Civil Engineering Reference
In-Depth Information
Tabl e 3
A descriptive statistics for participating teachers
Gender
Female 35(51.1 %)
Male 33(48.5 %)
School location
City 31 (45.6 %)
Country 37(54.4 %)
Age
20-40 years old
41-60
61
+
4(5.9 %)
53(77.9 %)
11(16.2 %)
School size
(10-sclass)
11-30 (class)
30
+
(class)
6(8.8 %)
38(55.9 %)
24(35.3 %)
Blood type
A type 12(17.6 %)
B 21(30.9 %)
AB 4(5.9 %)
O 31(45.6 %)
Education
Junior high school
Senior high
College
University
Graduated
4(5.9 %)
15(22.1 %)
26(38.2 %)
10(14.7 %)
13(19.1 %)
Constellation
Aquarius
Taurus/
Pisces/Gemini/
Capricorn
Aries/Leo/
Scorpio
Sagittarius
Virgo
Cancer
8(11.8 %)
7(10.3 %)
6(8.8 %)
5(7.4 %)
4(5.9 %)
4.2
Fuzzy Statistical Analysis
In this study, we focus on three major dimensions of course management that
involve students' request, curriculum planning, teaching professional, consider-
ate service, and interpersonal communication teacher satisfaction as important
indicators.
4.3
Rule-Base of Course
As we know, the rule-base of the community college course supply and demand
model is set up as:
Life skill courses:
|
0
.
660
.
55
|
=
0
.
11
≥
0
.
1. We will minutely adjust life skill
courses.
Academic courses:
|
0
.
160
.
3
|
=
0
.
14
≥
0
.
1. We will minutely adjust academic
courses.
Community courses:
1. We will maintain club courses.
The present condition of curriculum status is supply exceeds demand in life
skill classes and demand exceeds supply in academic courses. Therefore, life skill
classes should reduce the course, academic courses should be promote to increase
the courses to meet students' request, and club classes are balancing in the state of
supply and demand (Tables
4
and
5
).
|
0
.
160
.
14
|
=
0
.
02
≤
0
.
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