基于知识图谱的国际体育法学研究现状与前沿分析     

蔡治东  汤际澜  虞荣娟 《北京体育大学学报》2016,39(6):44-50

摘要：通过Web of Science 数据库检索整理得到2005-2014年的876篇体育法学相关文献,并以上述检索文献为研究对象,利用可视化软件CitespaceIII,绘制国际体育法学研究的走势图、关键词图谱和引文图谱,运用文献资料法、知识图谱分析、共现分析、引文分析、词频分析、逻辑分析等方法,分析国际体育法学近十年来的研究现状和研究热点,理清近年来国外体育法学的发展脉络,为今后我国体育法学的研究方向提供理论参考,为依法治体提供思路。研究显示：近十年世界各国逐渐加大了体育法学的研究力度,文献年发表量呈逐年上升趋势,其中美国、中国、英国、澳大利亚等国家是体育法学研究的高产国家,大学是体育法学研究的主要研究机构;近十年体育法学研究热点与前沿主要集中在：运动员伤害与预防、运动员权益,反垄断,反歧视,反兴奋剂、全球体育法等方面。体育法学经典文献是该领域的研究基础,其研究内容始终是专家学者的研究热点,为我国体育法学研究提供参考。  相似文献   

图书情报领域中的交叉科学研究:进展与展望     

顾秀丽  黄颖  孙蓓蓓  张琳 《情报学报》2020,39(5):478-491

面对具有复杂性、综合性和交融性的重大问题,单一学科的理论和方法往往难以对其进行全方位的深入探讨和系统建构,交叉科学研究日益成为解决人类发展重大难题不可或缺的研究范式。本文基于交叉科学研究相关论文的著录项信息,呈现了当前图书情报领域中的交叉科学研究在国家、机构、作者、期刊等不同维度的基本概貌,并运用耦合分析探究了交叉科学研究的主题分布情况。系统分析交叉科学的主要研究进展,有利于从整体上把握其发展脉络,挖掘当前研究的热点与重点,对于推动我国的交叉科学研究具有一定的启示与借鉴意义。  相似文献   

国内外图书情报领域用户画像研究现状及展望     

张海涛  徐海玲  张枭慧  武慧娟 《图书情报工作》2019,63(7):127-134

[目的/意义]随着大数据、人工智能领域的快速发展，用户画像的研究悄然兴起，回顾和梳理其研究现状，对于促进用户画像的长远发展具有重要的理论和现实意义。[方法/过程]基于中国知网（CNKI）数据库和Web of Science数据库，运用Citespace、Vosviwer等可视化工具对目前图书情报领域用户画像研究的发文量、研究机构、被引期刊、研究热点和研究热点的密度等内容进行定量分析，运用思维导图对国内外图书情报领域用户画像的研究主题、研究算法和技术、模型构建和用户画像的实践与应用进行具体阐述。[结果/结论]作为新兴的研究工具，我国关于用户画像方面的研究还较为薄弱，具有较大的探索空间，用户画像未来的研究应注重：拓宽用户画像的研究主题，重视用户画像的行为分析，优化用户画像的研究模型。  相似文献   

DCMI2013听会点滴     

曾蕾 《数字图书馆论坛》2013,(12):19-23

文章分享作者参加都柏林核心元数据组织（Dublin Core Metadata Initiative,DCMI）2013年国际会议的几点体会,重点在于采用规范数据支持数据实时混搭的两种不同方式、元数据属性映射的两种不同水平和表现方法,以及数字图书馆数据模型的三种不同实现方案。  相似文献   

A new system of nonlinear variational inequalities with relaxed cocoercive mappings in reflexive Banach spaces     

PAN Xian-bing  QIN Chun-rong  PENG Jian-wen 《重庆大学学报(英文版)》2011,10(3):139-146

A new system for relaxed cocoercive non-linear variational inequalities in uniformly smooth Banach spaces is introduced and studied using the convergence of projection methods. Our results generalize and improve the corresponding results of recent works.  相似文献   

水稻颖壳异常发育突变体Oryza sativa extraordinary glume 1 (Oseg 1) 的遗传与基因初定位分析     

王红梅  储黄伟  刘海生  李晓星  杨功达  张大兵  雍克岚 《上海大学学报(英文版)》2007,11(6):619-624

A rice mutant with Yaponica 9522 cultivar background Oryza sativa extraordinary glume 1 （Oseg 1） was identified from the M2 mutant pool mutagenized by ^60Co γ-ray. Compared with wild type plants, Oseg 1 developed longer empty glumes and rudimentary glumes. In some Oseg 1 mutants, the number of stamens of flowers was reduced and leaf-like lodicules occurred, and excessive lemma/palea-like organ could be observed in some mutant spikelets. This indicated that OsEG1 could regulate the development of rudimentary glumes, empty glumes, lemma/palea, lodicules, and stamens. Genetic analysis indicated that Oseg 1 came from a single recessive genetic locus. To clone OsEG1 gene, F2 population was constructed by a cross between Oseg 1 （Japonica） and Guangluai4 （Indica）. Using map-based cloning approach, OsEG1 was mapped on chromosome 4, between INDEL marker OS407 and WHM0466 with genetic distance of 2.0 cm and 1.0 cm, respectively. These results are useful for further cloning and functional analysis of the OsEG1 gene.  相似文献   

一类三阶三点边值问题解的存在唯一性     

姚晓斌 《甘肃高师学报》2013,(5):4-5

研究了一类三阶隐式微分方程三点边值问题解的存在唯一性,利用压缩映像原理获得到了解的存在性结果.  相似文献   

CAT（O）空间中渐进拟非扩张非自映像的强收敛定理     

尾金着 《宜宾师范高等专科学校学报》2013,(6):1-3,7

在CAT（O）空间中,构造了两个渐进拟非扩张非自映像的迭代算法,在适当的条件下证明了该算法强收敛到它们的公共不动点,所得结果改进了Sahin等人的研究结果．  相似文献   

变分不等式的应用     

杨允利 《陕西教育学院学报》2013,(4):116-117

本文涉及了变分不等式以及各项应用,给出了其一些性质的讨论,还有用变分法解决一些最小值问题的思想,比如火箭最优控制问题。  相似文献   

The myth of the research‐led teacher     

Ian M. Kinchin  David B. Hay 《Teachers and Teaching》2013,19(1):43-61

This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector.  相似文献