写出创业计划书；熟习淘宝众筹、京东众筹等平台上关于创业计划书的格式及相关要求并写出自己的众筹方案。
[4]Mushipe, Zuvarashe Judith. Entrepreneurship Education --- An Alternative Route to Alleviating Unemployment and the Influence of Gender: An Analysis of University Level Students' Entrepreneurial Business Ideas.[J].International Journal of Business Administration4.2 (Mar 2013): n/a.
next level.pptx
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Master management pUnrdienrsctainpd laendsapply basic
management principles, such as planning, organizing, directing, and controlling, to effectively manage projects and teams
Path and Planning
Develop a detailed roadmap
Plan implementation steps in stages to ensure smooth achievement of goals.
Resource allocation optimization
next level
wenku 2024-05-15
Cont.
• Moving to the Next Level Introduction • Personal ability improvement • Workplace mental adjustment and
adaptation • Breaking through bottlenecks and
Goal setting and achievement
Establish clear and achievable personal and professional goals, aligned with a strategic plan for growth and development
Adaptability
challenging existing ability boundaries and achieving mutual growth between individuals and teams.
讨论广告艺术设计专业的英语对话范文
讨论广告艺术设计专业的英语对话范文全文共3篇示例，供读者参考篇1A: Hi there! I heard you are studying advertising art and design. Can you tell me more about this major?B: Sure! Advertising art and design is a multidisciplinary field that combines creativity, visual communication, and marketing principles to create effective advertisements. It involves creating visual concepts, developing designs, and producing materials for various advertising campaigns.A: That sounds interesting! What kind of skills do you need for this major?B: You need to have strong creative and artistic skills, as well as a good understanding of marketing principles and consumer behavior. It's also important to have excellent communication and problem-solving skills, as you will often need to work with clients and colleagues to develop and execute advertising campaigns.A: Do you have any favorite projects that you have worked on in this major?B: Yes, I recently worked on a campaign for a new product launch for a local food company. I created the visual concepts for the campaign, designed the packaging and promotional materials, and coordinated with the marketing team to execute the campaign. It was a challenging but rewarding experience.A: That sounds like a great opportunity to apply your skills! What do you think are the biggest challenges in this field?B: One of the biggest challenges in advertising art and design is staying current with trends and technologies. The industry is constantly evolving, and it's important to continually learn new skills and stay up-to-date with the latest tools and techniques. It can also be challenging to balance creativity with commercial goals and client expectations.A: That's a good point. What advice do you have for someone who is interested in pursuing a career in advertising art and design?B: My advice would be to develop your artistic skills, stay curious and open-minded, and be willing to experiment and take risks. It's also important to build a strong portfolio that showcases your creativity and skills, and to network with professionals in the industry. Internships and practicalexperience can also be valuable in gaining real-world experience and learning more about the industry.A: Thank you for sharing your insights on advertising art and design. It sounds like a fascinating and rewarding field to work in.B: You're welcome! I'm glad to share my thoughts and experiences. If you have any more questions, feel free to ask!篇2A: Hi, have you decided on a major for your college studies?B: Hi there! Yes, I'm thinking about studying advertising art design. What do you think about that major?A: Advertising art design is a great choice! It combines creativity with marketing strategies, which is a perfect blend for those interested in both art and business.B: That's exactly why I'm drawn to it. I love art and design, but I also want to learn how to effectively communicate messages through visual means.A: Definitely! Advertising is all about conveying a message to a target audience, and art design plays a crucial role in capturing their attention and conveying the message effectively.B: I'm excited to learn about the different techniques used in advertising art design, such as graphic design, typography, and photography.A: Those are all essential skills in this field. You'll also learn about branding, storytelling, and consumer behavior, which are crucial for creating successful advertising campaigns.B: I can't wait to explore the creativity and innovation involved in this field. I also heard that there are many opportunities for internships and hands-on experiences in advertising agencies.A: Yes, internships are a great way to gain practical experience and build a portfolio. It's important to showcase your creativity and skills in your portfolio to stand out to potential employers.B: I'm looking forward to creating my own portfolio and working on real-life projects. I believe that advertising art design is a dynamic and exciting field that constantly evolves with new technologies and trends.A: Absolutely! The industry is always changing, so it's important to stay updated on the latest trends and technologies.Your passion for art and design will surely shine through in your work in advertising art design.B: Thank you for your encouragement! I'm confident that studying advertising art design will open up a world of creative opportunities for me. I can't wait to start my journey in this field!篇3A: Hi, do you think studying Advertising Art and Design is a good choice for a career?B: Yes, I believe so. Advertising art and design is a creative and dynamic field that allows for a blend of artistic skills and marketing knowledge. It offers a wide range of career opportunities in advertising agencies, design studios, corporate marketing departments, and more.A: That sounds interesting. What kind of skills does someone need to succeed in this field?B: To excel in advertising art and design, one must have strong visual communication skills, creativity, an eye for detail, and the ability to think critically and strategically. It is also important to stay current with trends in design and advertising technology.A: Do you think there are any challenges in pursuing a career in advertising art and design?B: Like any competitive industry, there can be challenges in standing out and finding success. It is important to continually improve your skills, build a strong portfolio, and network with industry professionals to advance your career.A: What are some of the courses that one could expect to take in an advertising art and design program?B: In an advertising art and design program, you can expect to take courses in graphic design, branding, copywriting, illustration, photography, and digital media. These courses will help you develop a well-rounded skillset to succeed in the field.A: That sounds like a comprehensive program. Do you have any advice for someone considering studying advertising art and design?B: My advice would be to pursue your passion for creativity and design, while also gaining a solid understanding of marketing and advertising principles. Take advantage of internships and networking opportunities to gain real-world experience and build connections in the industry.A: Thank you for your insights. I will definitely consider pursuing a career in advertising art and design.。
面向对象课后习题及答案(如有错误,敬请见谅)
目录Chapter1 (2)Chapter2 (3)Chapter3 (4)Chapter4 (6)Chapter5 (7)Chapter6 (8)Chapter7 (9)Chapter8 (11)Chapter9 (12)Chapter10 (13)Chapter11 (15)Chapter12 (16)Chapter13 (18)Chapter14 (19)Chapter15 (21)Chapter16 (22)Chapter17 (23)Chapter18 (25)Chapter19 (26)Chapter20 (27)Answers to Exercises (29)Chapter1EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is software modeling?(a) Developing models of software.(b) Designing software applications before coding.(c) Developing software diagrams.(d) Developing software prototypes.2. What is the Unified Modeling Language?(a) A programming language for describing object-oriented models.(b) A diagramming tool for drawing object-oriented models.(c) A graphical language for describing object-oriented models.(d) A standardized graphical language and notation for describing object-oriented models.3. What is a software architecture?(a) The software inside a building.(b) The structure of a client/server system.(c) The overall structure of a software system.(d) The software classes and their relationships.4. What is a software design notation?(a) Notes about the software design.(b) A graphical or textual description of the software.(c) Documentation of the software.(d) A systematic approach for producing a design.5. What is a software design concept?(a) A graphical or textual description of the software.(b) Documentation of the software.(c) A fundamental idea that can be applied to designing a system.(d) A systematic approach for producing a design.6. What is a software design strategy?(a) A graphical or textual description of the software.(b) A fundamental idea that can be applied to designing a system.(c) A systematic approach for producing a design.(d) An overall plan and direction for developing a design.7. What are software structuring criteria?(a) Fundamental ideas that can be applied to designing a system.(b) Systematic approaches for producing a design.(c) Guidelines used to help in structuring a software system into its components.(d) Overall plans for developing a design.8. What is a software design method?(a) A systematic approach for producing a design.(b) Guidelines used to help in structuring a software system into its components.(c) An overall plan for developing a design.(d) A graphical or textual description of the software.9. What is a platform-independent model (PIM)?(a) A software platform before a commitment is made to a specific hardware platform.(b) A precise model of the software architecture before a commitment is made to a specific platform.(c) A precise model of the software architecture mapped to a specific platform.(d) A graphical or textual description of the software.10. What is a platform-specific model (PSM)?(a) A specific hardware platform.(b) A precise model of the software architecture before a commitment is made to a specific platform.(c) A precise model of the software architecture mapped to a specific platform.(d) A graphical or textual description of the software.Chapter2EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. How is an actor depicted on a use case diagram?(a) An oval(b) A stick figure(c) A box(d) A dashed line2. How is a use case depicted on a use case diagram?(a) An oval(b) A stick figure(c) A box(d) A dashed line3. How is a class depicted on a class diagram?(a) A box with one compartment(b) A box with one or two compartments(c) A box with one, two, or three compartments(d) An oval4. How is an association depicted on a class diagram?(a) A solid line joining two class boxes(b) A dashed line joining two class boxes(c) A diamond touching the upper class box(d) An arrowhead touching the upper class box5. How is public visibility depicted for a class element on a class diagram?(a) + sign(b) −sign(c) # sign(d) ∗sign6. What are the two kinds of UML interaction diagrams?(a) Class diagram and sequence diagram(b) Sequence diagram and communication diagram(c) Class diagram and communication diagram(d) Statechart and communication diagram7. What does an interaction diagram depict?(a) Objects and links(b) Classes and relationships(c) Objects and messages(d) States and events8. What does a statechart diagram depict?(a) Objects and links(b) Classes and relationships(c) Objects and messages(d) States and events9. What is a UML package?(a) A box(b) A grouping of classes(c) A grouping of use cases(d) A grouping of model elements10. What does a deployment diagram depict?(a) The physical configuration of the system in terms of physical classes and physical connections between the classes(b) The physical configuration of the system in terms of physical objects and physical connections between the objects(c) The physical configuration of the system in terms of physical nodes and physical connections between the nodes(d) The physical configuration of the system in terms of physical computers and physical networks between the computersChapter3EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is a software life cycle?(a) The life of the software(b) A cyclic approach to developing software(c) A phased approach to developing software(d) The life of software developed in cycles2. What is the waterfall life cycle model?(a) Software developed under a waterfall(b) A process model in which each phase is completed before the next phase is started(c) A process model in which phases are overlapped(d) A process model in which phases are cyclic3. Which of the following is a limitation of the waterfall life cycle model?(a) Software is developed in phases.(b) Each phase is completed before the next phase is started.(c) Software development is cyclic.(d) Software requirements are not properly tested until a working system is available.4. Which of the following approaches can overcome the limitation in the previous question?(a) Phased software development(b) Throwaway prototyping(c) Evolutionary prototyping(d) Incremental development5. What is evolutionary prototyping?(a) Phased software development(b) Throwaway prototyping(c) Risk-driven development(d) Incremental development6. What approach does the spiral model emphasize?(a) Phased software development(b) Throwaway prototyping(c) Risk-driven development(d) Incremental development7. What is the goal of software validation?(a) Building the system(b) Building the right system(c) Building the system right(d) Testing the system8. What is the goal of software verification?(a) Building the system(b) Building the right system(c) Building the system right(d) Testing the system9. What is “white box”testing?(a) Unit testing(b) Integration testing(c) Testing with knowledge of the system internals(d) Testing without knowledge of the software internals10. What is “black box”testing?(a) System testing(b) Integration testing(c) Testing with knowledge of the system internals(d) Testing without knowledge of the software internalsChapter4EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. Which of the following are object-oriented concepts?(a) Modules and interfaces(b) Modules and information hiding(c) Classes, information hiding, and inheritance(d) Concurrency and information hiding2. Which of the following is a characteristic of an object?(a) A function or subroutine(b) A module(c) Groups data and procedures that operate on the data(d) Groups a function and an algorithm3. What is a class?(a) An object instance(b) The implementation of the object(c) A collection of objects with the same characteristics(d) A collection of objects with different characteristics4. What is an operation (also known as method) of a class?(a) Specification and the implementation of a function performed by a class(b) Specification and the implementation of a subroutine provided by a class(c) Specification and the implementation of a function or procedure provided by a class(d) Specification and the implementation of an interface provided by a class5. What is the signature of an operation?(a) The operation’s name(b) The operation’s function or subroutine(c) The operation’s name, parameters, and return value(d) The object’s interface6. What is the interface of a class?(a) The signature of a class(b) The specification of operations provided by the class(c) The internals of the class(d) The implementation of the class7. What is an attribute?(a) A description of a class(b) An internal property of a class(c) A data item held by a class(d) A parameter of a class8. What is information hiding in software design?(a) Hiding information so that it cannot be found(b) Hiding a design decision that is considered likely to change(c) Hiding information to make it secure(d) Encapsulating data in a class9. What is data abstraction?(a) Another name for information hiding(b) Encapsulating data so that its structure is hidden(c) Storing data in a database(d) Storing data in a data structure10. What is inheritance?(a) A mechanism for inheriting characteristics from a parent(b) A mechanism for sharing and reusing code between classes(c) A mechanism for sharing data between classes(d) A mechanism for hiding information between classesChapter5EXERCISESThe following questions relate to the software modeling and design method (COMET) described in this book.Multiple-choice questions: For each question, choose one of the answers.1. What is carried out during requirements modeling?(a) Functional requirements of the system are described in terms of functions, inputs, and outputs.(b) Functional requirements of the system are described in terms of actors and use cases.(c) Functional requirements of the system are described textually.(d) Functional requirements of the system are determined by interviewing users.2. What is carried out during analysis modeling?(a) Developing use case models(b) Developing data flow and entity relationship diagrams(c) Developing static and dynamic models(d) Developing software architectures3. What is carried out during design modeling?(a) Developing use case models(b) Developing data flow and entity relationship diagrams(c) Developing static and dynamic models(d) Developing software architectures4. What is carried out during incremental software construction?(a) Detailed design and coding of the classes in a subset of the system(b) Detailed design, coding, and unit testing of the classes in a subset of the system(c) Coding and unit testing of the classes in a subset of the system(d) Unit and integration testing of the classes in a subset of the system5. What is carried out during incremental software integration?(a) Implementation of the classes in each software increment(b) Unit testing of the classes in each software increment(c) Integration testing of the classes in each software increment(d) System testing of the classes in each software increment6. What is carried out during system testing?(a) White box testing(b) Black box testing(c) Unit testing(d) Integration testingChapter6EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is a use case?(a) A case study involving users(b) A sequence of interactions between the user and the system(c) A sequence of interactions between the user and the objects in the system(d) A sequence of user inputs to the system2. What is an actor in a use case?(a) An object inside the system(b) A person who performs on stage(c) An external entity that interacts with the system(d) The customer to whom the system will be delivered3. What is a primary actor?(a) The actor who goes on stage first(b) The actor that starts the use case(c) An actor that participates in the use case(d) An object inside the system4. What is a secondary actor?(a) The actor who goes on stage second(b) The actor that starts the use case(c) An actor that participates in the use case(d) An object inside the system5. What is an alternative sequence in a use case?(a) A sequence that describes an error case(b) A sequence that is different from the main sequence(c) A sequence that describes interactions with a secondary actor(d) A sequence that describes interactions with a primary actor6. What can an inclusion use case be used for?(a) To describe an inclusive use case(b) To describe a lengthy interaction with an actor(c) To describe functionality that is common to more than one use case(d) To describe a use case that includes other use cases7. What can an extension use case be used for?(a) To describe a lengthy interaction with an actor(b) To describe functionality that is common to more than one use case(c) To describe the functionality of a use case that is extended by another use case(s)(d) To describe a conditional part of a different use case that is only executed under certain circumstances8. What can an activity diagram be used for in use case modeling?(a) To depict the sequence of activities executed by all the use cases in the System(b) To depict the sequence of external activities that the use case interacts with(c) To depict the sequence of active objects in a use case(d) To depict the activities in the main and alternative sequences of a use case9. How can a nonfunctional requirement be described in a use case model?(a) In a separate section of the use case description(b) As a use case precondition(c) As a use case postcondition(d) In a separate document10. What is a use case package?(a) A package describing the actors in the system(b) A package describing the use cases in the system(c) A group of related use cases(d) The package of objects that participate in the use caseChapter7EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is a class?(a) A course(b) An object instance(c) A client or server in the system(d) A collection of objects with the same characteristics2. What is an attribute?(a) A relationship between two classes(b) A parameter of an operation or method(c) A data value held by an object in a class(d) The return value from an operation3. What is an association?(a) A relationship between two classes(b) A relationship between two objects(c) A link between two classes(d) A link between two objects4. What is meant by the multiplicity of an association?(a) The number of associations in a class(b) The number of associations between two classes(c) How many instances of one class relate to how many instances of another class(d) How many instances of one class relate to a single instance of another class.5. What is an association class?(a) A class with multiple associations(b) A class with one association(c) A class that models an association between two or more classes(d) A class that models an association between two or more objects6. What is a generalization/specialization hierarchy?(a) A whole/part relationship(b) An inheritance relationship(c) An association between a generalized class and a specialized class(d) A layered hierarchy7. What is a composition hierarchy?(a) A weak form of a generalization/specialization hierarchy(b) A strong form of a generalization/specialization hierarchy(c) A weak form of a whole/part relationship(d) A strong form of a whole/part relationship8. What is an aggregation hierarchy?(a) A weak form of a generalization/specialization hierarchy(b) A strong form of a generalization/specialization hierarchy(c) A weak form of a whole/part relationship(d) A strong form of a whole/part relationship9. What does the system context class diagram define?(a) The entity classes in the system(b) How the system interfaces to other systems(c) The boundary between the system and the external environment(d) The context classes in the system10. What is an entity class?(a) A class on an entity/relationship diagram(b) A class that stores data(c) A class that interfaces to an external entity(d) An external classChapter8EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is a boundary object?(a) An external object(b) An object that stores data(c) An object that communicates with an external object(d) An object that controls other objects2.What is a control object?(a) An object that depends on other objects(b) An object that communicates with an external object(c) An object that controls other objects(d) An object that is controlled by other objects3. What is a state-dependent control object?(a) An object that depends on a state machine(b) An object that communicates with a state machine(c) An object that controls a state machine(d) An object that executes a state machine4. What is a coordinator object?(a) A manager object(b) An object that makes decisions based on a state machine(c) A decision-making object(d) An object that decides which entity object to interact with5. How would you determine a boundary class from the context diagram?(a) By looking at it(b) By selecting the external classes on the context diagram(c) By determining the software classes that communicate with the external classes(d) By drawing the boundary between the hardware and software classes6. What is a timer object?(a) An external clock(b) An internal clock(c) An object that is awakened by an external timer(d) An object that interacts with a clock7. What do class structuring criteria help with?(a) Structuring an application into classes(b) Defining the attributes of a class(c) Defining the associations of a class(d) Defining the operations of a class8. What is the classification process for application classes analogous to?(a) Categorizing books in a library(b) Deciding how many copies of a book are needed(c) Finding the classrooms in a school(d) Identifying what labs the school has9. What is the purpose of a stereotype in class structuring?(a) To label a class according to its class structuring criterion(b) To identify the objects that belong to the same class(c) To distinguish between external objects and software objects(d) To identify the association between two classes10. What is a business logic object?(a) An object used in business applications(b) An object that defines business-specific application logic(c) The internal logic of an object(d) A business object that determines whether a client request is logical Chapter9EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What does an interaction diagram depict?(a) The state and transitions inside a control object(b) Classes and their relationships(c) Software objects and the sequence of their interactions(d) The external objects communicating with the system2. How is an actor depicted on an interaction diagram?(a) An actor has an association with the interaction diagram.(b) An actor can provide input to or receive output from a boundary object.(c) An actor can provide input to or receive output from a boundary class.(d) An instance of an actor can provide input to or receive output from a boundary object.3. What does a sequence diagram depict?(a) The sequence of external objects communicating with each other(b) Classes and their relationships(c) Software objects and the sequence of their interactions(d) The external objects communicating with the system4. What does a communication diagram depict?(a) The sequence of external objects communicating with each other(b) Classes and their relationships(c) Software objects and the sequence of their interactions(d) The external objects communicating with the system5. What is the instance form of an interaction diagram?(a) Depicts several object instances interacting with each other(b) Depicts one possible sequence of interactions among object instances(c) Depicts all possible interactions among object instances(d) Depicts all object instances and their links to each other6. What is the generic form of an interaction diagram?(a) Depicts several objects interacting with each other(b) Depicts one possible sequence of interactions among objects(c) Depicts all possible interactions among objects(d) Depicts all classes and their associations with each other7. During dynamic interaction modeling, use cases are realized as follows:(a) Determine objects that participate in each use case and the sequence of interactions among them.(b) Determine external objects and the sequence in which they provide inputs to and receive outputs from each use case.(c) Determine sequence of interactions among use cases.(d) Determine how a use case is depicted through internal states and transitions between them.8. Which of the following interactions could happen on an interaction diagram?(a) An external user sends a message to a user interaction object.(b) An external user sends a message to an entity object.(c) An external user sends a message to an I/O object.(d) An external user sends a message to a printer object.9. Which of the following interactions is NOT likely to happen on an interaction diagram?(a) A user interaction object sends a message to an entity object.(b) An input object sends a message to a state-dependent control object.(c) An input object sends a message to a printer object.(d) A user interaction object sends a message to a proxy object.10. What kind of object would be the first object to receive an input from an external object?(a) A user interaction object(b) A proxy object(c) An entity object(d) A boundary objectChapter10EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What is a state in a state machine?(a) A recognizable situation that exists over an interval of time(b) A condition that is True or False(c) An input from the external environment(d) An output from the system2. What is an event in a state machine?(a) A discrete signal that causes a change of state(b) An input from the external environment(c) An input that is True or False(d) The result of a state transition3. What is an action in a state machine?(a) An occurrence at a point in time(b) A cause of a state transition(c) An interval between two successive events(d) A computation that executes as a result of a state transition4. What is an entry action in a state machine?(a) An action that is performed when the state is entered(b) An action that is performed when the state is left(c) An action that starts executing when the state is entered and completes executing when the state is left(d) An action that executes as a result of a state transition5. What is an exit action in a state machine?(a) An action that is performed when the state is entered(b) An action that is performed when the state is left(c) An action that starts executing when the state is entered and completes executing when the state is left(d) An action that executes as a result of a state transition6. What is a condition used for in a state machine?(a) A conditional action(b) A conditional state(c) A conditional state transition(d) A conditional event7. What is a state transition into a composite state equivalent to?(a) A transition into only one of the substates(b) A transition into each of the substates(c) A transition into none of the substates(d) A transition into any one of the substates8. What is a state transition out of a composite state equivalent to?(a) A transition out of only one of the substates(b) A transition out of each of the substates(c) A transition out of none of the substates(d) A transition out of any one of the substates9. How does a composite state relate to a substate?(a) A composite state is decomposed into substates.(b) Composite states are composed into substates.(c) A composite state transitions to a substate.(d) A substate transitions to a composite state.10. If two actions are shown on a given state transition, which of the following is true?(a) The two actions are dependent on each other.(b) The two actions are independent of each other.(c) One action provides an input to the other action.(d) The second action executes when the first action completes execution.Chapter11EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What does a state-dependent interaction involve?(a) A control object(b) A state-dependent entity object(c) A state-dependent control object(d) A state-dependent user interaction object2. Which kind of object executes a state machine(a) Any software object(b) An entity object(c) A state-dependent control object(d) A statechart3. An input message to a state-dependent control object corresponds to:(a) An event on the internal state machine(b) An action on the internal state machine(c) A condition on the internal state machine(d) A state on the internal state machine4. An output message from a state-dependent control object corresponds to:(a) An event on the internal state machine(b) An action on the internal state machine(c) A condition on the internal state machine(d) A state on the internal state machine5. An interaction diagram should be developed for:(a) Only the main sequence of the use case(b) The main sequence and every alternative sequence of the use case(c) The main sequence and a representative alternative sequence of the use case(d) The alternative sequences of the use case6. Which of the following could happen on an interaction diagram?(a) A state-dependent control object sends a message to an entity object.(b) A state-dependent control object sends a message to a coordinator object.(c) A state-dependent control object sends a message to a printer object.(d) All of the above7. If the same state machine is used in more than one use case, how is this modeled on interaction diagrams?(a) Develop one state-dependent control object for each use case.(b) Develop one state-dependent control object containing states from each use case.(c) Develop a hierarchical state machine.(d) Develop a coordinator object.8. How would two state-dependent control objects communicate with each other?(a) By sending messages to each other(b) By transitioning to the same state(c) Through an entity object(d) Through a proxy object9. An object can send alternative messages a or b to a state-dependent control object. How is this handled in the state machine?(a) One state with a different transition out of it for each incoming message(b) One state for each of the alternative messages(c) A composite state to handle the alternative messages(d) A substate for each alternative Message10. In a system in which a client object executes a state machine and communicates with a service, which of the following is true?(a) The client has a state-dependent control object but the service does not.(b) The service has a state-dependent control object but the client does not.(c) Both the client and the service have state-dependent control objects.(d) Neither the client nor the service has a state-dependent control object.Chapter12EXERCISESMultiple-choice questions: For each question, choose one of the answers.1. What does the software architecture describe?(a) The software inside a building(b) The structure of a client/server system(c) The overall structure of a software system(d) The software classes and their relationships2. Which of the following statements is NOT true for a component?(a) A composite object composed of other objects(b) An operation(c) A simple object(d) Provides an interface3. What is a structural view of a software architecture?(a) A view in terms of a module hierarchy(b) A view in terms of components and connectors(c) A view of the physical configuration in terms of nodes and interconnections(d) A view in terms of objects and messages。
绿色产品设计的评价方法和评价体系
文章编号:1006-754X(1999)04-0001-04绿色产品设计的评价方法和评价体系刘红旗,陈世兴(机械科学研究院,北京 100044)内容提要: 绿色产品设计的核心是设计方案的评价与优化。
探讨了绿色产品的评价模型及其评价方法,提出了评价的基准、准则、目标和评价决策方法,构造了绿色产品的评价体系。
关 键 词: 绿色产品;评价方法中图分类号: TH122,X24 文献标识码:AA Method System for Assessing the Product G reenness in DesignL IU Hong2qi,CHEN Shi2xingAbstract: The core in designing green product is assessment and optimization of the design.This paper probes into the assessment model and method,puts forward crite rion,rule,objective and decision method for assessing the product greenness,and builds assessment system of the green product.K ey w ords: green product;method of greenness assessment1 引言工业污染已经引起人们的高度重视,改善人类生存环境、实现可持续发展已经是全世界的共识。
传统制造业对环境问题采用的是末端治理的方法,先污染,后治理,治理时就需要花费更大的经济代价。
现在人们已经意识到,要从根本上解决环境问题,必须从始端入手,进行综合治理。
机电产品绿色设计技术就是最近依据这个思路才提出来的,人们设计产品时不仅要考虑产品的功能、质量、成本,还要考虑产品的环境友好性,要在产品开发的前期就对未来产品的原材料、制造、包装运输、使用维修和报废回收的全生命周期中对环境的影响进行分析、评价和决策[1,2],进行优化设计,以便设计出对资源和能源消耗最少和利用率最高、对环境危害最小或无害的绿色产品,满足人们的需求。
汽车行业常用缩写
Milford Proving Ground
试验场
Master Process Index
主程序索引
Master Parts List
主零件列表
Material Planning System
原料计划系统
序号 缩写
117 MRD 118 MSDS 119 MSE 120 MSS 121 MTBF 122 MTS 123 MVSS 124 NAMA 125 NAO 126 NAOC 127 NC 128 NOA 129 NSB 130 OED 131 OSH 132 OSHA 133 OSHMS 134 OSHS 135 PA 136 PAA 137 PAC 138 PACE 139 PAD 140 PARTS 141 PC 142 PCL 143 PCM 144 PCR 145 PDC 146 PDM 147 PDS 148 PDT 149 PED 150 PEP 151 PER 152 PET 153 PGM 154 PI 155 PIMREP
国际统一车辆审核
Job Element Sheet
工作要素单
Job Issue Sheet
工作要素单
Just in Time
准时制
Job per hour
每小ቤተ መጻሕፍቲ ባይዱ工作量
Key Control Characteristics
关键控制特性
Key Characteristics Designation System
制造综合工程师
Marketing
营销
Material Labor Balance System
物化劳动平衡系统
Manufacturing Major Subsystem Technical Specificatio制ns造重要子系统技术说明书
critical design
critical designCritical design is a concept that challenges the traditional notion of design and prompts us to question the role and impact of different technologies and systems on society. It seeks to provoke thought and critical dialogue rather than simply producing aesthetically pleasing products. In this article, we will explore some key principles and examples of critical design to understand its relevance in today's world.One of the primary goals of critical design is to prompt reflection and critique. It encourages designers to create thought-provoking objects, installations, or experiences that challenge our assumptions and stimulate conversation about complex social, cultural, and environmental issues. This approach challenges the boundaries of traditional design and pushes the boundaries of creativity and problem-solving.Critical design often uses irony, satire, humor, or absurdity to engage viewers and disrupt their usual thought processes. By presenting familiar objects or scenarios in unfamiliar or exaggerated ways, critical design creates a sense of cognitive dissonance that encourages people to think critically about the underlying assumptions and values embedded in our society.For example, the "Juicero" is a famous critical design project that satirizes the notion of convenience and excess in the technology industry. The Juicero was marketed as a high-tech juicing machine that could produce fresh juice from pre-packaged, expensive juice packs. However, it was later revealed that the packs could be easily squeezed by hand, rendering the machine unnecessary. This projecthighlights the absurdity of technological solutions to everyday problems and questions our consumption habits.Another example is the "Gardening Gloves" project by the Design Interactions studio at the Royal College of Art. These gloves are designed to simulate the experience of gardening for people who live in urban environments with limited access to outdoor spaces. Users wear the gloves and navigate through a virtual reality garden, allowing them to experience the sights, sounds, and feel of gardening despite their physical constraints. This project challenges the traditional notion of gardening and explores alternative ways to connect with nature in urban settings.Critical design is also concerned with designing for social change. By creating objects or experiences that confront societal norms and challenge power structures, critical designers aim to inspire dialogue and promote alternative possibilities. For example, the "Peequal" urinal is a critical design project that questions gender norms in public restrooms. The urinal is designed to be used in a standing or sitting position, challenging the binary distinction between male and female restrooms and acknowledging the diverse needs and experiences of people using public facilities.In conclusion, critical design offers a valuable perspective on the role of design in society. By using irony, humor, and disruptive techniques, critical designers encourage us to question the status quo and engage in meaningful dialogue about social, cultural, and environmental issues. Through its thought-provoking projects, critical design challenges our assumptions and sparks innovative thinking for a better future.。
课程思政视域下非遗融入艺术设计专业教学实践与探索
课程思政视域下非遗融入艺术设计专业教学实践与探索TEACHING PRACTICE AND EXPLORATION OF INTEGRATING NON-LEGACY INTO ART DESIGN MAJOR IN THE PERSPECTIVE OF CURRICULUM IDEOLOGY AND POLITICS 引言非物质文化遗产作为中华优秀传统文化的重要组成部分，具有得天独厚的民族文化资源优势，是提升民族凝聚力、增强文化自信的重要载体，将其融入高职院校艺术设计教育教学中，是结合专业特点分类推进课程思政[1]，把中华优秀传统文化全方位融入艺术教育各环节[2]的具体实践，将两者互融互通，有利于增强文化自信，落实立德树人根本任务，全面提高人才自主培养质量。
一、非遗融入艺术设计专业教育教学的必要性和可行性非遗蕴含着中华民族独特的价值追求、思想观念、人文精神和道德规范，具有深刻而丰富的教育内容，是课程思政的不竭源泉，其内在的文化艺术价值对现代艺术设计具有重大的启示作用，为艺术设计教育提供了更为丰富的创意元素和艺术素材。
将非遗融入高职院校艺术设计专业教育教学，是实现非遗传承和创新发展的有效途径，其教学成果可以反哺地方经济文化发展，践行课程思政成效，如图 1 所示。
非遗蕴含的中华优秀传统文化与高等教育追求的育人目标是高度一致的，两者存在教学内容的交叉性、育人功能的契合性和相互发展的依存性，将非遗融入地方高职院校艺术设计专业教育教学是必要且可行的。
二、非遗融入地方高职院校艺术设计专业的现状调查为了更好地了解非遗融入高职院校艺术设计专业的教育教学情况，作者对云南省高职院校在校大学生进行了问卷调查，对云南省艺术设计专业教师进行了访谈，调查情况如下：（一）学生问卷调查对象为云南省职业院校艺术设计专业的在校大学生，主要采取网络问卷的形式，发出问卷480份，收回有效问卷467份，数据反馈真实可信。
有效问卷中有64.49%的同学愿意将非遗植入专业课程，丰富设计素材，激发创作灵感，创新设计理念，提升文化内涵，有31.16%的同学表示视情况而定，而将非遗相关知识运用于课堂教学的教师占比仅为20%。
产品设计开发 英语
产品设计开发英语Product design and development is a crucial process in bringing a new product to the market. It involves a series of steps and considerations to ensure that the final product meets the needs and expectations of the target audience. The process typically begins with identifying a market need or opportunity, followed by research, concept development, prototyping, testing, and finally, production.When it comes to product design and development, it is important to consider various factors such as user needs, functionality, aesthetics, manufacturing feasibility, cost, and market trends. Designers and engineers work together to create concepts and prototypes that are not only innovative but also practical and cost-effective to produce. This often involves a combination of creativity, technical knowledge, and problem-solving skills.In addition, product design and development also requires effective communication and collaboration amongcross-functional teams, including designers, engineers, marketers, and manufacturers. Clear communication and a shared vision are essential to ensure that the final product aligns with the initial concept and meets the desired quality standards.Furthermore, the use of advanced technology, such as computer-aided design (CAD) software and rapid prototyping techniques, has significantly enhanced the product design and development process. These tools allow for moreefficient iteration and testing of designs, ultimately leading to faster time-to-market and higher quality products.In conclusion, product design and development is a complex and multifaceted process that requires a holistic approach, from identifying market needs to delivering a final product. It involves creativity, technical expertise, collaboration, and the use of advanced tools and techniques to bring innovative and successful products to fruition.。
product design
product designProduct design is the process of creating and developing new products or improving existing ones. It involves creating and defining the appearance, functionality, and features of a product, with a focus on meeting the needs and desires of customers.There are several stages involved in product design:1. Research: This involves gathering information about the target market, customer preferences, and competitors. It helps in identifying potential opportunities and developing a clear understanding of customer needs.2. Concept development: Based on the research, product designers generate ideas and concepts for potential products. This could involve brnstorming, sketching, and creating prototypes.3. Design development: Once a concept is chosen, designers work on refining and developing the design. They may create detled CAD (Computer-ded Design) drawings, 3D models, and mock-ups to visualize and test the design.4. Prototyping: A physical prototype is created to further test and evaluate the design. This could involve creating multiple iterations of the product to ensure it meets functional and aesthetic requirements.5. Testing and evaluation: The prototype is tested to identify any design flaws or issues. Feedback from users and potential customers is collected and usedto refine the design further.6. Manufacturing: Once the design is finalized, the product is prepared for manufacturing. This involvesselecting appropriate materials, sourcing suppliers, and ensuring the design is optimized for production.7. Launching and marketing: The final product is introduced to the market and promoted to potential customers. Marketing strategies and campgns are developed to generate awareness and interest.Product design is a multidisciplinary field that combines creativity, technical knowledge, and an understanding of user needs. It requires collaboration between designers, engineers, marketers, and other stakeholders to create successful and innovative products.。
基于CDS平台的产品功能结构设计教学模式及运行机制创新研究
设计教育128摘要：面临工业设计助力中国高端装备制造发展要求所带来的挑战，教学平台水平以满足不了发展的需求，随之也带来了教学模式改革的要求。
以OBE 的理念为指导，提升创新实验平台的内涵，建立项目拉动课堂教学的方法体系，并以产学研合作带动师生开阔视野，并融入课堂教学中，重点设计解决方案。
设计成果获得了认定。
在创新创业试点学院教学实践中取得了一定的成效。
关键词：CDS 平台 项目驱动模式 产学研合作 课程体系建设 运行机制中图分类号：：G642 文献标识码：0文章编号：1003-0069（2020）09-0128-03Abstract：Facing the challenge of industrial design to the development of China's high-end equipment manufacturing more support ，the level of teaching platform cannot meet the needs of development ，and which initiated the requirements of teaching mode reform.Guided by the concept of OBE ，Connotation of CDS （Creative Design Studio ）is promoted. The method system of projects driving classroom teaching is established. And Models & Mechanism of University-Industry Cooperation help teacher and students to have more knowledge and study on the results. And then students can design the improvement scheme in class. Design works are identified by authority organization.The effects in real teaching are concluded at the end on pilot of innovation and pioneering.Keywords：CDS （Creative Design Studio ） Method System of Projects Driving Models & Mechanism of University-Industry Cooperation Curriculum System Construction operating mechanism陕西理工大学机械工程学院 刘 佳 孙志学引言CDS （Creative Design Studio ）平台是创新实践平台的简称。
全球本地化视野下的文创产品设计前期研究
包 装 工 程 第44卷 第12期358 PACKAGING ENGINEERING 2023年6月收稿日期：2023–01–20基金项目：湖北文化创意产业化设计研究中心开放基金项目（HBCY1815）；湖北工业大学校拨科研启动金（BSQD2019068） 全球本地化视野下的文创产品设计前期研究程文婷，曾梦媛（湖北工业大学，武汉 430068）摘要：目的 从全球本地化视角深入剖析文创产品的多样化设计形式及其意义，并提出适用于文创产品开发前期阶段的设计模型，从设计创意源头解决当前文创产品同质化、缺乏全球化设计思维等问题，旨在以文创设计推动中国文化的对外传播，促进全球文化多样性。
方法 以全球本地化理论和文化分类研究为基础，分别从“本地文化符号的叙事设计、本地传统工艺的重构设计、本地生活方式的转译设计”3个维度对现有的典型文创产品进行分析，总结出适用于文创产品开发前期的设计模型，并将其带入双钻模型的设计流程中，最后结合教学实践案例展开说明与验证。
结论 基于全球本地化视野的文创产品设计前期研究能从创意源头指导文创产品开发的全流程，推进中国传统文化在当代的传承与发展创新，并助力提升迈向全球化新时代的中国文创产品的全球竞争力。
关键词：全球本地化；设计前期分析；文创产品；产品设计中图分类号：TB472 文献标识码：A 文章编号：1001-3563(2023)12-0358-10 DOI ：10.19554/ki.1001-3563.2023.12.041Pre-design of Cultural and Creative Product from the Perspective of GlocalizationCHENG Wen-ting , ZENG Meng-yuan(Hubei University of Technology, Wuhan 430068, China)ABSTRACT: The work aims to analyze the diverse design forms and significance of cultural and creative product from the perspective of glocalization and propose a design model suitable for the early development of cultural and creative product, to solve the current problems of homogenization of cultural and creative product and lack of global design thinking from the source of design creativity, thus promoting the foreign dissemination of Chinese culture and the global cultural diversity through cultural and creative product design. Based on glocalization theory and cultural classification research, the representative cultural and creative products were discussed from three dimensions: "narrative design of lo-cal cultural symbols, reconstruction design of local traditional crafts, and translation design of local lifestyles", and a de-sign method was proposed for the early development of cultural and creative product and introduced into the design process of double diamond model. Finally, a teaching case was used for explanation and validation. The research on the pre-design of cultural and creative product based on glocalization can guide the whole process of cultural and creative product development from the creative source, promote the inheritance and innovation of Chinese traditional culture in contemporary times, and enhance the global competitiveness of Chinese cultural and creative products in the new era of globalization.KEY WORDS: glocalization; pre-design analysis; cultural and creative product; product design在全球化发展的新时代背景下，跨文化交流与互动已经迈向了更深入的阶段，文化创意产业在跨文化交流和展示世界文化多样性方面有着重大价值。
基于主题意义下的英语单元整体教学PPt
Design teaching objectives
01
Clear teaching objectives: Based on the theme and the actual situation of students, establish clear teaching objectives, including knowledge, skills, and emotional goals.
Content is closely related to the theme
ensuring that the teaching content is closely related to the theme helps to achieve teaching objectives and highlight the significance of the theme.
The concept of holistic teaching in English units
Holistic teaching refers to an approach in which the various components of a unit of study are integrated and viewed as related parts of a whole In the context of English units, this means that language skills, content knowledge, and learning processes are seamless integrated to achieve a unified learning experience
Content with contemporaneity and novelty
215494299_高职《宠物美容与护理》课程思政案例的思考与设计——以“宠物的美容保定”章节为例
教育与教学120 ·2023.60 引言“思想政治工作从根本上说是做人的工作，必须围绕学生、关照学生、服务学生，不断提高学生思想水平、政治觉悟、道德品质、文化素养，让学生成为德才兼备、全面发展的人才。
”贯彻落实这一要求，全面推进课程思政建设是一项重要举措[1]。
课程思政就是通过挖掘课程教学中的思想政治教育元素来对学生进行思想政治教育[2]，课堂教学的首要任务是立德树人，充分发掘蕴含在专业知识中的德育元素[3]。
《宠物美容与护理》作为宠物专业的核心课，教学过程中需要明确课程思政育人目标、以多种方式融入思政教育，创新课程思政融入的方式方法。
1 课程介绍《宠物美容与护理》是高等职业技术学院宠物医疗技术专业核心课程、专业技能课程，主要任务是让学生了解犬、猫的生物学特性、正确的保定方法、基础护理、造型修剪等，满足宠物美容、保健、护理等岗位的职业需求。
本课程要求学生能够结合相关专业的知识达到规范操作，具备从事宠物美容与护理的基本职业素质与职业能力。
收稿日期：2023-02-16基金项目：宜宾职业技术学院教研教改项目（21JGYB-01）；宜宾职业技术学院创新创业孵化工作室（FH2020-08）；宜宾职业技术学院院级科研平台（ybzy21kypt07）；宜宾职业技术学院院级创新团队（ybzy21cxtd-08）；宜宾职业技术学院院级科研项目（XS22ZRYB-16）作者简介：李成贤（1979-），女，汉族，重庆忠县人，硕士，副教授，研究方向：宠物美容、宠物营养、动物营养。
*通信作者简介：曹洪志（1975-），男，汉族，四川射洪人，硕士，副教授，研究方向：预防兽医。
高职《宠物美容与护理》课程思政案例的思考与设计——以“宠物的美容保定”章节为例李成贤，曹洪志*，许思遥，罗星颖，邓茗月，孙佳静，何颖（宜宾职业技术学院，四川 宜宾 644003）摘要：《宠物美容与护理》是宜宾职业技术学院宠物医疗技术专业开设的一门专业核心课程、专业技能课程，该文主要介绍该课程一个章节中课程思政案例的思考与设计，围绕课程的教学目标构建教学案例，通过对比法和举例法、讲授法和探究法、分析法和讨论法等方式等融入课程思政元素，并对具体案例进行介绍，试图构建以宠物美容与护理专业知识与日常生活案例素材相结合的专业思政融合教育模式，旨在培养宠物专业学生的职业道德、法治意识、安全意识和社会责任感。
基于0BE理念的研讨式课程教学实践探索
摘要：探索提升设计人才创新能力的培养途径，明确教学形式与教学成果之间的关系。
基于OBE理念，依据预期教学目标合理确定教学形式，制订授课内容；教学形式以研讨式课程为主，以学校教师结合企业导师进行线上和线下的综合研讨及设计辅导。
课程搭建了一个学生与专业教师、企业、行业沟通交流的平台。
以成果为导向的教育理念能有效激发学生学习的主动性，促成研讨课教学目标的实现，奠定学生后续毕业设计、就业的设计基础。
关键词：OBE 研讨课 工业设计 教学形式 教学成果中图分类号：J0 文献标识码：A 文章编号：1003-0069（2023）11-0092-04Abstract：Explore ways to improve the innovative ability of design talents，and clarify the relationship between teaching forms and teaching results.Based on the OBE concept，the teaching form is reasonably determined according to the expected teaching objectives，and the teaching content is formulated；the teaching form is mainly seminar-based courses，and school teachers combine with corporate tutors to conduct online and offline comprehensive seminars and design guidance.The course builds a platform for students to communicate with professional teachers，enterprises and industries. The result-oriented educational concept can effectively stimulate students' initiative in learning，promote the realization of the teaching objectives of seminars，and lay the foundation for students' subsequent graduation design and employment.Keywords：OBE Seminar Industrial design Teaching form Teaching achievement武汉科技大学艺术与设计学院 彭 红 彭 晨基于0BE 理念的研讨式课程教学实践探索EXPLORATION OF TEACHING PRACTICE OF SEMINAR COURSE BASED ON OBE CONCEPT引言2021年，习总书记在清华大学考察时强调“坚持中国特色世界一流大学建设目标方向，为服务国家富强民族复兴人民幸福贡献力量”，为贯彻执行此条教育大计，武汉科技大学艺术与设计学院积极探索新时代背景下的教学目标、教学内容、教学形式及产学研合作下学科交叉融合教学路径及教学实践。
系统设计外文文献及译文 张所炜
南京工程学院英文文献及译文作者：张所炜学号：209100738 系部：经济与管理学院专业：信息管理与信息系统题目：“投入产出分析系统”的设计与实现指导者：黄传峰副教授2014年 2月Emerging challenging in regional input-output analysisGeoffrey J. D. HewingsUniversity of Illinois at Urbana-Champaign USAandRodney C. JensenUniversity of Queensland St. Luci AustraliaAbstract.The changing interests and focus of research in the field of regional input-output analysis is examined. After reviewing some of the recent trends and suggesting the tenor of the prevailing philosophy in the field, attention is focused on three, interdependent emerging trends. These are characterized as (1)the conceptualization of input-output within the traditions of econometric analysis;(2) the integration of input-output with other regional and interregional models and (3) attempts to link input-output analysis with regional growth and development theory. I. PrefaceTo our knowledge, Michael Mischaikow's research interests have not directly encompassed regional input-output analysis. However, as Editor of the Annals, and as a highly respected statesman in regional science, he has had a significant influence in fostering the growth and development of many analytical techniques in regional analysis including input-output analysis. Several very important and influential articles have appeared in the Annals, many as the result of Mischaikow's initiative and encouragement. He has been a firm, committed champion of our sub-field of regional input-output analysis. We are pleased to have the opportunity to offer this paper as part of his Festschrift , both as a mark of personal appreciation and encouragement, and to honor the outstanding contribution of a valued colleague.II. IntroductionThe field of regional analytical modelling is undergoing a significant new surge of interest and development. In this paper, some of these developments will be reported in the context of a set of emerging ehallenges in the field of regional input-output analysis. First, however, the current state of the art will be reviewed briefly. Thereafter,some general comments will be made about the prevailing philosophy in input-output analysis. The fifth section of the paper will address the emerging trends as a way of establishing a possible agenda for the future. The final part of the paper provides some concluding comments.III. The State of the Art in Regional Input-Output AnalysisWith several recent contributions under this umbrella (Miller and Blair, 1985; Richardson, 1985; Hewings and Jensen, 1986), the need for yet another comprehensive review of input-output at the regional level is not a high priority. The objective in this section is not to provide the detailed coverage that these papers and monographs have contributed, but rather a summary and overview of general trends and directions. This overview is intended to facilitate the discussion in later sections of the paper.Two important points need to be established as a preface to an overview of important developments in input-output. First, while regional input-output models have become an accepted and much-used part of the arsenal of analytical techniques, there is a strong suspicion that many analysts have a higher level of awareness of the model's limitations than they have of its utility. This comment is made on the basis of casual empiricism derived from referees' comments on input-output papers submitted to journals and commentary made on similar papers presented at professional meetings. We see this primarily as a result of the continued high level of debate, evaluation, and testing which has characterized the field of regional input-output, probably far more than most other fields of economic analysis. This healthy debate and critical introspection has been in the traditions of an academic and professional environment aimed at continued improvement and evaluation of existing analytical skills. It is no exaggeration to suggest that the most informed and consistent critics of aspects of the input-output methodology are those actively and diligently involved in research on the technique. As is so often the ease, the negative aspects of such activities tend to fUter through to those with marginal interest and knowledge of the technique, with more efficiency than positive aspects, creating in this ease an image of input-output which is less encouraging than that warranted by the reality ofprogress. In a sense, this situation provides evidence of a Gresham's Law of Information--the bad driving out the good.Second, there is also an underlying perception that input-output models have not adapted well to the needs of the modern analyst; there appears to be some feeling that "more modern" methods are increasingly required in routine analytical situations, as the "life cycle" of input-output analysis proceeds past some peak of activity. We see such an attitude as extraordinary in light of the current unprecedented expansion in the use of input-output at the regional level~ where the technique is rapidly becoming routine in planning and impact studies, and obviously filling a need to an increasing extent. While it would be unfortunate if this paper devolved merely into a defense of the technique, some of these perceptions are widely held to be sound. Hence, some summary statement of the current status of the field and its developments appears to be appropriate and is provided below.An examination of the literature suggests that a number of important developments can be highlighted:(1)he rapid growth in the adoption of input-output analysis, for planning,forecasting and general impact analysis, at the regional level in countries of all political persuasions and levels of development, to the stage of routine application. Recent experience would appear to be counter to any suggestion that input-output analysis has reached and passed its zenith. In fact, input output appears to be entering a new stage of expanded routine application. In many ways, the challenges facing the construction and ultimate use of regional input-output models are as great as they were two or three decades ago, yet they are of a different kind. Of particular importance has been the gradual use of these models in developing economies, particularly in the context of integrated models (see below).(2)the decline in the attention given to the production of regional input outputtables{ new input-output tables are appropriately regarded as routine rather than significant events. No special fanfare is accorded the production of regional input-output tables in the developed world--unless some novelaccounting scheme, data collection method or particular application has been associated with their development. The process hasjbecorne routine, accelerated by the availability of several competing personal computer packages which will enable the construction of a regional input-output table with minimal regional data (for a partial review, see Sivitanidou and Polenske, 1987). Furthermore, there has been a greater recognition in the literature of the linkages between a number of important modelling paradigms. Thus, the bi-proportional or RAS technique which was first developed for updating input-output tables has been shown to be part of a broad family of matrix estimation techniques on the one hand (see Batten, 1982; Boyce and Batten, 19861 Nagurney, 19871 Willikens, 1981) and a special case of general error analysis in matrix systems on the other hand (see Sonis and Hewings, 1987).This recognition has lead to a great deal of shared expertise and an enriching of the analytical tools{ the flexibility afforded by entropy, contingency table and network approaches (such as those of Kadas and Klafsky, 1976 and the variational inequality proposals by Nagurney, 1987) to matrix estimation has provided the analyst with a choice of approaches which,for the most part, do not depend entirely on the data set available.(3)a movement towards the development of hybrid input-output tables, acompromise position between groups who advocated the construction of tables from survey data alone and those whose position is that nonsurvey techniques will produce tables of the requisite quality. Alternative approaches to the construction of regional tables dominated the literature for much of the 1970s. While extreme positions were taken in the earlier years, there would appear to have been significant mellowing of opinions and movements towards the center, the center being defined as the recognition that partial survey or hybrid tables would become the dominant construction technique.In part, this compromise was reached on both pragmatic and analytic grounds.In the former case, the recognition that the days of massive appropriation of funds by state, provincial and local government agencies for the de novoconstruction of input-output tables was over propelled researchers to ponder the alternatives. On the other hand, there was increasing evidence that the census mentality, namely that all entries in an input-output table had to be obtained from survey data, was probably misplaced. Notions of analytical importance began to provide the way for a compromise which would allow the investigator to maximize the quality of the effort involved in any data collection by focusing on garts of the system whose direct estimation was deemed critical. While debate now centers on the identification of these elements, few articles have appeared in the recent past which have ventured far from a notion of support for the development of hybrid.(4)a recognition that integrated and more specialized models, with theinput-output model as one component, will be more important at the regional level in the coming years, and the development of operational models of this type. While Isard's "Channels of Synthesis" chapter in Methods of Regional Analysis was considered by some as an unattainable goal, it was visionary and propitious in its ability to suggest a trend which appears to be dominating the development of regional analytical models in the 1980s. More attention wig be devoted to this issue in Section V.(5)the increasing attention which has been given to problems of errors andsensitivity in input-output models, a11owing reasonable perspectives of model robustness to be established. While some of the earlier input-output analysts raised questions about errors in the input-output model (in construction and in application), these issues were treated sotto voee by the profession for the most part. Only recently have some of these problems been revisited; rather than presenting major impediments to the use of the input-output model, a ease can be made that the raising of the issue has created some significant breakthroughs in the analytical utility of the model.Again, more discussion will be devoted to this issue in Section V.IV. The Prevailing Philosophy in Regional Input-Output AnalysisThis section presents some summary statements which describe our view of theprevailing philosophy in input-output analysis. In the preceding seetion, it was noted that over the last two decades, there has been a significant change in the focus of attention in regional input-output analysis. Three phases in the development may be articulated and these have led to the currently developing philosophy which many analysts in the field seem to share.First, the generation of regional input-output tables, a daunting challenge given computational and data resources, dominated the early phase of regional input-output survey-based work. For the most part, the tables which were constructed were influenced very heavily by the type of table constructed at the national level; concomitantly, most of the applications with the associated regional model mirrored the developments at the national level. In fact, during this period, the separation of "regional" and "national" analysts was relatively weak; thereafter, this separation increased to the point where, today, there appears to be little or no contact between the two groups."The second phase may be ascribed the label "accuracy issues" as debate centered on the acceptability of various (survey versus nonsurvey) methods for construction. The resolution on table construction saw movement towards a common ground aided by Jensen's (1980) attempt to distinguish between holistic and partitive accuracy. This distinction, often misinterpreted as simply a choice between two operational views of accuracy (see Richardson, 1985), raised the notion that the integrity of the table as a whole as a "portrait" of an economy is perhaps a more worthy objective than attending to the accuracy of large numbers of analytically insignificant cells.The third phase has witnessed several different approaches to the construction of hybrid tables, as analysts sought to provide more explicit ways of identifying the set of entries for which "superior data" were required. Unresolved at the present time is the issue of the a priori identification of these critical data sets in cases in which no existing table is available. This dilemma has lead to two important new developments which provide not only substantial challenges for input-output analysis but for regional analysis in general.Essentially, these developments seek to view the matrix of transactions (broadly defined to include other than interindustry transactions) as a representation of the structure of the economy. With this representation, the second perspective then seeks to use these structures to establish a taxonomy of economies and suggest the development of possible theories about the evolutions of economies over time and space. While these ideas have been articulated in detail elsewhere (see Hewings, Jensen and West, 1987; Jensen, West and Hewings, 1987; Jensen et al. 1987), some of the implications will be reviewed here.The first point to note is that regional growth and development theory has, for the most part, ignored the issue of structure in the sense of the structure of the economy embodied in the input-output table and associated model. Attention has been focused on aggregate indicators such as the' distribution of output, income or employment among major sectors but rarely on the interdependence existing among these sectors. While some parts of growth center theory have attempted to view regional growth in terms of the generation of linkages, the overall changes in the structure of the economy are rarely mentioned.Secondly, there exists a large number of input-output tables for regions of different sizes and at different stages of development. No attempt has been made to regard these as a sample of "photographs" of the structure of their economies at one point in time; while the photographic record is incomplete, the opportunity to view these as samples from a space-time development continuum appears to have been ignored. The need for some creative interpretive techniques to handle missing "records" (i.e., input-output tables for some regions or points in time) would appear to be paramount if this opportunity is not to be lost.While trying to avoid any suggestion of economic determinism, the third issue which arises 'focuses on our ability to use information about regional economic structures in building up a taxonomy of regional economies. It is felt that this taxonomy would be useful for a number of reasons--assisting the development of hybrid input-output tables for regions in which only limited information is available, providing guidance on possible development trends in regions undergoing change and,most importantly, testing for the existence of a fundamental economic Structure. Further discussion on this topic will follow in Section V.This change in philosophy reflects a sense in which the input-output model is now seen as part of the broader picture of regional growth and development rather than simply as an analytical tool designed to assist in providing answers for limited impact analyses. It is this broader picture which will be traced in more detail in the next section.V. Emerging Trends in Regional Input-Output AnalysisIn this section, the discussion will amplify many of the issues raised thus far, but wiU focus them more specifically to a set of three, interdependent, emerging trends. The term "regional" should be read as covering single-region, interregional and multiregional models and the term "input-output" should be considered very broadly (see Figure 1). The three trends may be labelled as (1) econometric input-output analysis; (2) integrated input-output modelling and (3) input-output and regional growth and development theory.5.1 Econometric Input-Output AnalysisScholars exposed to input-output analysis for the first time, are keenly aware of the fact that while conceptualized within conventional economics, it has been necessarily operationalized and developed, for the most part, outside the mainstream of rigorous econometric practice. While some early attempts were made to avoid this unfortunate distinction (see Jackson and West, 1987 and Sonis and Hewings, 1987 for a review), the fact remains that input-output analysis has often been presented, like much economic analysis, as more accurate than justified by available data sources. For example, little attention in the literature has been given to the sampling problems involved in data collection and the impact that errors in data might have on the model's reliability. The prevailing view that data inconsistencies in many survey-based models were rather crudely arbitraged lead Gerking (1976a, 1976b, 1979) to initiate a renewed charge for more analytical rigor in the development of the tables. The subsequent debate with Miernyk (1976, 1979) is now well known and wig not be reviewed here. However, several important developments took place almostsimultaneously--Bullard and Sebald's (1977) research on the issue of analytical importance, and the work of West (1981, 1986) and Jackson (1986) in developing distributions associated with errors in individual coefficients.5.2 Integrated Input-Output ModellingIt is unfortunate that in many textbooks, regional analytical models are presented as competitors rather than as alternatives within a broader conceptual framework. In the last decade, however, some of the most important developments in the field have been in the direction of linking the input-output model with one or more other models (see Batey and Madden, 1981, 1983 and 1986 for an excellent collection). This research has generated a new perspective on the input-output model; concerns about data collection, aggregation, accuracy and causality have had to be raised anew in the context of a larger, more encompassing analytical framework. Figure I describes some of the "linkages" in these new developments; only a few examples of the linked models are provided. The main purpose of the illustration is to reveal that there are a number of alternative approaches which seem to be converging on what we might term a general equilibrium framework. In this regard, input-output analysis is reestablishing the spirit of the Walrasian framework from which it was initially derived by Leontief. This trend may be illustrated in the evolution of the computable general equilibrium models which grew out of dissatisfaction with the input-output model and the limitations of the linear programming formulation. Here, the input-output model is but one part of the general interdependence captured in theeconomy, although a very important component nonetheless. The expansion of the input-output model in the direction of social accounts has recently been extended in the form of transaction value social accounts. Here, the accounting framework has been enhanced through the development of equations designed to estimate some of the parameters which appear in the SAM per se (see Drud, Grais, and Pyatt, 1985).Clearly, the distinction between the two approaches, general equilibrium and transaction value social accounts, may soon disappear. One major advantage of the framework is the added flexibility afforded for the analyst interested indeveloping more detail in one aspect of the model as many actors and relationships are made endogenous. For example, Van Di]~ and Oosterhaven (1986) have been able to link a vacancy chain model (to capture labor market changes) with an input-output model to explore the effects of government policy initiatives in employment creation in the northern part of The Netherlands. Batey and Madden's work (1981, 1983) in linking the input-output model with consumption behavior of households of different types is well known. Less well known is the important contribution of Bell, Hazell and Slade (1982) in linking the social accounting system to a project appraisal framework along the lines initially proposed by Tinbergen (1966) and implemented for an input-output model alone for Papua New Guinea by Karunaratne (1976).Some of the more ambitious attempts to link models have involved econometric, linear programming and environmental components integrated with or joined in some fashion with regional input-output models. Several of these efforts have been reviewed in Hewings and Jansen (1986), and Hewings (1986); the additional insights gained from the linkage far outweighed the extra effort involved in developing the model in almost all these cases. More recently, there have been some ventures into regional computer general equilibrium modelling at the regional level (see Ko and Hewings, 1986; Spencer, 1987; Harrigan, McGregor and Swales as well as Dixon et al., 1982).However, the linkage of models is not costless; in particular, one needs to draw attention to what Taylor and Lysy (1979) refer to as the closure rules. In many cases, the models contain a structure in which there are more variables than equations,leading to the delicate decision as to what is endogenous and what exogenous. The issue is not trivial and different choices can often lead to very different results in the estimation of many parameters. From another perspective, there is the issue of just what is driving the system (see Hewings, 1986). As more and more activities and relationships are determined endogenously, the driving mechanism for the regional or national economy is often reduced to a small subset of exogenous variables.5.3 Input-Output and Regional Growth and Development TheoryIn section IV, it was noted that some recent work had proposed utilizing the set of input-output tables now available in a more creative way to further regional growth and development theory. In this regard, a taxonomy of regional economies was proposed as a major initial objective to provide the basis for the development of an hypothesis to explain the evolution of economies over time and space. A critical component of this taxonomy was thought to be the notion of a fundamental economic structure. This notion represents an elaboration of the concept of a fundamental structure of production introduced by Simpson and Tsukui (1965) since it would include aspects other than interindustry transactions.The major research questions here are the degree to which a fundamental economic structure can be identified (several approaches are reviewed in I-Iewings, Jensen and West, 1987), its stability over time (within one region) and over space (across the spectrum of economies from small, rural ones to sophisticated national-level economies) and its importance in conditioning the pace and future development of economies.There is a further opportunity to integrate some of the issues noted in the first two emerging trends in section V, namely econometric analysis and integrated modelling. For example, the issue of analytical importance of the elements in the fundamental economic structure offers a challenge to examine the nature of change and its repercussions throughout the rest of the economy in question. In addition, the issue of integration may be addressed in the same context. Assume, for example, that this change is generated by the adoption of an innovation in production by a small number of firms within one region or the production of a new product. In this regard,the opportunity now exists to link Input-output analysis and innovation theory in a rigorous analytical fashion (see Hewings, Sonis and Jensen, I987). Changes in the regional input-output portion of the production function may be traced in terms of their impact upon the rest of the system and, in an interregional context, in terms of the competition for inputs or markets. The input-output model affords the possibility for generating the indirect effects of innovation diffusion in production and in innovation adoption in consumption by households and other components of what is traditionally referred to as final demand. On the other hand, the rich conceptual framework offered by innovation diffusion theory provides an appropriate context in which the general process of coefficient change can be considered.VL ConclusionsFrom this discussion, is there a sense of a substantial set of opportunities in the field of input-output analysis? The answer would appear to be most strongly affirmative. The issues which have been raised and the work conducted to date have merely scratched the surface that the new sets of issues facing input-output analysts are more challenging, interesting and exciting than many of those of the past.区域投入产出分析的新兴挑战Geoffrey J. D. HewingsUniversity of Illinois at Urbana-Champaign USAAndRodney C. JensenUniversity of Queensland St. Luci Australia摘要：区域投入产出分析研究领域不断变化的兴趣和研究的重点，回顾最近的一些趋势和区域投入产出的主流哲学,并把注意力集中在三个相互依存的新兴趋势。