Tackling an accounting coursework assignment - action research on the student perspective

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.     

SC针梳机铁炮结构优化

SC针梳机在腈纶毛条生产中控制单位长度毛条重量,对产品质量起决定性作用。针梳机匀整部位铁炮故障的频繁发生,直接影响毛条产品的产量和质量。根本原因在于零部件结构不合理及轴承型号不匹配。因此解决铁炮故障意义重大。     

变频技术在数控机床上的应用

介绍了采用数控车床的主轴驱动中变频控制的系统结构与运行模式，并简述了无速度传感器的矢量变频器的基本应用。     

EAP理念下大学英语“合作学习”教学模式探究

从上世纪七十年代起，“合作学习”作为学术英语（EAP）能力培养的主要途径引来不少教师的关注，但将其科学合理地运用于教学课堂，并研究其实际开展的例子不多。文章以“行动研究”为框架，对实际教学实践中“合作学习”教学模式进行系统探究，通过文献查找、课堂观摩和教师访谈等研究方法搜集数据。研究表明，“异质组”是“合作学习”前最佳分组方式；“合作学习”任务应将趣味性、真实性、目标性合为一体；而教师不应过度介入学生“合作学习”中。     

Test of the MBA knowledge and skills transfer

In view of the growing popularity of the MBA degree as a management development tool, there is a need to examine knowledge and skills transfer among MBA graduates. This study then developed and tested a parsimonious model of perceived transfer of knowledge and skills of MBA graduates to the job. Respondents were those who had completed part-time MBA programmes in Hong Kong for at least one year but not more than five years. LISREL results revealed a modest fit of the model to the data. The path coefficients further revealed that seven of the fifteen predicted relationships were statistically significant and in the predicted direction. Specifically, self-efficacy, Type A personality, transfer climate, and transfer rewards were positively related to motivation to learn, while organizational commitment was negatively related to motivation to learn. The results also indicated that motivation to learn, continuous-learning culture, and utility of MBA programme were positively related to perceived knowledge and skills transfer.     

How to learn new tasks: Shop floor performance effects of knowledge transfer and performance feedback

We investigate how learning and the task performance of individuals are affected by different forms of knowledge transfer. Whereas previous research has proven the positive performance impacts of knowledge transfer, self-observation and feedback mechanisms individually, we explore the cumulative effect of these factors on learning and performance. With the help of two laboratory experimental studies reproducing manufacturing tasks that are typical for industrial production, we show that explicit knowledge transfer is superior to other forms of knowledge transfer. Externally provided performance feedback in the form of cost information and non-financial performance indicators has no effect on the order of different forms of knowledge transfer. Moreover, external feedback does not even have an additional significant performance effect on learning new tasks irrespective of the type of knowledge transfer.     

Probabilistic Models for Bacterial Taxonomy

We give a survey of different partitioning methods that have been applied to bacterial taxonomy. We introduce a theoretical framework, which makes it possible to treat the various models in a unified way. The key concepts of our approach are prediction and storing of microbiological information in a Bayesian forecasting setting. We show that there is a close connection between classification and probabilistic identification and that, in fact, our approach ties these two concepts together in a coherent way.