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41.
Xiaorong Huang Manfred Kerber Michael Kohlhase Erica Melis Dan Nesmith J?rn Richts und J?rg Siekmann 《Informatik - Forschung und Entwicklung》1996,11(1):20-26
Zusammenfassung.
Die Beweisentwicklungsumgebung -Mkrpsoll
Mathematiker bei einer ihrer
Hauptt?tigkeiten, n?mlich dem Beweisen mathematischer Theoreme
unterstützen. Diese Unterstützung mu? so komfortabel sein,
da? die
rechnergestützte Suche nach formalen Beweisen leichter und insbesondere
weniger aufwendig ist, als ohne das System. Dazu mu? die verwendete
Objektsprache ausdrucksstark sein, man mu? die M?glichkeit haben, abstrakt
über Beweispl?ne zu reden, die gefundenen Beweise müssen in einer am
Menschen orientierte Form pr?sentiert werden und vor allem mu? eine
effiziente Unterstützung beim Füllen von Beweislücken zur Verfügung
stehen. Das im folgenden vorgestellte $\Omega$-Mkrp-System ist
der Versuch einer
Synthese der Ans?tze des vollautomatischen, des interaktiven und des
planbasierten Beweisens. Dieser Artikel soll eine übersicht über unsere
Arbeit an diesem System geben.
Eingegangen am 24. Juni 1994 / Angenommen am 3. November 1995 相似文献
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47.
We tested a California sea lion for visual oddity learning by presenting problems composed of three two-dimensional black-and-white
stimuli, two identical (S−) and one different (S+). In the first experimental stage, a single problem per session was presented
until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession;
then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only
once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely
new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties
in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage. 相似文献
48.
P.L. Omar E. Lindesjöö C. Sølvhjelm A‐M. Liuhanen 《Tertiary Education and Management》2013,19(1):73-83
The five Nordic countries and their respective quality assurance agencies 1 have convened annually for over a decade to exchange experiences and discuss issues concerning quality assurance in higher education. In recent years this has resulted in a regional network for the quality assurance agencies (NOQA). During this period, methodological issues have increasingly been emphasised within the network’s activities, and the current article presents and discusses a new format of open interviewing in a setting where the quality assurance work of four higher education institutions were analysed. The openness of the process was the key in providing an opportunity for the higher education institutions to learn from each other. 相似文献
49.
Heidi Østbø Haugen 《Globalisation, Societies & Education》2013,11(3):315-334
This article explores how Sino-African relations are affected by the growing number of Africans who pursue higher education in China. China actively recruits African university students in order to increase soft power and generate income from the export of education services. Semi-structured interviews with African university students suggest that China fails to reach these policy objectives because the students are disappointed with the quality of the education they receive. However, the students engage in trade and contribute to the fast-growing export of Chinese products to African markets, thereby reinforcing the ties between China and Africa in unintended ways. 相似文献
50.
Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献