重大工程论证专家选择及其自适应遗传算法

论证专家选择是重大工程可行性论证时的一个复杂决策问题.对此,根据论证专家团队需求构建了论证专家选择模型,并设计了自适应遗传算法进行求解.数值算例验证了所提出的模型和算法的有效性和可行性,可为决策者提供不同准则下的论证专家的最优组合方案.最后对算法进行了分析,给出了解决这类问题的算法控制参数的合理组合范围.     

一种基于主体可信度的联合辩论框架

辩论框架是计算机利用辩论机制来解决实际问题的基础,如商务谈判、法律纠纷和劳动争议等。传统的辩论框架对辩论机制和论证方法作了具体的形式化描述,但忽略了辩论主体及其对辩论结果影响的描述,而且在辩论过程中一个论点通常需要多个论据的联合论证。针对以上问题,在传统辩论框架的基础上,提出了一种基于主体可信度的联合辩论框架(STUAF)。首先引入了辩论主体的概念,并对观点和论据之间的联合论证进行形式化定义;其次给出了完整的框架结构和语义描述,证明了该辩论框架满足Dunk提出的标准辩论框架的基本定理;然后结合辩论树给出了语义计算的算法;最后给出一个具体的应用实例,实例分析表明S I'UAF及其语义算法是有效的。     

网络CAI软件中动画过程的设计与实现

针对网络计算机辅助教学的将点和实际开发过程中积累的经验,提出各动画过程的设计思想,并简要给出陈春实现方法,讨论了用Ｊａｖａ的实现的网络教学系统中的尝试、演示关键功能携炔的具体技术。     

实现建筑预算系统的关键技术

介绍了用VB5.0及MicrosoftAccess97开发基于Windows95/98的建筑预算系统的一些关键技术,特别详细介绍了VB5.0与Excel97结合生成输出报表的方法.     

基于案例教学的“人工智能”教学的实践与探索

本文结合教学实践,从基于案例的教学及教学内容、教学手段、实践教学等几个方面探讨了“人工智能”课程的教学。     

全国节水增效示范项目不同节水模式效果分析

自1996年到2008年底中央已在全国31个省（自治区、直辖市）及新疆生产建设兵团完成了2000个节水灌溉增效示范区建设,对农业节水灌溉持续发展起到了良好的示范作用,根据示范项目的特点,通过调研分析总结了不同节水模式所产生的效益、效果及对灌溉的影响。     

唐山市油葫芦泊水库报废论证分析

油葫芦泊水库是唐山市的一座平原水库,该库建于1958年,位于蓟运河流域还乡河与津唐运河之间。水库自建库以来未正常发挥调蓄功能,油葫芦泊水库不但不能发挥任何效益,还存在防洪风险,对下游构成洪水威胁。因此建议对水库进行报废处理,减轻防汛压力,并通过工程措施使库区土地成为“涝能排,旱能灌”的宜耕种土地,增大库区土地开发的经济效益。     

抗旱应急工程项目管理的重要环节分析

受我国经济社会快速发展、城镇化进程加快和全球气候变化加剧的影响,我国受干旱灾害的影响日益加剧,近年来,为应对日益严重的旱灾,每年都会实施一批抗旱应急工程。通过分析抗旱应急工程的特点,结合项目管理理念,提出了针对抗旱应急工程区别于其他建设工程的关键环节的项目管理方法。     

Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom

The development of computer-mediated communication enables teaching and learning to take place across geographical boundaries. An online synchronous learning environment with cyber face-to-face features affords students the sense of learning together online. This study reports a novel design of organizing a 16-week seminar for doctoral students across Canada, Italy, New Zealand, and Taiwan in the Synchronous Cyber Classroom, an online synchronous learning environment. Students’ learning experiences were explored from the perspective of students’ interactions with students, instructors, and the content, based on which the perception of being in a learning community was formed. This article reports how this international online research seminar was organized, how students’ learning experience was analyzed, and what we learned about students’ learning in this international online research seminar.     

Video gameplay, personality and academic performance

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time spent playing video games per week (habitual players), the second asked the total time spent playing favorite video games (selective players), and the third asked the number of different video games played in a year (diverse players). Students who were medium in selective player style (spent 11-50 h) had significantly higher GPAs than students low on selective player style (spent 0-10 h). Students high on habitual playing style (7 or more hours a week) showed significantly lower levels of Conscientiousness compared to students low on habitual playing style (0-1 h a week). Students who were high on the diverse style (i.e., 7 or more games played a year) showed significantly higher Openness scores than students low on the diverse style (0-3 games a year). Finally, several notable relations were found between video game genre preference, GPA, and personality. Results are discussed in terms of the positive implications of video gameplay on academic performance.