基于知识图谱的专家系统发展综述     

廖佚 《现代情报》2012,32(2):159-166

专家系统是人工智能中最重要的也是最活跃的一个应用领域,它实现了人工智能从理论研究走向实际应用,从一般推理策略探讨转向运用专门知识的重大突破。本文按照时间顺序,将专家系统划分为20世纪80年代以前、20世纪80年代、20世纪90年代、2000年后4个阶段。文章利用文献计量学的方法,分析了专家系统发展的历程、发展方向和趋势,指出当前正是专家系统的发展期,多种专家系统投入商业化运行,需要解决知识获取瓶颈、匹配冲突等问题,为了解和掌握专家系统的学科结构、演化过程、发展方向等提供了独特的视角和知识。  相似文献   

A machine learning approach for automatic detection and classification of changes of direction from player tracking data in professional tennis     

《Journal of sports sciences》2012,30(1):106-113

ABSTRACT

The purpose of this study was to develop an automated method for identifying and classifying change of direction (COD) movements in professional tennis using tracking data. Three sport science and strength and conditioning experts coded match-play footage of nineteen professional tennis players (9 male and 10 female) from the Australian Open Grand Slam for COD of medium and high intensity. A total of 1,494 changes were identified and aligned with 2D player position sampled at 25 Hz based on camera tracking data. Several machine learning classifiers were trained and tested on a set of 1,128 time-motion features. A random forest algorithm was found to have the best out-of-sample performance, classifying medium and high intensity changes with an F1-score of 0.729. This research offers a novel and applicable way for utilising player tracking data and machine learning techniques to automatically identify and classify COD movements in professional tennis.  相似文献   

高校辅导员队伍职业化、专业化、专家化建设内涵辨析与思考     

王纪平  原广华  吉意斌 《太原大学学报》2010,11(1):97-100

职业化、专业化、专家化是当前高校辅导员队伍建设的基本方向。从辅导员队伍职业化、专业化、专家化建设内涵来看,辅导员队伍职业化是专业化、专家化的前提条件和发展方向;辅导员专业化是职业化的推动力,是辅导员向专家化目标迈进的必要和准备。辅导员专家化是专业化建设的最终目标,是职业化建设的内在要求和具体体现。推进辅导员队伍职业化、专业化、专家化建设,必须坚持纵横联动、上下联动、进出联动的工作原则。  相似文献   

基于可视化ACA技术的同行评议专家学术范式辨别研究     

贺颖  刘慧  刘友存  王浩 《图书情报工作》2010,54(14):28-31

针对学术背景和学术范式会影响评审专家评议意见的问题,提出利用可视化著者同被引（ACA）技术辨别同行评议专家的学术范式,降低同行评议结果的误判,提供“非共识”项目的判断依据,为同行评议专家的遴选提供了科学合理的凭据。  相似文献   

具有多变时滞的多智能体复杂动态网络的平均一致性     

郭红萍  张铁成 《郧阳师范高等专科学校学报》2013,(6):24-28

研究了具有多变时滞的多智能体无向网络的平均一致性问题.在稳定性分析中,应用线性矩阵不等式（LMI）的方法,得到了多智能体无向多时滞网络的一致性收敛的充分条件.最后,仿真示例对理论结果进行了验证.  相似文献   

高职院校课程教学质量专家督学的理论依据和功能研究——以克拉玛依职业技术学院教学改革实践为例     

喻朝善  孙新铭  方修建 《重庆职业技术学院学报》2013,(3):12-14

建立课程教学质量评价体系是高职院校监督和控制教学质量的重要环节,是高职院校加强内涵建设和提高教学质量的必然要求。该文以克拉玛依职业技术学院开展教学改革为例,在分析教学质量评价、课程教学质量评价和课堂教学质量三者关系的基础上,探讨了制定高职课程教学质量评价体系的原则和依据,并研究了专家督学在教学质量评价的功能。  相似文献   

“又红又专”与“腐化变质”--从文坛看毛泽东对“红色知识分子”培养的焦虑     

陈元峰 《海南师范大学学报(社会科学版)》2013,(7)

毛泽东在“红色知识分子”的培养问题上煞费苦心。他本寄希望于旧有知识分子能改掉他们的“小资产阶级”本性直接变成无产阶级知识分子,但实践证明是失败的;他又把希望寄托在无产阶级自己的“红色知识分子”培养上,可是,这些成品或半成品的“红色知识分子”很快就和“资产阶级知识分子”“同流合污”,成了社会主义道路上的“绊脚石”。于是毛泽东陷入了对知识分子改造---培养---再改造的无限焦虑之中,他甚至认为每隔七八年就要来一次思想文化上的“大革命”。  相似文献   

翻译审美批评模式初探     

朱明海 《广东广播电视大学学报》2013,(5):76-80

依据一定的模式进行翻译批评,是审美批评主体进行沟通、交流、论辩,最后通向批评共识的必要途径。不同层次的翻译批评侧重点不同,因而需要不同的批评模式。许渊冲模式在翻译审美批评实践中的应用实例阐明,该模式作为翻译审美批评模式具有可行性。  相似文献   

A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions     

Gulsah Kemer 《Counselor Education & Supervision》2020,59(1):74-92

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.  相似文献   

Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures     

《Learning and Instruction》2021

Students in the same class can differ considerably in their perceptions of teaching quality, but little is known about the drivers of this lack of agreement. In this study, we relied on within-class consensus as a measure of agreement in students' perceptions and explored both student-reported predictors (Sample 1) and teacher-reported predictors (Sample 2) of consensus in students’ ratings of six goal structures dimensions (task, autonomy, recognition, grouping, evaluation, time). Classroom-level results from multi-level models indicated that student-perceived differential teacher treatment negatively predicted consensus regarding evaluation, as well as achievement heterogeneity, whereas instructional clarity positively predicted consensus for recognition, grouping, and evaluation, as well as class-average achievement (Sample 1). Mediating effects of achievement heterogeneity and achievement were not statistically significant. In Sample 2, negative effects of teacher-reported emotional exhaustion and teaching-related anxiety on consensus were observed for several dimensions. Teaching-related enjoyment had no effect.  相似文献