As a university priority project, undergraduate training program for innovation and entrepreneurship has been implemented for many years, it is a kind of innovation and entrepreneurship practice project for college students, and promote the development of various types of innovation and entrepreneurship education and related academic competitions in colleges and universities, promote the development of the reform of higher education. In this paper, we mainly discuss how to implement the undergraduate training program for innovation and entrepreneurship, how to establish the management system, the operation mechanism, the implementation methods and so on. Continue to explore the project's scientific management, incentive system, characteristic construction, a guiding mechanism, tutorial system, innovation and entrepreneurship education reform and so on. Gradually through the training program to enhance the overall quality of students and improve their practical ability, the formation of a long-term mechanism to promote and the formation of the school characteristics.
Part of the educator"s mission is to develop new methodologies that promote active learning. This study examines the use of dramatization of the cardiac cycle in medical school. Two groups (n=42, 21 each) of first-year medical students participated. Group A was initially taught through dramatization alone, while Group B was taught through lecture followed by dramatization. Students completed a 13-item assessment (pretest and posttest) designed to measure knowledge of the cardiac system immediately before and after participating in the dramatization activity. Six months later students completed a third posttest assessment (follow-up) to assess their retention of cardiac cycle content. Students also rated their prior knowledge of general physiology and their confidence level in learning the material presented. Students in groups A and B scored at the same approximate level on the initial pretest (57% and 61% respectively, p=0.53). Scores for both groups increased significantly on the immediate posttest compared to pretest (p<0.0001). Both groups scored equally well on the immediate posttest (88% and 89% respectively, p=0.48), even though Group A had been taught the content based on dramatization alone. Both groups subsequently scored equally well on the six-month follow-up assessment (p<0.0001). Levels of self-reported confidence in knowledge also increased in both groups (p<0.05). This interactive teaching method increases student confidence in their knowledge and promotes learning in the short term equally well when compared to more traditional teaching methods. Implications for further research on dramatization as a teaching method are explored.
Aiming at the problems of DC fault isolation and power surplus in the HVDC system with large-scale wind farm (WF) integration after single-pole grounding fault, this article designs a modified current transfer modular multilevel converter (M-CT-MMC) topology with DC fault isolation and power dissipation functions. The DC fault current can be isolated through the coordination of each branch of the M-CT-MMC. In terms of surplus power consumption, the control mode switching strategy of the M-CT-MMC is designed to improve the power transmission capability of the non-fault pole and enable it to absorb surplus power independently. Furthermore, a coordinated control strategy of wind turbines and dissipation resistors is designed to absorb surplus power. With the advantages of fast response speed of wind turbines and reliable dissipation resistance, DC fault ride-through under different working conditions is realized. Finally, the effectiveness and feasibility of the coordinated control strategy for DC fault ride-through are verified.
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