基于神经网络的知识选择

知识选择（KS）是一种全新的方法，其过程由三个滤波器实现：（1）辨识过程，即根据查询的组合属性选择知识项。（2）自适应过程，即为滤波而使用相关的背景适应知识。（3）预测过程，即提前几步预测未来的查询。本文提出了用神经网络求解KS问题的方法以及KS在计算机安全领域的应用方法。     

The process of review: A levels of processing approach

This experiment investigated the effects of reviewing notes at a deeper level of abstraction, by means of reorganization. No differences in immediate recognition performance were found for subjects who reorganized notes into an instructor-generated matrix versus subjects who reviewed in their typical manner. An interaction between method of review and type of delayed test was apparent. Reorganization during review resulted in relatively higher achievement on a free recall test while unstructured review produced higher achievement on a cued recall exam. This interaction was unpredicted by the theory of encoding specificity but was explained in regard to the theory of episode matching. Instructionally, reorganization was advocated as a review technique for most learning situations in which retrieval cues are not imposed.     

Overt and covert use of objectives of different cognitive levels

College students provided objectives along with a study passage scored significantly lower on a multiple-choice post-test than students given the same objectives plus an overt task for the content of each objective. Scores on lower level post-test questions were significantly higher than scores on higher level questions. Students did not perform better on the post-test on content for which they had been given higher level objectives than on content for which lower level objectives were provided. This finding was not in keeping with what would be predicted from learning from text studies employing inserted study questions of different levels.     

基于粗糙集与PSO-SVM的二甲醚催化燃烧预测模型

影响二甲醚催化燃烧的因素较多,并且影响因素之间又相互作用,将支持向量机引入二甲醚预测领域.为了克服LS-SVM的局限性,提出将粗糙集理论、粒子群优化算法以及SVM算法相结合,对LS-SVM的惩罚因子和径向基函数的参数进行优化选取.对二甲醚催化燃烧进行了实例研究.结果表明,所提出的模型提高了网络的预测精度,验证了该模型的有效性.     

Damaging confusions in England's KS2 reading tests: a response to Anne Kispal

This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise.     

嵌入式无线综合网关的设计与实现

本文设计了一种嵌入式无线综合网类。它是基于嵌入式操作系统linux和KS8695P硬件平台设计实现的。它实现了以太网WAN、802.11g无线局域网、无线网CDMA、局域网LAN的相互转换的功能,该无线网关弥补了市场上该类网关设计功能上的单一性。它还可以通过WEB界面灵活地配置网关参数。     

Students' note-taking behaviors and the efficacy of providing the instructor's notes for review

College students viewed a videotaped lecture with or without taking notes. Average performance between the two groups did not differ on an immediate test. The encoding effect of note taking was therefore unsupported. Two days later, note takers reviewed their notes while listeners reviewed the instructor's notes in preparation for the delayed exam. Subjects who reviewed the instructor's notes achieved significantly more, on factual items, than did subjects who reviewed their own relatively brief and unorganized notes. Thus, listening to a lecture and subsequently reviewing the instructor's notes prior to a delayed exam leads to relatively higher achievement than does the traditional method of taking and reviewing personal lecture notes.     

The 'freedom to frame questions … worth asking', or three stories and three (other) fragments of research

In our state of centralised control of the curriculum and high-stakes testing an examination subject's assessment objectives have become high profile. Some of the anomalous effects of this profile are shown in the teaching, question-setting, and marking of English literature. Glimpses of earlier times are revealed, all three secondary school key stages are considered, examination performances are discussed, and the views of beginning teachers about teaching to the test are sought.     

The use of peers in classroom behavior change

The development of research in the use of children to control the behavior of other children in classroom settings is discussed. Several studies utilizing peers are shown to be effective and scientifically sound. In addition, ethical problems which may arise when using peers to change the behavior of other children, such as possible detrimental effects on the pupil contingency manager, are discussed. Suggestions are made for future research using peers as agents of behavior change in the classroom.     

Showing the Strategy where to go: possibilities for creative approaches to Key Stage 3 literacy teaching in initial teacher education

This paper arises from a research project undertaken with six PGCE student teachers of English, based on observation and discussion of English lessons based on the National Strategy's Framework for Teaching English. I draw also on the student teachers' reflections and written commentaries. The central thrust of the research was to enquire whether and how classroom practice could demonstrate an imaginative, meaning‐orientated form of English teaching which included the Framework: how exactly learning opportunities might arise in lively, engaging and effective ways.