混沌时间序列单变量和多变量重构的预测比较   总被引：2，自引：0，他引：2  

王海燕  朱梅 《东南大学学报》2003,19(4):414-417

提出了多变量混沌时间序列相空间延迟重构中延迟时间间隔和嵌入维数的选取方法，给出了多变量混沌时间序列的局部平均预测法，局部线性预测法和BP神经网络预测法等3种非线性预测方法．通过Lorenz系统的仿真计算表明，无论用3种非线性预测方法中的哪一种，多变量混沌时间序列要比单变量混沌时间序列的预测误差小得多，即使前的数据长度只有后的一半，前的预测误差也要小很多．另外从预测误差最小的角度验证了多变量混沌时间序列相空间延迟重构中延迟时间间隔和嵌入维数选取方法的有效性．  相似文献   

质点组动量守恒的中的速度问题     

胡全连 《江西教育学院学报》2001,22(6):26-27

利用动量守恒定律分析质点组问题时，必须注意质点组各质点速度的空间统一性和时间统一性。  相似文献   

T1空间的构造及其性质特征     

陈文略  刘志兵 《黄冈师范学院学报》2006,26(6):10-12

本文研究T1空间的构造,利用拓扑补空间的有关性质,得到了T1空间结构的特征以及几个新的性质及其推论.  相似文献   

我国“三农”困境的制度分析   总被引：1，自引：0，他引：1  

韩鹏 《内蒙古师范大学学报(哲学社会科学版)》2003,32(4):49-51,81

长期以来,我国农业还存在着增产不增收、城乡居民收入差距拉大等问题。原因之一在于制度安排上,如家庭联产承包责任制的局限性,产业结构调整的制度欠缺,制度外公共产品的供给成本高,城乡分割的管理体制以及小农专业化分工生产面临高昂的交易费用等。这就要求建立并实施土地使用权和所有权的分离、城乡统筹的经济发展战略、城乡统筹的公共产品供给体系以及新兴农民合作经济组织的制度安排,以此来推进我国三农问题的解决。  相似文献   

Self-regulatory climate: A positive attribute of public schools     

Curt M. Adams  Jordan K. Ware  Ryan C. Miskell  Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.  相似文献   

The Role of the School District in Student Discipline: Building Consensus in Cincinnati     

Lionel H. Brown  Kelvin S. Beckett 《The Urban Review》2006,38(3):235-256

The problem of student discipline disproportionately affects urban schools with large numbers of low income and ethnic minority students. Research over the past 35 years however has consistently shown that discipline policies that are understood and accepted by teachers, students, and parents and consistently enforced by school officials, correlate with lower levels of student disruption. The important role that urban school districts can play in building consensus in support of student discipline policies has not been well documented. But increased levels of student mobility in large urban areas, and increased diversity among the families served by urban districts, highlight the need for district-wide codes of behavior that provide schools with a range of discipline programs that serve the needs of their particular communities. The purpose of this article is to demonstrate how the process of developing and implementing a district-wide code of student behavior in Cincinnati played an important role in reducing disruptive behaviors leading to student suspension and expulsion. By involving all stakeholders in the development of its policies, and by responding to the concerns of all stakeholders in the range of programs it offered, the Cincinnati Public Schools was able to build consensus across socioeconomic and ethnic lines and make its code of behavior effective. On the basis of the evidence presented, it is argued that urban school districts can play a more active role in the area of student discipline. By developing and implementing district-wide codes of behavior that are understood and accepted by teachers, students, and parents, and consistently enforced by school officials, urban districts can lay the foundation on which schools can build healthy learning communities. Dr. Lionel H. Brown holds Bachelors, Masters, and Doctoral degrees from the University of Cincinnati. Dr. Brown is retired from the Cincinnati Public Schools (CPS) where he served as a teacher, vice-principal, principal, and Deputy Superintendent. His responsibilities in the role of CPS Deputy Superintendent included the Department of Curriculum and Instruction, the Office of Student Discipline, and the Office of Student Affairs. Dr. Brown is currently an Assistant Professor in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His research and teaching interests include urban education, alternative education, and programs for Black males.Dr. Kelvin S. Beckett holds Bachelors and Masters degrees from the University of British Columbia, Canada and a Doctoral degree from the University of London, United Kingdom. He is an Adjunct Lecturer in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His teaching and research interests include urban education and alternative education.  相似文献   

中国城市建筑发展的误区     

姜峰  池家祥  韩博 《福建工程学院学报》2002,(1)

通过对中国各大城市建筑的研究 ,指出了城市建筑发展的误区 ,警示规划师、建筑师必须按照城市总体规划、详细规划、城市设计的要求来体现中国或地域特点的建筑 ,特别要重视城市环境的发展。  相似文献   

浅析迎办奥运对青岛城市旅游的促进作用     

李青  张伟 《北京城市学院学报》2006,(1):81-84

青岛市作为2008年北京奥运会的惟一伙伴城市,其城市旅游面临着前所未有的发展机遇。本文在分析奥运对城市旅游的推动作用基础上,对青岛市应如何充分利用这一契机,全面提升城市旅游形象和旅游产业水平,提出了相应的对策与建议。  相似文献   

城市土地经营浅论     

李海婴  蔡长术 《襄樊职业技术学院学报》2004,3(5):33-35

从城市土地经营的内涵及现状入手，阐述了城市土地经营的现实问题，以理性的角度和方式提出了建立土地收购储备制度等城市土地经营的建议。  相似文献   

谈形成视觉美的诸因素     

张旭 《漯河职业技术学院学报》2007,6(3):104-105

形成视觉美的因素主要有:艺术家对形体特有的认识与表现,色彩的作用与局限,抽象作品的精神芳香,空间效果的处理与控制.  相似文献