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Zusammenfassung. Das System fur die interaktive, automatische Stundenplanung ist im Rahmen der Forschungsarbeiten des Bereichs Planungstechnik und Deklarative Programmierung in Fraunhofer FIRST zur Erweiterung der Constraint-basierten Programmierung entwickelt worden. Mit dem System wird die Stundenplanung der Medizinischen Fakultat Charité seit dem Sommersemester 1998 vorgenommen. Seitdem wurde das System kontinuierlich weiterentwickelt. Der erfolgreiche Einsatz des Systems zeigte, dass die gewahlten Methoden und Verfahren sehr geeignet fur die Behandlung derartiger Probleme sind. Die Vorteile einer kombinierten interaktiven und automatischen Stundenplanerzeugung konnten eindeutig nachgewiesen werden.CR Subject Classification:
I.2.8, I.2.3, J.1, K.3.2, D.3.3, D.1.6Eingegangen am 15. März 2003 / Angenommen am 9. März 2004, Online publiziert: 1. Juli 2004 相似文献
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The results of lEA （The International Association for the Evaluation of Educational Achievement） PIRLS 2006 （Progress in International Reading Literacy Study） has showed that Latvia has the 6th largest gender gap in reading literacy scores and that is an indication of a serious problem of education in this country. The purpose of the paper is to find out reasons behind boys＇ low achievement to help improve their reading literacy. The proposed hypothesis is that boys and girls are differently affected by the same factors. If that is so, teachers, parents and other education practitioners should be aware of this fact to adapt reading literacy studies for both genders at maximum efficiency. In this research, PILRS 2006 data are used and different structural equation models are created to find out which factors have the most influence on boys＇ reading achievement. Structural equation modeling （SEM） is based on achievement scores and student and parent questionnaire data. The model formed using all population data was applied to boys＇ and girls＇ data separately to observe different influence of the same factors on students reading achievement scores. The comparison of standardized coefficients of structural equation model among five countries （Spain, Russian Federation, Lithuania, Latvia and Trinidad and Tobago） has been performed. Running the same model over different boys＇ and girls＇ data of different countries has showed that the strengths of relationships among the variables are similar. It was expected to observe noticeable differences between SEM coefficients of boys＇ and girls＇ data, but it turned out that big gender differences in reading achievement does not mean big differences in standardized coefficients of structural equation model and vice versa. It is found that school environment has greater impact on boys reading literacy. 相似文献
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Ulrich Geske und Hans-Joachim Goltz 《Informatik - Forschung und Entwicklung》2000,15(2):110-113
Zusammenfassung. Im Bereich Planungstechnik und Deklarative Programmierung des GMD-Instituts für Rechnerarchitektur und Softwaretechnik (FIRST)
werden Forschungen zur Weiterentwicklung von Methoden der Constraint-Logischen Programmierung und von Verfahren der Künstlichen
Intelligenz durchgeführt sowie Anwendungen der entwickelten Methodiken für die Planung, Konfiguration und Simulation von Problemen
in der Produktion und Logistik untersucht. 相似文献
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Ulrich John und Ulrich Geske 《Informatik - Forschung und Entwicklung》2002,17(4):167-176
Zusammenfassung. Industrielle Konfigurationsprozesse sind, bedingt durch die vorherrschende Variantenvielfalt, sehr komplex. Aufgrund der
inh?renten Potentiale ist die Realisierung von effizienten, flexiblen Konfigurationsprozessen ein zentrales Ziel vieler Unternehmen.
Wir haben einen Ansatz für die Konfiguration und Rekonfiguration von Produkten entwickelt, der auf Constraint-basierter Modellierung
über endlichen Dom?nen basiert. Das auf diesem Ansatz beruhende System ConBaCon deckt eine breite Palette von Konfigurationsproblemen
ab und erm?glicht eine effiziente L?sung, die sowohl automatisch als auch gesteuert durch hoch flexible Nutzerinteraktion
erfolgen kann. Wendet man das System jedoch auf gro?e Konfigurationsprozesse an, so treten Performanzprobleme auf. Als zwei
wesentliche Modellerweiterungen, die diesem Mangel entgegenwirken, stellen wir in dieser Arbeit einerseits eine Modell-Clusterung
und andererseits die Behandlung gro?er Netze arithmetischer Constraints vor.
Eingegangen am 11. Februar 2002 / Angenommen am 18. Juli 2002 相似文献
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Andrejs Rauhvargers 《European Journal of Education》2014,49(1):29-44
This article is based on the analysis of the changes in global university rankings and the new ‘products’ based on rankings data in the period since mid-2011. It is a summary and continuation of the European University Association (EUA)-commissioned report ‘Global University Rankings Their Impact, Report II’ which was launched in April 2013. It covers the changes in the ranking methodologies which have been the most visible in the CWTS Leiden Ranking and Webometrics and which have replaced some indicators with newly designed ones. Changes have been made in other rankings as well, but they are less visible. A new U21 ranking was launched in 2012. It is an attempt to rank national higher education systems rather than individual universities. New rankings by conventional ranking providers have demonstrated that in reputation rankings or reputation indicators the scores drop even more sharply than in the most élitist rankings and therefore can be used for even narrower groups of universities. Several ranking providers have started their own data collections and combine ranking data with the data from the newly established data collections and use them for several multi-indicator classifications or profiling tools. QS has been most productive and has added not only classification and profiling tools, but has also launched a ranking of student cities, and ‘stars’ that universities can obtain. Generally, the rankings’ impact is growing. Let us see where it will bring us. At the same time, some rankings providers have changed language and explain the biases, flaws and misunderstandings created through misuse of rankings or using ranking indicators without proper knowledge. 相似文献
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At first glance, the thought of primary children working with stem-and-leaf plots might seem a radical idea, since such representations are often associated with secondary school. The purpose of this paper is to show how young children can use such representations as a major tool in their educational development. However, before discussing this particular statistical technique, an overview of the role of statistics in the primary programme is included. 相似文献
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Emily D. Warnes Susan M. Sheridan Jenenne Geske William A. Warnes 《Psychology in the schools》2005,42(2):173-187
An exploratory study was conducted which assessed behaviors that characterize social competence in the second and fifth grades. A contextual approach was used to gather information from second‐ and fifth‐grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were gathered from children through structured interviews with the researcher. Parents and teachers provided information through open‐ended paper‐pencil surveys. Qualitative methodology was used to analyze the data in this study. Specifically, a three‐stage coding process derived from grounded theory was utilized (A. Strauss & J. Corbin, 1998). Triangulation, a technique common to qualitative research whereby multiple sources are used to verify themes identified from data, also was used throughout the coding process to enhance standards of rigor (J.W. Creswell, 1998). Results indicated substantial overlap among the types of behaviors reported by children, parents, and teachers in both grades. Likewise, a number of noteworthy similarities and differences were found among second‐ and fifth‐grade sources. Findings are discussed in terms of their implications for social skills assessment and intervention. Limitations and directions for future research also are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 173–187, 2005. 相似文献
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