We briefly describe a three-family intersecting D6-brane model in Type IIA theory on the T 6 /(Z2 × Z2) orientifold with a realistic phenomenology. In this model, the gauge symmetry can be broken down to the Standard Model (SM) gauge symmetry close to the string scale, and the gauge coupling unification can be achieved. We calculate the supersymmetry breaking soft terms, and the corresponding low energy supersymmetric particle spectrum, which may be tested at the Large Hadron Collider (LHC). The observed dark matter density may also be generated. Finally, we can explain the SM quark masses and CKM mixings, and the tau lepton mass. The neutrino masses and mixings may be generated via the seesaw mechanism as well.

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"Building information technology" and "cost estimating" are two core skills of construction education. However, in traditional education, students learn these two important subjects in separate courses. This study proposes a blended learning environment which can provide students with support for their face-to-face learning activities in the classroom and also give them the opportunity of "learning by doing" through their practice with online construction projects in the web-based BIM (building information modeling) & cost estimating system. Then the TAM3 (Technology Acceptance Model 3) theory was used to compare the expert and novice students' acceptance of this blended learning model. Finally, the path analysis method was used to verify the research hypotheses developed in this study based on the TAM3 method and then further explore the cause-effect among the TAM3 variables in these hypotheses. Our result found that the blended learning environment developed in this study was generally accepted by all the participating students and it could also enhance the students' acceptance of the blending learning strategy that combines classroom-based education and on-line learning. Even though there are significant differences between novices and experts in certain variables as found in this study, students can still achieve desirable learning results through repeated and continuous practice and learn how to solve problems through "learning by doing" and discussions with their peers inside and outside the classroom. As a consequence, they will have better learning results in the end.

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