人工智能的未来与挑战   总被引：1，自引：0，他引：1  

吴爱燕 《唐山学院学报》2009,22(6):69-71,100

简述人工智能的发展历程,从人工智能技术与生物技术、电子技术结合研究生物电子体,与脑科学、信息处理技术结合研究大脑信息处理模型,与网络技术、软件技术结合研究网络智能软件,与通讯技术、控制技术结合研究家庭机器人四方面阐述了未来人工智能发展与挑战。  相似文献   

生物模板法制备纳米羟基磷灰石及其结构研究   总被引：1，自引：0，他引：1  

陈彰旭  邓超  谢署光  金雪玲 《莆田学院学报》2009,16(2)

利用田螺厣片作为生物模板制备纳米羟基磷灰石,并与纯水体系下制备的纳米羟基磷灰石进行对照研究,利用傅里叶变换红外光谱仪、透射电子显微镜和X射线衍射仪对产物进行表征,结果表明:纯水体系所得为刺球状的羟基磷灰石,其直径平均为50nm,而田螺厣片的诱导作用可形成棒状纳米羟基磷灰石,且其结晶度更好,并对其形成机理作初步探讨。  相似文献   

CBAF工艺预处理高浓度炼油碱性污水中硫化物实验研究     

任伟  黄健光  钟理 《顺德职业技术学院学报》2009,7(3):14-17

采用循环式生物曝气滤池工艺（CBAF）,对炼油碱性污水硫化物进行了预处理实验研究,初步探讨其去除机理。研究了不同水力停留时间（HRT）、溶解氧（DO）、pH等对污水中硫化物的影响。当水力停留时间为32h,溶解氧不小于2mg·L^-1,pH范围在5～8时,硫化物平均去除率达到99．5％,且循环式生物曝气滤池工艺处理效果好．运行稳定。  相似文献   

大学人文社会科学评鉴指标刍议   总被引：1，自引：0，他引：1  

黄俊杰 《高教发展与评估》2009,25(4):1-6,22

现阶段台湾教育部门所提出的所谓"一流大学"的考评指针,潜藏着三项特征:①完全以定量指针为准,忽视定性指针;②强调科技发展重于人文社会之研究与教学;③重视大学的研究功能远过于教学功能.虽然其具有可比较性与可操作性,但是如果彻底执行落实,则就迈向"一流大学"之目标而言,不仅如孟子所说"缘木求鱼",而且"后必有灾",因为在这些所订的指针之强力规范之下,大学教师终不能免于沦为SCI或SSCI或A＆HCI论文的生产机器,而大学的社会功能也将窄化为资本主义社会既得利益阶级后备部队的培养工厂,而大学在经济功能上也将被转化为高科技产业的研发工厂,使大学成为"有体无魂"的行尸走肉.所谓"一流大学"应有内涵包括:①一流大学应致力于知识的创新;②一流大学应参与学生生命的成长;③一流大学师生对于社会政治经济生活中的不公不义应有批判的能力与节操.  相似文献   

高校自然科学学报的功能及实现措施建议   总被引：28，自引：5，他引：23  

陈浩元  郑进保  李兴昌  颜帅  赵大良 《编辑学报》2006,18(5):323-327

针对一些对高校学报有失偏颇的评价,用事实和数据论证高校学报所具有的特殊功能和其他科技学术期刊不可替代的作用.提出了有关充分发挥高校学报功能的建议措施.  相似文献   

复合生物反应器污水除臭技术研究     

韩全州  刘颖  陈丽娟 《平原大学学报》2009,(2)

讨论了复合生物反应器(HBR)对城市污水中臭味以及COD_(cr)、NH_3-N和TP等的去除性能。结果表明,在水力停留时间3.5 h,进水臭阈值平均为50.6时,臭味平均去除率为75.9%,出水臭阈值达到恶臭污染物排放二级标准(GB14554-93)。HBR工艺对CODcr、NH_3-N、TP等亦具有良好的去除和抗冲击负荷性能。污水臭味去除专性菌主要为好氧革兰氏阳性芽孢杆菌属。  相似文献   

多媒体在基础生命科学教学中的应用及实践     

高天鹏  谢艳斌  王小红  张鸣 《甘肃高师学报》2009,14(2)

针对生命科学和多媒体教学的特点,阐述了在生命科学教学中应用多媒体技术的必要性及其应用效果,同时对应用多媒体技术在教学实践中需注意的问题进行了分析和评价.  相似文献   

论作为一门知识科学的教学理论     

王兆璟 《当代教育与文化》2009,(1):86-90

综合知识科学的一般理论及教育学的＂破边界＂性质,可以指称,教学理论具有严密的知识科学的充要条件。事实上,考诸教学理论的形成史,可以看到＂知识＂作为原点在其中的主线存在。同理,以知识作为元要素来进入教学理论研究,进而考察教学理论研究问题之所在也是合理的。从＂知识＂出发同样可以对教学理论进行人文化理解。  相似文献   

Medical education in the anatomical sciences: The winds of change continue to blow     

Richard L. Drake  Jennifer M. McBride  Nirusha Lachman  Wojciech Pawlina 《Anatomical sciences education》2009,2(6):253-259

At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand‐alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses. Anat Sci Educ 2: 253–259, 2009. © 2009 American Association of Anatomists.  相似文献   

Secondary school science predictors of academic performance in university bioscience subjects     

Rod Green  Elizabeth Brown  Alex Ward 《Anatomical sciences education》2009,2(3):113-118

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.  相似文献