基于Voronoi的微粒群优化的三维无线传感网络节点定位算法的研究     

虞芬  陈静 《科技通报》2014,(11)

无线传感中的节点定位一直以来都是研究的热门,为了更好的解决三维无线传感空间中节点定位不准确的问题,本文在粒子群算法基础上引入Voronoi模型,将三维空间中的节点的定位问题归纳为目标函数的最优解,证明了Voronoi模型的赋权值边存在敏感点的定理,通过定理的应用获得了目标函数的最优解,有效解决了节点定位问题。仿真实验表明,本文的算法优于对比算法具有更好的健壮性,提高了定位精度。  相似文献   

基于机器学习的科学数据正式引用识别方法研究     

杨宁  张志强 《情报杂志》2022,41(2):182-189

[研究目的]科学数据已经成为科研产出的重要成果类型之一,通过研究和观察科学数据的使用情况可以发现科学数据的管理需求,提高科研人员共享和重用科学数据的积极性。[研究方法]以生物信息学领域学术论文全文信息作为研究对象,利用规则抽取和人工标注形成了生物信息学引文分类数据集,并对比评估了8种机器学习方法在数据集上的分类和识别效果。[研究结论]实证研究效果显示,机器学习分类方法可以用于科学数据正式引用识别,全文信息和样本集大小对分类效果起到关键性作用。  相似文献   

“多元化立体发展”的珠宝人才培养模式的建设与成效     

刘殿正 《科教文汇》2014,(15):113-114

本文主要探讨了“多个发展方向、多种培养方式、多个发展通道”的多元化立体发展的珠宝人才培养模式的建设,并论述了这一模式的成效。  相似文献   

计算机辅助船舶设计系统研究     

苏琳芳  左鹰 《科教文汇》2014,(16):108-108,116

简要介绍计算机辅助船舶设计技术在国内外的发展,着重研究TRIBON、NUPAS-CADMATIC等常用系统。  相似文献   

《雨霖铃》教学案例     

张洪静 《科教文汇》2014,(17):142-142,156

本文结合教材和学生的特点制订了《雨霖铃》的教学目标和教学步骤,在鉴赏环节的设计上充分发挥学生的自主合作能力,实现了教师引导、学生为主体的教学理念,学生也获得了鉴赏诗词的经验。教师课后进行了反思,总结了这堂课的优点和不足之处,并提出了改进的方法。  相似文献   

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach     

José Bidarra 《Open Learning》2017,32(1):6-20

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).  相似文献   

CAS视角下企业正式及非正式网络互动适应环境的理论框架     

吕鸿江  吴亮  张鑫 《科学学与科学技术管理》2016,(3):31-42

社交新时代的到来使企业内正式及非正式网络互动问题愈发突出。主流理论往往将企业内正式及非正式因素割裂开来讨论;而少数尝试分析组织内正式和非正式网络互动的研究还停留在概念界定不完整、研究关系静态的阶段,难以反映正式和非正式网络互动影响企业的全貌。CAS理论提供了崭新的思路。在系统分析以往理论研究的基础上,基于CAS视角并结合社会网络分析了企业正式及非正式网络互动适应环境的现象、机理、权变情境等问题,构建了企业通过正式和非正式网络互动适应环境相关问题的理论框架,希望从根本上推动主流理论关注组织内正式及非正式因素整合,弥补现有研究存在不完整和静态的不足,并为实践界设计正式和非正式网络适应环境提供指导。  相似文献   

经阴道超声(二维联合三维)检查对宫腔占位性病变的诊断价值     

赵卫东  成平  伍业冬 《大众科技》2016,(5):88-89

目的:探讨经阴道超声(二维联合三维)检查对宫腔占位性病变的诊断价值。方法:收集2014年1月~2014年8月在广西中医药大学第一附属医院经阴道超声(二维联合三维)检查、诊断并经手术病理证实的82例宫腔占位病变资料进行回顾性分析。结果:实验组82例,经阴道超声检查结果为:子宫内膜息肉54例,子宫粘膜下肌瘤13例,子宫内膜癌2例,子宫内膜增生过长2例,所有病例都经病理证实,诊断符合率为90.1%。结论:以上四种常见宫腔占位病变经阴道超声检查,其声像图可作为对其诊断和鉴别诊断的重要依据。  相似文献   

形式化方法--Z语言在西瓜棋中应用的研究   总被引：1，自引：0，他引：1  

邓达平  王命延 《科技广场》2005,(2):12-15

Z语言是目前广泛使用的一种形式化方法语言。它具有简明、精确、无歧义的优点。本文利用Z语言对一种棋类游戏——西瓜棋进行了描述，并给出了西瓜棋游戏从状态模式到操作模式的需求规格说明。  相似文献   

Field dependence/independence cognitive style and problem posing: an investigation with sixth grade students     

Aristoklis Andreas Nicolaou  Xenia Xistouri 《教育心理学》2011,31(5):611-627

Field dependence/independence cognitive style was found to relate to general academic achievement and specific areas of mathematics; in the majority of studies, field-independent students were found to be superior to field-dependent students. The present study investigated the relationship between field dependence/independence cognitive style and problem-posing ability among sixth grade students. The 94 students’ sample was clustered into three groups, according to the cognitive-style field dependence/independence (field dependents, field mixed and field independents). The results suggest that field-independent participants outperformed field-mixed and field-dependent ones in both problem-posing ability and the complexity of the problems posed. It was also found that the content of the task influenced the differences between the three groups of students as regards the ability in problem posing and the complexity of the problems posed; while in the first (informal context), second and fourth task differences were found between the groups, in the third task (formal context), no differences were evident. The results are interpreted in consideration to the relevant literature findings. Some educational implications are discussed and directions for future research are drawn.  相似文献