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采用伯恩斯坦（Bemstein）基函数对股市收盘价进行预测，首先通过计算控制点，得到拟合曲线，然后利用控制多边形确定股市收盘价未来的发展方向，得出最终的预测值。 相似文献
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分别采用回归分析方法、灰色数列预测方法及时间序列预测中的差分自回归移动平均法（ARIMA）对厦门市滩涂养殖区面积的变化趋势进行模拟,结果表明：ARIMA（2,2,0）模型的拟合效果最好,三次多项式曲线模型和灰色GM（1,1）预测模型的拟合误差均较大．采用ARIMA（2,2,0）模型和三次多项式曲线模型分别对滩涂养殖区面积变化趋势进行短期预测和长期预测,预测结果表明滩涂养殖区的面积呈逐渐下降趋势． 相似文献
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指出位场函数具有变化梯度大等特点，与多项式函数的特性相差甚远，用拉格朗日插值法公式计算的插值精度低、可靠性差。当待插点离已知点较远时，几乎没有参考的价值。根据位场函数的特点，依据指数函数拟合位场函数导出指数函数拟合法插值公式。用这种插值公式内插补充和外推（包含向上和向下延拓计算）在理论模型上和在实际矿区上试算都证明了指数函数拟合法插值公式在位场数据补充上是一种精度比较高的插值数学模型。 相似文献
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ARIMA模型在居民消费价格指数预测中的应用 总被引：2，自引：0，他引：2
将ARIMA模型应用于居民消费价格指数的拟合和短期预测中,采用2001年1月至2013年10月中国居民消费价格指数的月度数据,借助EViews 6.0软件对数据进行拟合分析,建立了乘积季节ARIMA（5,0,6）（1,1,0）12模型,并讨论了模型的准确性,对未来中国居民消费价格指数进行了预测,该模型具有较高的理论与实际价值。 相似文献
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主要探讨Mathematica在求解非线性方程（高次代数方程、超越方程）和微分方程以及数据拟合中的数值计算功能。 相似文献
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利用原子分子反应静力学原理,推导出了BF分子第一激发三重态的合理离解极限;使用QCISD和QCISD（T）方法,在6-311G（3df,3pd）、6-311＋＋G（3df,3pd）和cc-PVQZ基组下,对BF分子第一激发三重态的平衡结构、谐振频率和离解能进行了优化计算,应用QCISD（T）/6-311G（3df,3pd）对BF分子第一激发三重态进行了单点能扫描,并将扫描结果用最小二乘法拟合Murrell-Sorbie势能函数.由拟合得到的势能函数,计算了与第一激发三重态（A3∏）相应的光谱常数（Be、αe、ωe和ωeχe）,计算结果与实验符合得很好. 相似文献
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杨贤国 《湖南师范大学教育科学学报》1996,(5)
本文研究了稻田宽黾蝽捕食黑尾叶蝉的功能反应及捕食者个体间的协同和相互干扰作用．结果表明：（１）稻田宽黾蝽对其猎物的功能反应可用ＨｏｌｌｉｎｇⅡ型反应很好拟合；（２）捕食者随其密度的变化，表现为协同捕食或相互干扰，其干扰的参数方程可用Ｈａｓｓｅｌｌ模型建立．根据室内及野外资料，进一步评价了稻田宽黾蝽对其猎物的自然控制作用． 相似文献
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杨贤国 《湖南教育学院学报》1996,14(5):177-181
本文了研究稻田宽黾蝽捕食黑尾叶蝉的功能反应及捕食者个体间的协同和相互干扰作用，结果表明：（１）稻田宽黾蝽对其猎物的功能反应可用ＨｏｌｌｉｎｇⅡ型反应很好拟合；（２）捕食者随其变化，表现为协同捕食或相互干扰，其干扰的参数方程可用Ｈａｓｓｅｌｌ模型建立，根据室内及野外资料，进一步评价和稻田宽黾坚其猎物的自然控制作用。 相似文献
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Tanya Forneris PhD Steven J. Danish Phd Elizabeth Fries 《Journal of educational and psychological consultation》2013,23(2):130-149
Goals for Health was a National Cancer Institute funded program designed to impact health behaviors of adolescents living in rural Virginia and New York. This study examined three specific objectives: (a) to examine participants' perceptions of the program components and the relationship between program components and overall program perception, (b) to examine whether subgroups of our participant population perceived the program differently, and (c) to examine whether having positive perceptions of the program predicted changes in program outcomes. Results indicated that program components were significantly related to program perceptions. Perceptions of the program did not differ by subgroup and program perceptions significantly predicted changes in tobacco attitudes and self-efficacy about eating behaviors. Given these findings, school consultants should become aware of how implementation of a program and perceptions of a program may impact program outcomes. 相似文献
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The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants’ perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers’ perceptions of ethical issues and the need for ethics education was greater when the topic was controversial. 相似文献
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Classification was selected for use in this investigation because of the central position of process factors in teaching and learning. A twelve section classification program which was based on 12 rules derived from Piaget's analysis of classification was used in the study. The program was produced in both a constructed response (CR) format and in a matching multiple choice (MC) response format. The 36-item classification test was similarly produced in both response modes. Criterion scores on both the CR test and the MC test were collected from each of the 239 grade three subjects following treatment with the CR program, the MC program, or with drawing activities (control). The results of the multivariate and univariate analyses of variance indicated that the program in both response modes enhanced classification achievement although the effects on MC test scores were not consistent across classes, and that each program format enhanced achievement to a greater degree on the test which matched the program response mode. 相似文献
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A parent aide program using volunteer experienced mothers to prevent reabuse of children (tertiary prevention) has been highly successful (97% prevention) in Southern Adelaide, South Australia. The program was modeled on that described by Kempe and widely used in North America. Only minor modifications have been required to establish the program in South Australia. The outcome of the first five years' experience indicates that, despite a work load of more than 20 hours per month per client, less than 10% of volunteer parent aides withdrew from their two-year commitment to the program. The cost-benefit ratio of the program appears very low and the prevention of reabuse by mothers involved was less than that for other clients assessed by the Southern Metropolitan Child Protection Panel, which referred all cases for a parent aide in the five-year period reviewed. Difficulties in maintaining the program did arise but were dealt with by close liaison between the parent aide, the program coordinators, and the primary care worker in the community who was usually a social worker in the Department for Community Welfare. The parent aide program has proved a cost-effective and successful method of tertiary prevention. 相似文献
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Rachel Louise Geesa Rebecca D. Brown Kat R. McConnell 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):156-175
ABSTRACT Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors. 相似文献
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An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program’s second year. Prior research on the first year of this specific program (Kirnan et al. in Early Child Educ J 44(6):637–651) demonstrated improvement in reading scores only for kindergarten students, while interview data revealed increases in positive attitudes and enthusiasm for reading across all grades. In the current study, a series of independent t-tests were conducted for each grade, comparing the second year of the program to a control group. There was a significant difference for kindergarten in the second year, as reading scores were higher for program students compared to those in the control group. Unlike the first year of the program, in the second year there was also a significant mean difference in first grade. For both grades, an analysis of covariance controlling for reading scores prior to program implementation still resulted in a significant main effect for the reading program. Combining the first 2 years of the program yielded a large enough sample for a comparison of ELL students with non-ELL students in kindergarten. These data showed significantly higher reading scores for students enrolled in the dog program relative to the control for both ELL and non-ELL students, again accounting for earlier reading scores. These findings demonstrate the need to analyze at-risk subgroups as well as the need to apply a longitudinal lens in researching both dog-assisted literacy programs and participant progress. 相似文献
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A science program in which students were encouraged to select their own project goal as well as the apparatus to accomplish this goal was developed and tried in two fifth-grade classes. The program was designed to foster children's logical thinking skills. The classes in the study had not previously experienced any individualized program. The advantages, disadvantages, problems, and questions that resulted from the program are discussed. Observations during the program revealed that the transition from group to personalized work is a complicated process. Changes in the classroom social structure, reward structure, and general organization are described. Evaluation of student progress revealed that the major intellectual goal of the program was accomplished. Children in the program performed better on measures of describing variables and interpreting experiments than did control children. Differences in individuals which affect success in the program are discussed.This research was supported by a grant from the National Science Foundation. An earlier version of this research was presented at the National Association for Research in Science Teaching meeting, Chicago, 1974. We wish to thank Joan C. Randle for teaching the classes and the Moraga School District for their cooperation.Advancing Education through Science Oriented Programs (AESOP). 相似文献
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The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献
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Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
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Chris Singleton & Fiona Simmons 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):317-330
The aim of this study was to evaluate the utility of Wordshark , a multisensory drill-and-practice computer program designed to improve children's spelling and word recognition skills. A 20-item questionnaire on the use and effectiveness of the program was sent to 1312 schools in the UK that had purchased the program, and 403 replies were received (31% response rate). The results indicated that the program was being used in both primary schools and secondary schools. In the majority of schools the program was being used with SEN pupils, and very frequently it was incorporated within Individual Education Plans (IEPs). Wordshark was principally used to practice words, to introduce new words, to find out whether children can read and spell particular words, to reinforce teaching points, and as a reward for effort and/or good work. The children were reported to enjoy using the program and almost all (96%) of respondents stated that children were better motivated when using the program than when doing other classroom work. In the vast majority of cases, significant improvements in children's reading and spelling were reported. The findings are discussed in relation to the theory and practice of computer-assisted learning. 相似文献