Lernen mit Kernen
Support-Vektor-Methoden zur Analyse hochdimensionaler Daten     

Bernhard Sch?lkopf  Klaus-Robert Müller  Alexander J. Smola 《Informatik - Forschung und Entwicklung》1999,50(4):154-163

Dieser Beitrag erl?utert neue Ans?tze und Ergebnisse der statistischen Lerntheorie. Nach einer Einleitung wird zun?chst das Lernen aus Beispielen vorgestellt und erkl?rt, dass neben dem Erkl?ren der Trainingdaten die Komplexit?t von Lernmaschinen wesentlich für den Lernerfolg ist. Weiterhin werden Kern-Algorithmen in Merkmalsr?umen eingeführt, die eine elegante und effiziente Methode darstellen, verschiedene Lernmaschinen mit kontrollierbarer Komplexit?t durch Kernfunktionen zu realisieren. Beispiele für solche Algorithmen sind Support-Vektor-Maschinen (SVM), die Kernfunktionen zur Sch?tzung von Funktionen verwenden, oder Kern-PCA (principal component analysis), die Kernfunktionen zur Extraktion von nichtlinearen Merkmalen aus Datens?tzen verwendet. Viel wichtiger als jedes einzelne Beispiel ist jedoch die Einsicht, dass jeder Algorithmus, der sich anhand von Skalarprodukten formulieren l?sst, durch Verwendung von Kernfunktionen nichtlinear verallgemeinert werden kann. Die Signifikanz der Kernalgorithmen soll durch einen kurzen Abriss einiger industrieller und akademischer Anwendungen unterstrichen werden. Hier konnten wir Rekordergebnisse auf wichtigen praktisch relevanten Benchmarks erzielen.  相似文献   

Reflections on working with virtual action learning     

Mike Pedler  Bernhard Hauser  Ghislaine Caulat 《Action Learning: Research and Practice》2014,11(1):88-97

This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.  相似文献   

“Read My Story!” Using the Early Authors Program to Promote Early Literacy Among Diverse,Urban Preschool Children in Poverty     

Dr. Judith K. Bernhard  Adam Winsler  Charles Bleiker  Jorge Ginieniewicz  Amy L. Madigan 《Journal of Education for Students Placed at Risk》2013,18(1):76-105

This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own self-authored, storybook texts, supported by the sensitive guidance of adults. Children (n = 280) in 32 experimental group centers and children (n = 87) in 9 similar control group centers were individually assessed at pretest and posttest on measures of language and cognition. Teachers completed pretest and posttest surveys and interviews, and interventionists were also interviewed. 3- to 5-year-old children receiving the intervention, as predicted, made significantly greater gains than the control group specifically on the child language measures but not on other measures. The quality of the classroom literacy environment and teachers' literacy-promoting practices improved considerably in centers receiving the intervention. Teachers reported high satisfaction and sustainability for the program.  相似文献   

CULTURALLY SITUATED EXPLORATIONS OF CHILD DEVELOPMENT: A HOME VISIT PROJECT FOR PROSPECTIVE EARL Y CHILDHOOD TEACHERS     

Patricia Corson  Judith K. Bernhard  Janet Gonzalez‐Mena 《Journal of Early Childhood Teacher Education》2013,34(3):245-258

As part of a child development course in an undergradute early childhood teacher preparation program, students completed a home visit project with a family of a culture other than their own. This report examines the assignment's effectiveness in helping students become aware of the cultural nature of human development and the role of the family in the child's growth and development. Student responses obtained through focus groups, papers, field notes, and course evaluations included 1) reflections on the nature of the experience; 2) reactions to the role of researcher in the home of relative strangers and 3) evaluation of the learning. Although students seem to have achieved some understanding of the role of family and culture, the further step of recognizing culture as fundamental to development was generally not an outcome of the present intervention.  相似文献   

The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence?     

Justin J. W. Powell  Lukas Graf  Nadine Bernhard  Laurence Coutrot  Annick Kieffer 《European Journal of Education》2012,47(3):405-423

In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries’ skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.  相似文献   

Manifest: Strategische Bedeutung des Software Engineering für die Medizin     

Sabine Glesner  Stefan J?hnichen  Barbara Paech  Bernhard Rumpe  Thomas Wetter und Alfred Winter 《Informatik - Forschung und Entwicklung》2008,22(3):127-135

Ohne Zusammenfassung  相似文献   

Mehr Markt oder mehr Staat oder beides in der Weiterbildung?     

Bernhard Nagel 《Zeitschrift für Erziehungswissenschaft》2002,5(2):241-260

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EJEE Editorial for Special Issue: Research Methodologies that link theory and practice     

Principal Guest editor Anne Gardner  Co-editors Jonte Bernhard  Sally Male  Jennifer Turns 《European Journal of Engineering Education》2019,44(1-2):1-5

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A Conceptual View of Web-Based E-Learning Systems     

Klaus-Dieter Schewe  Bernhard Thalheim  Aleksander Binemann-Zdanowicz  Roland Kaschek  Thomas Kuss  Bernd Tschiedel 《Education and Information Technologies》2005,10(1-2):83-110

Starting from a general framework for web-based e-learning systems that is based on an abstraction layer model, this paper presents a conceptual modelling approach, which captures the modelling of learners, the modelling of courses, the personalisation of courses, and the management of data in e-learning systems. Courses are modelled by outline graphs, which are further refined by some form of process algebra. The linguistic analysis of word fields referring to an application domain helps to set up these course outlines. Learners are modelled by classifying value combinations for their characteristic properties. Each learner type gives rise to intentions as well as rights and obligations in using a learning system. Intentions can be formalised as postconditions, while rights and obligations lead to deontic constraints. The intentions can be used for the personalisation of the learning system to a learner type. Finally, the management of data in an e-learning system is approached on two different levels dealing with the content of individual learning units and the integrated content of the whole system, respectively. This leads to supporting databases and views defined on them.  相似文献   

Introduction     

José Ferreira Marques  Edwin L. Herr  Bernhard Jenschke  Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(1-2):7-11

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