例析线性规划教学中解的判定准则

针对初学者对线性规划问题解的判定准则的困惑,本文用实例阐明了如何判定线性规划问题的求解结果。教学实践证明例析方法更能够加深学生对线性规划问题解的认识和理解。     

“VB程序设计”形象化教学法的研究与实践

形象化教学强调用学生容易理解的方式讲述抽象深奥的知识,使学生的逻辑思维与形象思维联系起来,提高学习效率。针对“VB程序设计”课程教学面临的困境,从数据讲解具体化、算法演示直观化和代码书写模块化三个方面研究如何在VB程序设计课程中开展形象化教学。教学实践表明,VB程序设计的形象化教学法能够有效提高课程的教学质量,不但对培养学生的“计算思维”有很好的促进作用,而且为教师教学提供方法论指导。     

Soft-constrained inference for Named Entity Recognition

Much of the valuable information in supporting decision making processes originates in text-based documents. Although these documents can be effectively searched and ranked by modern search engines, actionable knowledge need to be extracted and transformed in a structured form before being used in a decision process. In this paper we describe how the discovery of semantic information embedded in natural language documents can be viewed as an optimization problem aimed at assigning a sequence of labels (hidden states) to a set of interdependent variables (textual tokens). Dependencies among variables are efficiently modeled through Conditional Random Fields, an indirected graphical model able to represent the distribution of labels given a set of observations. The Markov property of these models prevent them to take into account long-range dependencies among variables, which are indeed relevant in Natural Language Processing. In order to overcome this limitation we propose an inference method based on Integer Programming formulation of the problem, where long distance dependencies are included through non-deterministic soft constraints.     

基于FTOPSIS和模糊多目标规划的多产品低碳供应商选择方法研究

供应商是供应链的源头,对于整个链条起着非常重要的作用,特别是低碳供应链,选择合适的供应商可以有效控制整个供应链上的碳排放。但是实际情况复杂多变,往往会出现模糊需求、采购多种产品以及多个供应商的情况。同时考虑以上几种情况及碳排放因素并提出一种集成方法,即:第一阶段利用模糊逼近于理想值的排序方法 (FTOPSIS)计算每个供应商提供不同产品的价值;第二阶段把第一阶段所得到价值作为其中一个目标放入模糊多目标规划中确定最优订购量。最后,运用一个实例验证了模型的科学实用性。     

一种基于直觉模糊集的模糊线性规划模型及其应用

在Verdegay提出的模糊线性规划模型的基础上,利用直觉模糊数描述线性规划模型中的约束条件,得到一种直觉模糊线性规划模型,根据直觉模糊集截集的定义,将直觉模糊线性规化模型转化为经典的参数规划模型求解。这一模型非常适合解决信息不完全的线性规划问题。通过企业生产管理中的一个实例说明了本文所提出的直觉模糊线性规划模型的可行性和实用性。     

多属性决策的直觉模糊排列评估法及实验分析

多属性决策不但可处理多目标间的冲突、模糊问题,尚可处理优先次序不同的问题,因而在应用面上受到广泛地探讨．本研究是以直觉模糊集合为基础来发展多属性决策问题中的直觉模糊排列评估法,目的在于解决因直觉模糊权重资料搜集的困难,以建构数学规划模型求解,提出一套新的排列评估法．在数据简化的计算实验部分,采用随机数模拟分析的方式,计算一致率、矛盾率、反转率与等级相关系数四大指针,比较最后的结果是否和未变化前一致．实验结果发现,当控制方案个数时,前三个指针的平均维持相当高的程度,等级相关系数的部分,也呈现出平均值越高,标准偏差越低的趋势．因此可得知,若要进行简化的程序,可在矩阵或权重部分进行部分简化;此外,当所需之决策方案个数增加时,转换前后的决策矩阵,其运算结果会越趋一致．     

一种基于带形状参数的二次三角函数插值的图像放大方法

提出一种基于带一个形状参数的二次三角函数插值的图像放大算法,给出了插值运算的数学公式.实验结果表明,该算法能有效地应用于数字图像的放大处理,得到的图像轮廓清晰,有效地抑制锯齿现象,放大后的图像满足视觉要求,且不会产生其它明显的人工痕迹,是一种切实可行的图像放大算法.     

基于JXTA技术的远程控制系统的研究与实现

文章探讨利用＂JXTA平台的Java语言实现＂技术控制各种网络中的PC的远程控制系统,同时给出结合Socket等网络编程技术和AWT、SWING等Java界面编程技术在远程控制系统中的具体实现方案.     

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used.     

Programming-languages as a conceptual framework for teaching mathematics

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively to reduce formal barriers. This education can also be used to enable pupils to access an accurate understanding of some key mathematical concepts. In the field of heuristic knowledge for technical problem solving, experience of programming is no less valuable: it lends itself to promote a discussion of relations between formal procedures and the comprehension of intuitive problem solving and provides examples for the development of heuristic precepts (formulating a plan, subdividing the complexities, etc.). The knowledge gained in programming can also be used for the discussion of concepts and problems of classical mathematics. Finally, it can also facilitate the expansion of mathematical culture to topics in biological and physical sciences, linguistics, etc. The authors describe a programming language called ‘Logo’ adapted to objectify an enduring framework of mathematical experimentation.