概率度量空间中PUzzy映射的不定点定理

本文给出了概率度量空间 Fuzzy 映射的概念。并且对张石生提出的概率度量空间的第Ⅰ、Ⅱ、Ⅲ类压缩映射进行了 Fuzzy 推广,得出了几个 Fuzzy 映射的不动点定理。     

应用响应面结合空间映射方法的可靠性评价

应用响应面结合空间映射方法．在第一次迭代拟合极限状态函数，其它迭代应用映射技术在第一迭代响应面基础上映射调整得新得极限状态函数，并进行可靠性分析。方法改变了序列响应面方法评价可靠性时需要反复对模型进行试验设计、分析并拟合极限状态函数得执行过程．从而大大降低了模型分析的计算量。     

一种以颜色视觉感知参数优化匹配源和目的颜色空间的算法结构

彩色图像复制工艺中,直接在与设备相关颜色空间中对原色调进行变换,对彩色图像印刷质量的影响可谓是喜忧参半。因此以色度学理论和方法,设计新的工艺规范,成为提高彩色图像成像质量的新途径。新工艺规范的核心是建立有源CIELAB颜色空间。在此空间中,以视觉感知颜色色Nh、饱和度C^＊和亮度L^＊,优化匹配源和目的颜色空间颜色。彩色图像数字化设备生成的颜色线性扩展到UPCS空间的CIERGB颜色空间,以CIELAB空间的L^＊C^＊h参数对外传递。CIERGB三原色允许出现负值,以使设备颜色空间在线性扩展中不会被压缩。彩色图像应用设备及系统的颜色空间中颜色以L^＊C^＊h参数优化匹配3PCS空间中CIERGB颜色对应的L^＊C^＊h参数。     

公共色域映射算法的原理与实施

在颜色复制过程中媒介之间色域大小和形状的差异将会对颜色的传递效果产生极大的影响,国内外提出了多种色域映射算法（GMA）来解决色域匹配问题。为了对新色域映射算法进行评价,国际照明委员会（CIE）发布了用于跨设备图像复制的色域映射算法评价准则,推荐由Jan Morovic提出的PGMA（公共色域映射算法）作为算法评价标准。本文分析了PGMA的原理,并在Visual C＋＋6．0环境中重新编译,采用新的源色域和目标色域对测试图像进行色域映射转换,对评价色域映射算法具有重要的作用。     

资格与行动标度下的农产品安全空间及涉农供应链的损害

农产品（食品）安全问题的产生是与市场上具有特定资格的主体的特定行为相联系的。资格来源于行动,又对行动结果具有表证作用。文章首先构造一个由资格与行为维度共同定义的农产品（食品）安全空间,即AQS空间。它被＂X灰色地带＂贯穿,由＂放心区＂、＂良心区＂、＂牌坊区＂和＂黑心区＂组成。而任何一条涉农供应链都可以视为处于若干个存在关联的AQS空间不同特征区间中的若干个节点的集合。进而,分析了全局性的因素对涉农供应链（ARSC）的损害性映射,研究认为,这些因素将可能生成一系列导致初始输入损害性逆转（或使AQS基因畸变）的关系、因素或规则,并最终决定损害的结果。     

基于灰色关联度的多目标电力建设工程投资决策研究

项目投资决策系统是一个典型的灰色系统,它具有灰色系统信息部分不确定性的特点。将灰色系统理论与层次分析法（AHP）进行有机地结合,用加权灰色关联度分析方法建立模型并计算判断矩阵,为决策者提供一种有效的决策方法。应用灰色关联分析方法处理电力建设项目投资决策问题,考虑不同因素的重要程度,运用AHP方法对其进行赋权,根据得到的加权灰色关联度值的大小对备选方案进行优选,使电力建设项目投资方案决策过程更具有科学性。     

2007，财报!财报!财报!

每年四五月的时候，所有的投资人、媒体都死盯着各家的财报。因为在这样一份或厚或薄的报告中，透露出的是过去一年里企业业绩的好坏，映射出的是各行业的生存状态!     

计算机识别多类异常方法探讨

对异常的识别,已有不少的研究成果,如数学地质方法中的判别分析、聚类分析等。这些方法对两类异常、地质条件类似时有较好的效果。但对多类异常的识别仍然是十分复杂而困难的问题。 在本文中,将研究识别多类异常的简单而有效方法。它是从已知的C类异常中提取m个特征,构成特征空间。这些特征可以是原始资料中的各种参数、原始资料的各种变换,只要具有辨识能力的均可以认为特征。这里设计分类器,通过它将具有m个特征的未知异常进行分类识别。     

从XML模式到关系模式的映射与规范化设计

虽然XML逐渐成为Internet上数据表示和数据交换的新标准,XML数据库的发展很快,但其技术还很不成熟。充分利用关系数据库的成熟技术解决XML数据的存储和检索问题显得很有必要。本文在详细介绍了实现XMLSchema到关系模式的转换,这种转换对Schema描述的XML文档的数据模型进行了集合分析,并在其描述的集合上定义了关联依赖关系、值依赖关系和两种取值关系,根据这些关系及Schema规范所规定的约束,建立了XML Schema到关系模式的映射规则。文章最后提出了进一步研究的问题和方向。     

基于流程的完善维修映射法

认为做到完善维修没有一个现成的标准。只有根据资产效率优化（AEO）的基本概念，生成符合客户实际需求的特定模型，才能更好地进行资产（维修）管理。而这个管理过程，SKF是通过一个基于互联网的被称之为客户需求分析（CNA）的软件工具来实现的。本文也给出了应用此工具时的一些成功数据。     

Reflection on technology in education

Reflection has become a buzzword in the educational profession. Its meaning, however, frequently remains vague. In this paper the meaning of reflection for technology education is elaborated on three levels. The first is a philosophical and educational level. The idea of Bildung, conceived as the formation of an autonomous personality, becomes a central category for instruction about technology. The second level is the realm of curriculum development and teachers' planning. The reference to Bildung implies that technology education should be based on technological key problems that apply to all members of society. On the third level, the meaning of reflection will be elaborated in the context of a qualitative research approach on teacher thinking in technology education. It resorts to the categories of the curriculum model and is illustrated by a case study on teacher planning in computer education.Dr K.-H. Hansen is a researcher at the Institute for Science Education (IPN) in Kiel. After some years of experience as a technician he studied sociology and graduated in education. He has published in computer education with an emphasis on pedagogical, historical, and social aspects. His research work comprises qualitative and quantitative studies of the educational uses of computers. His current research interests are the conceptual role of technology in integrated science and in STS education.     

概率度量空间中压缩型映象不动点定理的一个推广

本文揭示了《不动点理论及应用》的第九章中节(2)型与第(4)型压缩映象的本质区别;并在此基础上给出了一个定理,它是《不动点定理及应用》中定理9、3、6定理与9、3、10的推广。     

地理测绘中的三维CAD技术

在测绘过程中,将CAD技术运用于地理地形绘图中,能够大大提高绘图效率。在地理制图测绘中,三维CAD可以对地质测绘的结果通过相关的绘图软件进行编辑处理,然后用绘图的方式把最终结果输出,在整个地质勘探的过程中是一个不可或缺的环节,经过CAD处理以后能够将复杂的地形地势的绘制简单化,降低绘图过程中可能出现的失误。但由于三维CAD没有普及,运用在地理测绘中,出现了许多问题,本文对这些问题进行了总结,并提出了有效地解决方案。     

An electronic engineering curriculum design based on concept-mapping techniques

Curriculum design is a concern in European Universities as they face the forthcoming European Higher Education Area (EHEA). This process can be eased by the use of scientific tools such as Concept-Mapping Techniques (CMT) that extract and organize the most relevant information from experts’ experience using statistics techniques, and helps a working group to achieve conclusions. This paper presents an empirical exploratory research study related to the application of the CMT to the design of the Electronic Engineering (EE) Degree at the University of Seville, Spain. Considering the Career-space conclusions as the initial point, the main relevant competences were identified in a brainstorming technique. These competences are organized according to their affinity using CMT, establishing and interpreting the main clusters and their relative importance. Finally, a reliability analysis of the concept maps was carried out verifying the correctness of the procedure and validating the results for the curricula adaptation. This Project has been funded by the Spanish PAFPU (“Plan Andaluz de formación del profesorado universitario”), from the Quality Assurance Agency for Andalucía Unversities, (UCUA).     

数字印刷中的色域映射技术研究

本文论述了数字印刷中的色域映射技术,包括色域的计算、裁切、压缩、拓展和应用等,探讨了色域映射的发展过程和方向,分析了数字印刷和色彩管理中常用的色域映射方法,并根据目前的色域映射技术发展方向和特点,提出了色域映射技术在高保真彩色印刷中的应用问题。本文认为,加强对色域映射技术的研究,有助于提高色彩还原质量,是保持数字印刷中色彩传递一致性的重要途径。     

Concept Mapping as a Means of Evaluating Primary School Technology Programmes

Concept mapping provides a means for teachers and pupils to represent their understanding of an area of knowledge. It has been used as a planning tool by teachers to identify a framework of specific concepts and their propositions within a topic, as an assessment tool and as a means of collaborative sharing of knowledge. Information from two primary schools would also suggest that it can be used as a means of evaluating a school programme of primary technology. Research into people's perceptions and attitudes to technology indicated that there were a number of concepts and propositions associated with this field of study. A variety of groups of people including primary children were asked to describe what they understood to be technology and this information was constructed into a concept map format. The two schools described in the study had different programmes to deliver technology within the curriculum area of environmental studies. The first school had a planned programme of technology which was taught by the head teacher of the school. The second school had technology taught by class teachers, running as a thread throughout the environmental studies programme. In the first case the children knew when they were engaged in a technological task whereas in the second case the technology was implicit and the children were not necessarily aware of any specific subject area. The children's perceptions of technology and their attitudes towards it were analysed with reference to the constructed concept map. In the school where there were specifically programmed technological tasks, the children indicated that their understandings of technology were focused towards the design process; they identified technology as designing, making, problem solving and generating ideas. In relation to the Scottish curriculum their knowledge was concentrated in the area of the outcome entitled 'Understanding and Using the Design Process'. Children in the second school indicated that their understanding of technology was related to objects including computers and new inventions. This demonstrated that their ideas were mostly linked to the outcome entitled 'Understanding and Using Technology in Society'. It can be argued that in order to have a comprehensive understanding of technology the children should have knowledge and understanding of both outcomes. In the light of the results the head teachers of the respective schools decided to look more closely at their programmes in order to find out what modifications might be made. The head teacher of the first school decided to question the children more closely because he was aware of some attitudinal difference between the boys and the girls. He has now decided to do some further research in his school to see what changes need to be made. The head teacher of the second school is about to embark on a complete review of her school technology programme. The results of the research would suggest that concept mapping in the suggested form is a possible tool for evaluation of primary school technology prorammes. However this was only a small case study and further research would have to be done to provide more substantial evidence.     

Mapping knowledge management and organizational learning in support of organizational memory

The normative literature within the field of knowledge management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on organizational learning, however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (fuzzy cognitive mapping, FCM). The empirical enquiry explores an interpretivist view of knowledge, within an information systems evaluation (ISE) process, through the associated classification of structural, interpretive and evaluative knowledge. This is achieved by visualizing inter-relationships within the ISE decision-making approach in the case organization. A number of decision paths within the cognitive map are then identified such that a greater understanding of ISE can be sought. The authors therefore present a model that defines a relationship between knowledge management (KM) and organizational learning (OL), and highlights factors that can lead a firm to develop itself towards a learning organization.