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本文将利用论文[4]中所讨论的用以解线性半定规划问题的Moreau-Yosida正则法来求解一类特殊的凸二次半定规划问题.进一步,本文还给出了这种方法的全局收敛性分析以及初步的数值试验结果. 相似文献
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探讨先用大M法转化原半定规划问题,然后用微分代数方法求解,数值实验结果表明,用微分代数方法求解半定规划是切实可行的。 相似文献
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本文在半定规划中的Gauss-Newton搜索方向的基础上研究一类特殊的二次半定规划(QSDP)求解问题,基于矩阵论和和凸规划理论中原始-对偶算法的NT搜索方向将此类二次半定规划问题转化为求解线性半定规划的最小二乘问题,为了验证此理论的可行性本文验证了Gauss-Newton搜索方向在最小二乘问题中的存在性和唯一性。 相似文献
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张慧 《西安文理学院学报》2016,(4):17-21,80
不适定问题广泛出现在地球物理、自动控制等多种领域.正则化方法是求解此类问题近似解的有效算法.将Fractional Tikhonov正则化算法应用于投影算法,提出了求解大规模线性离散不适定问题的Arnoldi-Fractional Tikhonov正则化算法.进一步提出限制值域的Arnoldi-Fractional Tikhonov正则化算法.并针对经典算例,进行了数值试验和比较.数值试验结果表明了新算法是有效且具有优势的. 相似文献
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李智勇 《宁德师专学报(自然科学版)》2008,20(3):236-238
先把一般的非线性凸半定规划转化成目标函数是线性函数的非线性凸半定规划,然后用割平面算法求解转化后的半定规划．最后证明了割平面算法的收敛性． 相似文献
6.
<正>有些含有约束条件的二元最值问题，其约束条件通过转化后能够化为两个数的完全平方和(或差)的形式，此时利用三角换元法可化二为一，把所求代数式转化为我们熟悉的一元三角函数式进行求解，简化问题的求解过程.下面举例说明. 相似文献
7.
正迄今为止,半定规划问题(SDP)成为了数学规划领域最热门的研究课题之一.半定规划之所以得到越来越多的研究者的关注得益于以下的原因:首先,在Karmarkar的突破性的文章中,他提出了一种有效的处理线性规划问题的多项式算法——内点法(IPM).在这之后,许多的研究者比如Nesterov、Nemirovsky和Todd开始研究和分析如何去利用内 相似文献
8.
《赣南师范学院学报》2017,(6):7-12
将高阶数值微分问题等价转化为第一类积分方程的求解问题,本文给出了高阶数值微分的积分方程方法.利用Lavrentiev正则化方法求解积分方程,我们分析了正则化解的稳定性,给出正则化参数的先验、后验选取策略及相应正则化解的误差估计.最后,通过数值算例说明了积分方程方法求解高阶数值微分问题的数值有效性. 相似文献
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针对麦克斯韦方程中的电导率参数反演问题,构造一种具有大范围收敛的正则化共轭斜量反演算法,即将用于求解非线性问题大范围收敛的同伦法、求解大规模优化问题的共轭斜量法与求解不适定问题的Tikhonov正则化方法有机结合,得到解决麦克斯韦方程反演问题大范围收敛的数值方法,以求解电导率参数反演问题,解决了求解过程中局部陷入极小值的困惑。实验结果表明此算法是有效的,可以应用于其他类型的参数识别问题。 相似文献
11.
相对于中国现有的中小学学校管理模式来说,学校发展规划(SDP)是一种新的学校管理理念与实践."西发项目"在西部五省项目校推行了SDP理念及其制定与实施,其对校长、教师、学生、社区、家长与学校管理产生了什么影响呢?本研究采用问卷调查与田野调查的方法收集资料,来评估SDP对学校利益相关者所产生的影响.研究分析发现,SDP对项目学校的管理理念和行动产生了影响,也激起了家长与社区参与学校管理的想法与行动.个案分析发现SDP本土化的推行具有与资源捆绑的倾向,利益相关者更多的看重SDP所能带来的利益,而不强调其观念的变革.现行的政府教育行政管理模式在很大程度上影响了SDP的执行. 相似文献
12.
《Journal of Education for Students Placed at Risk》2013,18(1):71-85
James Comer's educational philosophy and his ideas for school reform place child development and human relationships at the center of school change. These ideas, and the School Development Program (SDP) that he founded in 1968, have had considerable influence on school reform and school improvement strategies in the United States and abroad. The notion of creating and maintaining a caring and supportive community, in which the climate of the school supports the total development of the child, is fast becoming a universal aspect of school reform. Many schools across the country are now placing a greater focus on the nature and quality of their climate and on changing climate factors to enhance the development of their students. The result of this progression is that traditional evaluations comparing Comer SDP schools with other schools as non-SDP controls are no longer effective as an approach to studying SDP effects. A more meaningful and practical form of evaluation must now be utilized to pay closer attention to the quality of SDP implementation, the relationships between faithful replication of the SDP process and intervening and distal outcomes, and the varied contextual factors that can facilitate or restrain implementation. 相似文献
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Brian M. D'Onofrio Amber L. Singh Anastasia Iliadou Mats Lambe Christina M. Hultman Jenae M. Neiderhiser Niklas Långström Paul Lichtenstein 《Child development》2010,81(1):80-100
The current study, based on all births in Sweden from 1983 to 1991 ( N = 654,707), explored the processes underlying the association between smoking during pregnancy (SDP) and offspring school grades and mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness. Although SDP was statistically associated with academic achievement (AA) when comparing unrelated individuals, the results suggest that SDP does not cause poorer academic performance, as full siblings differentially exposed to SDP did not differ in their academic scores. The pattern of results suggests that genetic factors shared by parents and their offspring help explain why offspring exposed to SDP have lower levels of AA. 相似文献
14.
《Peabody Journal of Education》2013,88(4):146-166
For more than 3 decades, researchers have catalogued, described, and analyzed educational program implementation. As a result of this tradition, current wisdom and conventions of sound practice now recognize the value of studying implementation, both as a subject of interest in its own right and as a source of useful information about program impact as well. In this article, the authors focus attention on the relationship between meaningful program implementation and their capacity to assess the impact of James P. Comer's School Development Program (SDP) in a large-scale study. The evaluation of the SDP under discussion, which was initially designed to assess variability in implementation and impact, ultimately examined only implementation-and not by choice, but rather by necessity-because the introduction of the SDP as a viable reform strategy had either stopped altogether or had progressed at a much more leisurely pace than planned. The authors outline the many facets of implementation that had slowed down or gone awry, and they describe subsequent studies that benefited from their experiences with this first SDP study. Although field-driven realities will always play a deservedly central role in the evaluation of school-based programs, the authors offer a set of recommendations to funders and policymakers about how implementation challenges might be better anticipated and managed. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(1):53-70
This article brings together stories of how the School Development Program (SDP) is working at three different high schools. West Mecklenburg and Myers Park in Charlotte, North Carolina, and Timberland High School in Berkeley County, South Carolina, all had to reexamine their educational programs as well as the entire school environment when new groups of at-risk students transferred into the schools. The SDP provided a means of bringing all members of the various school communities together--parents, students, teachers, and administrators--to manage appropriate changes. The processes of team formation, committee work, and collaboration with the community are described as well as the various scheduling changes and new academic programs that were created to address student needs. The cumulative growth of experience with the SDP through personal contacts, national training events, and interdistrict consultation is also emphasized. 相似文献
16.
本文介绍西方教育发达国家最近20年有关学校发展规划的研究，主要从三个方零去论述：一是西方中小学学校发展规划的产生背景；二是学校发展规划的定义和特征；三是学校发展规划的指导思想和基本原则。 相似文献
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Ben-Avie and Comer describe how Jewish day schools and the Yale Child Study Center’s School Development Program (SDP) share a common agenda regarding the aim of education. The foundational science of education is child development, advocates James P. Comer in such seminal works as School Power (1980) and Waiting For A Miracle (1998). SDP, the educational change initiative founded by Comer, informed the design of the current study, which is an empirical exploration of how the climate of relationships in Jewish day schools impede or promote the process through which children forge a relationship to the Jewish people. 相似文献
18.
Lesley Powell Mollie Gilchrist Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199
This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day. 相似文献
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对参与“学校发展计划”项目的贫困地区的农村中小学校进行调查研究,了解这些中小学校与其所隶属的社区的互动关系,结果表明,已经实施“学校发展计划”的学校与未实施的学校对比,学校与社区的互动关系存在着较显著的差异。学校融入社区,赢得社区的支持、协作和帮助是学校获得良好发展的保证;此外,学校主动了解社区、创设让社区组织和个人了解学校的机会、向社区提供服务是学校存在的价值体现。同时提出了改善学校与社区关系的策略。 相似文献
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ABSTRACTThere is a continuing debate about the contribution of sport and sport for development and peace (SDP) to both the theory and practice of social justice. At the same time the policy world is showing strong indications that it is seeking politically smarter ways of understanding what it means to foster social justice, development, and inclusive peace processes. This position statement is committed to sport actively being seen to be playing a part in addressing the challenges that face humanity in the 21st century. The proposition is that sport and SDP are served well by a capability approach (CA) as a framework that enables the construction of the common good. The article considers a CA for social justice prior to a discussion of sport, capability, and the common good, which positions sport as a resource of hope in fostering politically smarter cultural relations. 相似文献