An approach for evaluating User Model Data in an interoperability scenario

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英语驵教研活动记录(3篇)

英语驵教研活动记录(3篇)

第1篇Date: [Insert Date]Location: [Insert Location]Participants: [List of Participants]Facilitator: [Name of Facilitator]Duration: [Insert Duration]---I. IntroductionThe English curriculum development research and development activity was organized to enhance the teaching and learning experience of English language students. The objective was to explore innovative teaching methods, integrate technology effectively, and assess the impact of various curriculum strategies on student performance. This record aims to document the key activities, discussions, and outcomes of the session.---II. Agenda1. Opening Remarks and Objectives2. Review of Current English Curriculum3. Exploration of Innovative Teaching Methods4. Integration of Technology in the Classroom5. Assessment and Feedback Mechanisms6. Group Work and Case Studies7. Discussion and Feedback8. Closing Remarks and Action Plan---III. Opening Remarks and ObjectivesThe facilitator began the session with a brief overview of the objectives of the activity. The main goals were:- To identify gaps and challenges in the current English curriculum.- To explore and discuss innovative teaching methods that can enhance student engagement and learning outcomes.- To investigate the effective integration of technology in English language teaching.- To develop strategies for assessing and providing feedback on student progress.---IV. Review of Current English CurriculumThe participants engaged in a constructive discussion about the current English curriculum. Key points raised included:- The need for a more balanced approach to grammar, vocabulary, reading, writing, and speaking skills.- The inclusion of relevant and contemporary topics that resonate with students.- The importance of personalized learning experiences to cater to diverse student needs.---V. Exploration of Innovative Teaching MethodsParticipants shared various innovative teaching methods that they had found effective in their classrooms. Some of the methods discussed were:- Project-based learning (PBL) to encourage student autonomy andcritical thinking.- Flipped classrooms to promote self-directed learning and active participation in class.- Gamification to make learning more engaging and fun.- Collaborative learning activities to foster teamwork and communication skills.---VI. Integration of Technology in the ClassroomThe group explored how technology could be integrated into the English language classroom. Suggestions included:- Using digital platforms for interactive lessons and activities.- Incorporating multimedia resources such as videos, podcasts, and interactive quizzes.- Implementing language learning apps and online dictionaries to support vocabulary development.- Utilizing social media for peer-to-peer interaction and collaborative projects.---VII. Assessment and Feedback MechanismsParticipants discussed the importance of effective assessment and feedback in the English language classroom. Key points included:- The need for a variety of assessment methods, including formative and summative assessments.- The use of rubrics and checklists to provide clear criteria for evaluating student work.- The importance of timely and constructive feedback to guide student progress.- The implementation of self-assessment and peer-assessment to promote reflective learning.---VIII. Group Work and Case StudiesThe session was divided into small groups, where participants worked on developing case studies based on real-life scenarios. Each group focused on a different aspect of the English curriculum, such as:- Developing a PBL project on environmental sustainability.- Creating a flipped classroom lesson plan on the history of English literature.- Designing a gamified activity to teach grammar concepts.- Implementing a technology-based assessment tool for vocabulary learning.---IX. Discussion and FeedbackAfter presenting their case studies, groups engaged in a lively discussion, providing feedback and suggestions for improvement. The facilitator summarized the key points and ensured that all participants felt their contributions were valued.---X. Closing Remarks and Action PlanThe facilitator concluded the session by highlighting the key takeaways and emphasizing the importance of continuous professional development in English language teaching. An action plan was developed, outlining the following steps:- Implementing selected innovative teaching methods in classrooms.- Integrating technology resources into lesson plans.- Conducting pilot assessments to evaluate the effectiveness of new strategies.- Sharing best practices and challenges with the wider teaching community.---XI. ConclusionThe English curriculum development research and development activity was a productive and insightful session. Participants left with a renewed enthusiasm for teaching and a wealth of ideas to enhance their practice. The shared knowledge and collaborative spirit will undoubtedlycontribute to the ongoing improvement of the English language curriculum.第2篇Date: [Insert Date]Location: [Insert Venue]Duration: [Insert Duration]Participants: [List of Participants]Facilitator: [Name of Facilitator]Objective: To enhance the effectiveness of English language teaching strategies and explore innovative approaches to student engagement.---I. IntroductionThe English language teaching (ELT) research and development (R&D) activity was organized to foster a collaborative environment where educators could share insights, discuss challenges, and brainstorm solutions to improve the teaching and learning of English. The objective was to integrate new pedagogical methods, technologies, and resources into our teaching practices to create a more dynamic and engaging learning experience for our students.II. Opening RemarksThe session commenced with a brief welcome address by the facilitator, who emphasized the importance of continuous professional development in the field of ELT. The facilitator highlighted the need for innovative approaches to cater to the diverse needs of students in a rapidly evolving educational landscape.III. Presentation on Current Teaching PracticesTo kickstart the discussion, the facilitator presented a brief overview of the current teaching practices employed by the participants. This included traditional methods such as grammar-based instruction, vocabulary building exercises, and reading and writing workshops. The presentation also covered the use of technology in the classroom, such as interactive whiteboards and educational apps.IV. Group Discussions: Challenges and SolutionsThe participants were divided into small groups to discuss the challenges they faced in their teaching practices. Each group was tasked with identifying common issues, such as student disengagement, lack of resources, and diverse learning styles. The groups then brainstormed potential solutions to these challenges, focusing on the following areas:A. Student Engagement1. Incorporating more interactive and student-centered activities into lessons.2. Utilizing multimedia resources, such as videos, podcasts, and online games, to make learning more engaging.3. Encouraging peer collaboration and group work to foster a sense of community in the classroom.B. Lack of Resources1. Leveraging open educational resources (OER) to supplement classroom materials.2. Collaborating with other educators to share resources and ideas.3. Advocating for additional funding and support from educational institutions to improve resource availability.C. Diverse Learning Styles1. Implementing differentiated instruction to cater to various learning styles, such as visual, auditory, and kinesthetic.2. Using a variety of teaching methods, such as lectures, discussions, and hands-on activities, to accommodate different learning preferences.3. Providing opportunities for students to express themselves through various forms of assessment, such as presentations, portfolios, and reflections.V. Presentation of Innovative ApproachesFollowing the group discussions, selected participants presented innovative approaches they had implemented in their classrooms. These included:1. Flipped Classroom: Students watched video lessons at home and used class time for interactive activities and discussions.2. Project-Based Learning (PBL): Students worked on real-world projects that required them to apply their English language skills in context.3. Game-Based Learning: Incorporating educational games into lessons to make learning more enjoyable and interactive.VI. Technology Integration WorkshopsTo further enhance the participants' technological skills, a series of workshops were conducted on various educational technologies. These workshops covered topics such as:1. Creating interactive lessons using educational platforms like Kahoot! and Quizizz.2. Utilizing digital storytelling tools to encourage students to express themselves creatively.3. Implementing online collaboration tools like Google Classroom and Microsoft Teams to facilitate remote learning and communication.VII. Feedback and ReflectionAt the end of the session, participants shared their feedback and reflections on the day's activities. The majority of participants expressed a strong desire to continue exploring innovative teaching methods and integrating technology into their classrooms. They also highlighted the importance of ongoing professional development and collaboration among educators.VIII. ConclusionThe ELT R&D activity was a resounding success, providing participants with valuable insights, practical strategies, and a renewed sense of enthusiasm for their profession. The session not only fostered a collaborative spirit but also equipped educators with the tools and knowledge needed to enhance their teaching practices and ultimately improve student learning outcomes.IX. Action PlanTo ensure the continuation of the positive outcomes from this activity, the following action plan was developed:1. Regular Follow-Up Meetings: Schedule monthly follow-up meetings to discuss progress, share resources, and address any ongoing challenges.2. Mentorship Program: Establish a mentorship program to pair experienced educators with those new to the profession.3. Resource Library: Create an online resource library to store and share materials, tools, and best practices.4. Professional Development Workshops: Organize regular workshops and training sessions to keep educators up-to-date with the latest ELT trends and technologies.By implementing this action plan, we aim to create a sustainable environment that supports continuous improvement in English language teaching and learning.第3篇Date: [Insert Date]Location: [Insert Venue]Participants: [List of Participants]Facilitator: [Name of Facilitator]Duration: [Insert Duration, e.g., 3 hours]---I. IntroductionThe English education research and development activity was organized to explore innovative teaching methods, share best practices, and discuss the challenges faced in the field. The objective was to enhance the quality of English language teaching and learning in our institution.II. Opening RemarksThe session commenced with a brief welcome address by the facilitator, emphasizing the importance of continuous professional development for teachers and the significance of research in shaping effective teaching strategies.III. Session 1: Current Trends in English Language Teaching1. Topic IntroductionThe facilitator introduced the topic by highlighting the current trends in English language teaching, including the integration of technology, the importance of communicative approaches, and the role of digital literacy.2. Group DiscussionParticipants were divided into small groups to discuss the following questions:- How can technology be effectively integrated into English language teaching?- What are the benefits and challenges of communicative approaches?- How can we develop digital literacy skills in our students?3. Group ReportsEach group presented their findings, emphasizing the following points:- The use of educational apps and online platforms can enhance student engagement and provide personalized learning experiences.- Communicative approaches focus on student interaction and can improve language proficiency.- Digital literacy can be developed through project-based learning and the use of digital tools.IV. Session 2: Case Studies of Successful English Language Programs1. Topic IntroductionThe facilitator presented case studies of successful English language programs from various educational institutions, focusing on their innovative approaches and outcomes.2. Discussion and AnalysisParticipants engaged in a detailed discussion and analysis of the case studies, identifying the following key factors for success:- Clear learning objectives and outcomes.- Diverse teaching methods and resources.- Strong teacher-student relationships.- Continuous assessment and feedback.3. Reflection and SharingEach participant shared their reflections on the case studies, discussing how these programs could be adapted to their own teaching contexts.V. Session 3: Challenges and Solutions in English Language Teaching1. Topic IntroductionThe facilitator addressed the challenges faced by English language teachers, including student motivation, classroom management, and assessment.2. Interactive SessionParticipants engaged in an interactive session, sharing their own experiences and challenges. The following solutions were proposed:- Creating a positive and engaging learning environment.- Using varied teaching techniques to cater to different learning styles.- Providing ongoing professional development opportunities for teachers.3. Group WorkParticipants worked in groups to develop practical strategies to address specific challenges, such as:- Motivating students through gamification and interactive activities.- Managing the classroom effectively through clear expectations and consistent discipline.- Implementing formative and summative assessment methods to track student progress.VI. ConclusionThe research and development activity concluded with a summary of the key points discussed throughout the session. The facilitator emphasized the importance of collaboration, innovation, and continuous improvement in English language teaching.VII. Action Plan1. Develop a technology integration plan for the English language curriculum.2. Implement a pilot project using communicative approaches in the classroom.3. Conduct regular professional development workshops for teachers on classroom management and assessment techniques.4. Share best practices and resources through a collaborative platform for teachers.VIII. FeedbackParticipants were encouraged to provide feedback on the activity, which will be used to improve future research and development sessions.---This record serves as a comprehensive documentation of the English education research and development activity, highlighting the key discussions, findings, and action plans to enhance the quality of English language teaching in our institution.。

如何应对ai带来的挑战英语作文

如何应对ai带来的挑战英语作文

如何应对ai带来的挑战英语作文英文回答:Addressing the Challenges of Artificial Intelligence.Artificial intelligence (AI) has brought forth a plethora of advancements that have transformed various industries and aspects of our lives. However, it has also presented us with a series of challenges that we must navigate thoughtfully in order to ensure its responsible and equitable development.Job Displacement.One of the most pressing concerns surrounding AI is its potential to displace human workers in various sectors. As AI-powered systems become more sophisticated, they are increasingly capable of performing tasks that were once the exclusive domain of humans. This raises the specter of widespread unemployment and economic disruption.Bias and Discrimination.AI systems are only as unbiased and fair as the data they are trained on. If the data used for training contains inherent biases, the AI system will perpetuate and amplify these biases. This can lead to unfair or discriminatory outcomes, particularly in areas such as hiring, lending, and criminal justice.Privacy and Security.AI systems rely on vast amounts of data to operate. This data can include personal information, such as biometric data, financial details, and location history. The collection and use of this data raises concerns about privacy and security, as it could be potentially misused or compromised.Ethics and Accountability.As AI systems become more autonomous and capable, thequestion of ethics and accountability becomes paramount. Who is responsible if an AI-powered system makes a harmful decision? How do we ensure that AI is used for good and not for malicious purposes?Addressing the Challenges.To address these challenges, a multifaceted approach is required involving governments, businesses, and civil society organizations.Government Regulation.Governments have a vital role to play in regulating AI development and deployment. This can include settingethical guidelines, establishing standards for data privacy and security, and providing incentives for responsible AI development.Business Responsibility.Businesses must embrace responsible AI practicesthroughout their operations. This includes conducting thorough due diligence on the AI systems they use, ensuring that they are unbiased and fair, and safeguarding the privacy and security of user data.Education and Training.Investing in education and training is crucial for preparing our workforce for the changing landscape of AI. Individuals need to develop skills in areas such as data analysis, AI programming, and ethics to thrive in thedigital economy.Collaborative Partnerships.Collaboration between governments, businesses, andcivil society organizations is essential for developing comprehensive solutions to the challenges posed by AI.Multi-stakeholder partnerships can foster innovation, share best practices, and ensure that AI benefits all of society.中文回答:应对人工智能带来的挑战。

Oracle Access Governance数据表说明书

Oracle Access Governance数据表说明书

Oracle Access GovernanceOracle Access Governance is a cloud native identity governance and administration (IGA) service that provides customers a simple, easy-to-understand view of what resources individuals can access, whether they should have that access, and how they’re using their access entitlements. Businesses are challenged every day to enforce appropriate, just-in-time user access rights tomanage control of their information and address regulatory compliance requirements of least-privilege access. With immediate and prescriptive guidance about the types of access that users should have, Oracle Access Governance makes it easier for administrators to provision new users and deprovision departing users quickly. In addition, machine learning intelligence in Oracle Access Governance can monitor all types of access for anomalous behavior patterns and automate remediation actions as required. Instead of big, manual, periodic reviews, Oracle Access Governance allows continuous compliance with the proper access management and constantly evaluates and reports risks. Events and access at risk are reviewed regularly and informed by built-in intelligence. This continuous compliance model significantly reduces the cost and effort of audit response. Oracle Access Governance continuously adds target systems, providing strong insights into access controls across new applications and cloud and on-premises environments.BackgroundTraditionally, organizations of all sizes and across industries have encountered challenges in effectively managing access levels for users, devices, bots, and services, aiming to enhance productivity while minimizing potential risks. Additionally, maintaining visibility into who has access to which digital asset and verifying the validity of such access in accordance with company compliance guidelines is another significant challenge.Organizations typically rely on manual processes to assign permissions to users and other identities. This often involves users reaching out to other individuals through email or collaboration tools to request access. However, manual processes pose challenges in terms of scalability and compliance verification. Organizations also depend on periodic manual reviews across access rules, entitlements, permissions, roles, and policies.The global increase in cloud adoption and digital transformation has compelled organizations to be aware of security risks associated with access and entitlements. With the prevalence of multicloud and hybrid environments, organizations face challenges of effectively managing accurate and automated provisioning or deprovisioning of user access. Additionally, the complex and time-consuming nature of access reviews and the lack of necessary context make it difficult for reviewers to make informed decisions about an individual’s access. The lack of clarity leads many organizations to take a “rubber-stamp approval” approach, providing blanket approvals that don’t revoke overprivileged access. These issues make it hard for organizations to minimize Oracle Access Governance continuously discovers identities, monitors their privileges, learns usage patterns, and automates access review and compliance processes with prescriptive recommendations to provide greater visibility into access across an organization’s entire cloud and on-premises environment.“As we steer our path towards the adoption of a cloud native governance architecture, Oracle Access Governance rises as a critical player in this arena. Its strategic design, emphasizing intuitive user access review, prescriptive analytics powered by data insights, and automated remediation, echoes our commitment to fostering a secure IT environment. This cloud native service aligns perfectly with our forward-looking IT security strategy, and we are eager to explore its potential.”Chinna Subramaniam Director, IAM & Directory Services, Department of Technology, City and County of San Franciscoor eliminate risks associated with identity access to digital assets, overprivileged access to critical data, proving compliance with corporate policies, and reducing governance costs.OverviewTo leverage advanced identity governance and administration capabilities, organizations should evaluate solutions that offer flexible access control measures to improve productivity. These solutions should incorporate real-time capabilities, such as prescriptive analytics, to identify anomalies and mitigate security risks effectively. By evaluating and implementing such solutions, organizations can bolster their security posture and streamline identity governance processes.Figure 1. Oracle Access Governance—Governance that’s always onOracle Access Governance delivers a comprehensive governance solution that encompasses various provisioning methods such as access request and approvals, role-based access control, attribute-based access control, and policy-based access control. This service features a conversation-style user experience, offering deep visibility into access permissions across the entire enterprise. It facilitates dynamic, periodic, and automated event-based micro-certifications, such as an access review triggered by a job code or manager change. Additionally, it enables near real-time access reviews, providing detailed recommendations with options for reviewers to accept or review an entitlement based on the identified level of risk.Oracle Access Governance can also run with Oracle Identity Governance in a hybrid deployment model. Organizations that opt for a hybrid model can take advantage of advanced capabilities available from cloud native services, while retaining parts of their on-premises identity and access management suite for compliance or data residency requirements. “With our transition to a cloud-based governance solution, Oracle Access Governance presents an appealing option for streamlining user access reviews, providing enterprise-wide visibility into access permissions, ensuring zero migration effort, and offering insight-driven analytics. We believe it has the potential to enhance our IT security and efficiency, making it a worthwhile solution for organizations exploring cloud governance platforms.” Monica J. FieldIT Director, Identity and Access Management, Cummins Inc. “We see tremendous value when leveraging identity-as-a-service solutions, such as Oracle Access Governance, to integrate more powerful, analytics-driven security for organizations moving to the Cloud. This solution enables Deloitte professionals to deliver enhanced security with agility, scale, and analytics, all while helping clients protect their existing investments in governance and supporting multicloud environments.” Kashif DhatwaniAdvisory Senior Manager Cyber and Strategic Risk Deloitte & Touche LLPKey BenefitsSimplified self-service: Oracle Access Governance provides self-service that empowers users to request access bundles or roles for themselves or others. This streamlined process enhances efficiency and empowers users to actively participate in access governance activities.Figure 2. Simplified Self-ServiceAutomated access control: Oracle Access Governance supports identity collections, which enables attribute-based access control (ABAC). Thiscapability allows for fine-grained control over access bundles based onspecific attributes associated with identities. Furthermore, Oracle AccessGovernance incorporates role-based access control (RBAC), a feature that enables access rights to be defined and managed based on specific roles.These identity collections and roles can be further used by policy-basedaccess control (PBAC) for granting and managing access rights. Unmatched accounts help in detecting orphaned and rogue accounts in variousgoverned systems.Flexible delegated access control: Oracle Access Governance facilitates delegated ownership, which allows businesses to manage identity collections while application owners oversee access bundles including accounts andentitlements. This delegation enables efficient and streamlinedmanagement of access rights within Oracle Access Governance, promoting collaboration and accountability among stakeholders.Visibility into access maps: Oracle Access Governance offers visibility into user access across the entire organization, providing insights into whichusers have access to specific applications, resources, and services. Managers can review the access map of their teams, enabling them to understand and oversee the access privileges of their team members. Individual users can also view their own access permissions, giving them transparency into and awareness of their own access rights. Key FeaturesOracle Access Governance includes a robust set of features, including the following ones:Cloud native service: An OCI native subscriptionservice.Intuitive user experience: Offers an intuitive userexperience by using aconversational approach. Interactive dashboard:Includes dashboards thatoffer valuable insights toenable users to focus onessential tasks.Identity orchestration:Supports rapid applicationonboarding based on itsinnovative orchestrationcapabilities with a low-code, wizard-basedintegration approach.Easy integrations:Includes portable agentsthat can be deployed withenterprise workloads aswell as direct API-basedintegrations to cloudapplications and services.Figure 3. Application Catalog Simplified access request: Provides a simple userexperience for self-service-based requests.Automated accesscontrol: Provides multipleaccess control measuresthat can be used toautomate access in variousscenarios.Actionable accessreviews: Simplifies theaccess review process andprovides actionableinsights based onprescriptive analytics somanagers can makeinformed decisions.Figure 4. Visibility into Enterprise-Wide AccessGovernance anywhere: Oracle Access Governance provides governance across enterprise applications and IaaS, PaaS, and SaaS workloads, including Oracle and non-Oracle workloads.Enhanced regulatory compliance: Oracle Access Governance helps enforce and attest to regulatory requirements—such as Sarbanes-Oxley, 21 CFR Part 11, Gramm-Leach-Bliley, HIPAA, and GDPR—that are associated withidentifying who has access privileges to sensitive, high-risk data.Improved certification efficiency: Oracle Access Governance empowers organizations with actionable insights and prescriptive analytics, facilitatinga comprehensive understanding of the necessary access required toexpedite user productivity. Organizations gain visibility triggered by event-based certifications, such as a job or organization change or timeline-based certifications, so access reviewers can quickly take the necessary actions to update access privileges. Policy and group reviews help to further enforce the principle of least-privilege.Figure 7. Enforce Access Controls with Prescriptive AnalyticsReduce costs: Oracle Access Governance allows organizations to use a cloud native identity governance service that helps reduce IT costs and save time through efficient, user-friendly dashboards, codeless workflows, and wizard-based application onboarding. Event-based micro-certifications: Facilitatesintelligent event-basedaccess reviews triggeredonly when there arechanges in the system ofrecord. Timeline-basedmicro-certifications help intimely reviews of accessbased on importantmilestones.Codeless workflows:Provides lightweightcodeless workflows foraccess control andgovernance.Figure 5. Workflow EditorComprehensive IT audit, monitoring, andreporting: Includessimplified and flexibleauditing, monitoring, andreporting capabilities.Figure 6. Analytical DashboardSummaryOracle Access Governance helps organizations to automate access control, gainvisibility, make informed access decisions, and support their overall complianceobjectives. Organizations can extend their current identity governance andadministration capabilities with a cloud native service to begin with deeperinsights. For more information, review the Oracle Access Governance productdocumentation or visit the Oracle Access Governance webpage.Connect with usCall +1.800.ORACLE1 or visit . Outside North America, find your local office at /contact. /oracle /oracleCopyright © 2023, Oracle and/or its affiliates. This document is provided for information purposes only, and the contents hereof are subject to change without notice. This document is not warranted to be error-free, nor subject to any other warranties or conditions, whether expressed orally or implied in law, including implied warranties and conditions of merchantability or fitness for a particular purpose. We specifically disclaim any liability with respect to this document, and no contractual obligations are formed either directly or indirectly by this document. This document may not be reproduced or transmitted in any form or by any means, electronic or mechanical, for any purpose, without our prior written permission. Oracle and Java are registered trademarks of Oracle and/or its affiliates. Other names may be trademarks of their respective owners.Intel and Intel Xeon are trademarks or registered trademarks of Intel Corporation. All SPARC trademarks are used under license and are trademarks or registered trademarks of SPARC International, Inc. AMD, Opteron, the AMD logo, and the AMD Opteron logo are trademarks or registered trademarks of Advanced Micro Devices. UNIX is a registered trademark of The Open Group. 0120。

ai模型的置信区间英语

ai模型的置信区间英语

ai模型的置信区间英语Confidence Intervals for AI Models.When developing and deploying AI models, it's crucial to evaluate their performance and reliability. Confidence intervals provide valuable insights into the uncertainty associated with model predictions, helping practitioners make informed decisions and assess the limitations of their models.Definition of Confidence Intervals.In statistics, a confidence interval is a range of values that is likely to contain the true value of a population parameter, such as a mean or proportion. It is calculated based on a sample of data and a chosen level of confidence, typically 95% or 99%.Confidence Intervals for AI Models.For AI models, confidence intervals can be used to estimate the range of possible values for a prediction. This is useful for understanding the uncertainty associated with the model's output and for making decisions based on the model's predictions.Calculating Confidence Intervals.The method for calculating confidence intervals for AI models depends on the type of model and the available data. Common methods include:Bootstrap resampling: Repeatedly resampling the data and generating multiple model predictions.Bayesian inference: Using prior knowledge and data to estimate the distribution of model parameters.Likelihood-based methods: Calculating the likelihood of different parameter values given the observed data.Interpreting Confidence Intervals.Confidence intervals provide valuable information about the reliability of model predictions:Width of the interval: A narrower interval indicates higher confidence in the prediction.Coverage probability: The chosen level of confidence (e.g., 95%) represents the probability that the true value falls within the interval.Overlapping intervals: When comparing confidence intervals for different models or predictions, overlapping intervals suggest that the models or predictions are not significantly different.Applications of Confidence Intervals.Confidence intervals for AI models find application in various domains, including:Model selection: Comparing the confidence intervals ofdifferent models to identify the most reliable one.Prediction uncertainty: Quantifying the uncertainty associated with model predictions and making informed decisions accordingly.Model calibration: Assessing the accuracy of model predictions by comparing them to the actual outcomes and adjusting the model as needed.Limitations of Confidence Intervals.It's important to note that confidence intervals are not absolute guarantees. They provide an estimate of the potential range of values, but there is still a possibility that the true value falls outside the interval.Best Practices for Using Confidence Intervals.To ensure the validity and effectiveness of confidence intervals for AI models, it is essential to:Use an appropriate method for calculating the intervals.Select a suitable level of confidence based on the desired trade-off between precision and coverage.Interpret the intervals carefully, considering the limitations and potential sources of uncertainty.Conclusion.Confidence intervals for AI models provide a powerful tool for evaluating model performance and understanding the uncertainty associated with predictions. By interpreting them correctly and applying best practices, practitioners can make informed decisions and enhance the reliability of their AI models.。

高中英语教材人教版 选修二 新版 淘宝

高中英语教材人教版 选修二 新版 淘宝

高中英语教材人教版选修二新版淘宝全文共3篇示例,供读者参考篇1A Whole New World: Exploring Taobao Through My English TextbookAs a high school student, I never expected an online shopping platform to find its way into my English textbook, but that's precisely what happened when I opened the "New Edition People's Education Press Elective Course II" textbook this semester. To my surprise, an entire unit was dedicated to the fascinating world of Taobao, China's largest e-commerce platform.At first, I must admit, I was a bit skeptical. How could a website primarily used for buying and selling goods possibly be relevant to my English studies? But as I delved deeper into the unit, I realized just how much this unconventional topic had to offer in terms of language learning and cultural exploration.The unit began with a series of reading passages that introduced Taobao's history, its business model, and its impact on the Chinese economy. As someone who had grown up usingthe platform for everything from buying school supplies to searching for unique gifts, I found these passages both informative and relatable. They not only provided valuable vocabulary and grammar lessons but also offered insights into the cultural phenomenon that Taobao has become.One particular passage that stood out to me was the one that explored the concept of "Taobao Villages" – rural communities that have thrived by embracing e-commerce and specializing in the production and sale of certain products through Taobao. I was amazed to learn about the economic transformation these villages had undergone, and how Taobao had opened up new opportunities for entrepreneurs in even the most remote areas of China.But the unit didn't stop at mere reading comprehension. It also included a variety of interactive activities that allowed us to put our English skills into practice. From role-playing scenarios where we had to negotiate with Taobao sellers to writing product reviews and marketing campaigns, these exercises challenged us to think critically and communicate effectively in real-world contexts.One of my favorite activities was the group project where we had to create a mock Taobao storefront and develop amarketing strategy for a product of our choice. Not only did this exercise test our ability to work collaboratively, but it also forced us to think creatively about product descriptions, pricing strategies, and customer service – all while using English as the primary means of communication.As someone who aspires to pursue a career in business, I found this project invaluable. It gave me a taste of the challenges and opportunities that come with running an online business, while also sharpening my English language skills in areas such as persuasive writing and effective communication.But the unit didn't just focus on the practical aspects of Taobao; it also explored the cultural and social implications of this e-commerce giant. We discussed topics ranging from consumer behavior and online shopping trends to the environmental impact of excessive packaging and shipping.One particularly thought-provoking discussion centered around the concept of "daigou" – the practice of purchasing foreign goods through personal shoppers and reselling them on Taobao at a markup. While this phenomenon has given Chinese consumers access to a wider range of products, it has also raised concerns about intellectual property rights, product authenticity, and ethical business practices.Through these discussions, I gained a deeper understanding of the complexities and nuances surrounding Taobao's role in Chinese society. It challenged me to think critically about the implications of e-commerce and to consider different perspectives on the issues at hand.But perhaps the most valuable aspect of this unit was the way it seamlessly integrated language learning with cultural exploration. By using Taobao as a lens through which to study English, I not only improved my language skills but also gained valuable insights into Chinese consumer culture, entrepreneurship, and the ever-evolving digital landscape.I found myself constantly making connections between the English vocabulary and grammar concepts I was learning and the real-world examples provided through the lens of Taobao. For instance, when studying adjectives and descriptive language, we analyzed actual product descriptions from Taobao listings, allowing us to understand how these linguistic elements are used in a practical setting.Moreover, the unit's focus on Taobao encouraged me to explore my own experiences and perspectives as a consumer and user of the platform. I found myself sharing personal anecdotes and opinions during class discussions, which not only improvedmy spoken English but also fostered a deeper understanding of the cultural significance of Taobao in my own life and that of my peers.As I reflect on this unit, I can't help but feel a sense of gratitude towards the textbook's creators for their innovative approach to language learning. By incorporating a familiar and relevant topic like Taobao, they managed to make the study of English engaging, practical, and deeply rooted in cultural context.In a world where language learning is often criticized for being disconnected from real-life experiences, this unit stood out as a shining example of how to bridge the gap between classroom instruction and real-world application. It showed me that even the most mundane aspects of our daily lives – in this case, online shopping – can serve as powerful vehicles for language acquisition and cultural exploration.As I move forward in my academic journey, I know that the lessons I learned from this unit on Taobao will stay with me. Not only have I gained a deeper appreciation for the cultural and economic significance of this e-commerce platform, but I have also developed a newfound confidence in my ability to navigate real-world scenarios and communicate effectively in English.Who would have thought that a simple online shopping platform could open up such a rich and multifaceted learning experience? Thanks to this unit, I now have a whole new perspective on the power of language learning to connect us with the world around us – one virtual storefront at a time.篇2Taobao - The Ever-Evolving Online MarketplaceAs a high school student in China, the name "Taobao" is ingrained in my daily life, much like the air I breathe. This online shopping platform has become an integral part of our culture, a virtual bazaar where one can find anything from the latest fashion trends to obscure knick-knacks. The inclusion of a unit dedicated to Taobao in our English textbook, "New Edition Elective II" by the People's Education Press (PEP), is a testament to its ubiquity and significance in modern Chinese society.The unit begins with a brief introduction to Taobao, providing background information on its establishment in 2003 by the Alibaba Group. From its humble beginnings as a consumer-to-consumer (C2C) platform, Taobao has grown into a behemoth, boasting over a billion product listings and hundreds of millions of active users. The textbook highlights the platform'suser-friendly interface, which allows buyers to easily search for and purchase items, while sellers can establish virtual storefronts to market their wares.One aspect that our textbook emphasizes is the wide array of products available on Taobao. From clothing and electronics to household items and rare collectibles, the platform serves as a one-stop shop for virtually any consumer need. The unit even includes a section on some of the more peculiar items that have been sold on Taobao, such as a life-sized replica of the Transformer's Optimus Prime and a highly sought-after "lucky" rock.As we delve deeper into the unit, we are introduced to the concept of "Taobao Villages" – rural communities that have embraced e-commerce and turned to Taobao as a means of economic revitalization. The textbook highlights several success stories, such as the village of Xiaozhou in Shandong Province, where numerous residents have established thriving online businesses selling everything from clothing to agricultural products.The unit also touches upon the cultural impact of Taobao, exploring how it has influenced consumer behavior and redefined the shopping experience in China. We learn about thephenomenon of "Taobao Live," where sellers host live-streamed sessions to promote their products and engage with potential customers in real-time. This interactive approach has not only fostered a sense of community among buyers and sellers but has also given rise to a new breed of internet celebrities known as "Taobao Influencers."Furthermore, our textbook examines the logistical challenges posed by Taobao's immense popularity, particularly in terms of packaging and delivery. We are introduced to the concept of "Taobao Villages for Delivery," where entire communities are dedicated to the packaging and distribution of goods purchased on the platform. The unit highlights the impressive scale of Taobao's logistics network, which employs advanced technologies such as automated sorting centers and intelligent routing algorithms to ensure efficient and timely deliveries.As we progress through the unit, we encounter various exercises and activities designed to reinforce our understanding of Taobao and its impact on Chinese society. These range from reading comprehension exercises based on passages about Taobao's history and operations to role-playing scenarios where we simulate being buyers or sellers on the platform.One particularly engaging activity involves analyzing and interpreting various Taobao product listings, evaluating the effectiveness of the descriptions, images, and pricing strategies employed by sellers. This exercise not only enhances our English language skills but also provides valuable insights into the art of successful online marketing.Towards the end of the unit, we are tasked with a more creative assignment – designing a hypothetical Taobao storefront and developing a marketing strategy for a product or service of our choice. This project encourages us to apply the knowledge and skills acquired throughout the unit, while also fostering critical thinking, problem-solving, and entrepreneurial mindsets.As I reflect on this unit, I can't help but appreciate the foresight of our textbook's authors in recognizing the significance of Taobao in China's rapidly evolving digital landscape. By incorporating this topic into our English curriculum, we not only improve our language proficiency but also gain a deeper understanding of an integral aspect of modern Chinese culture.Taobao has transcended its role as a mere online marketplace; it has become a microcosm of China's economicand social transformation, a virtual reflection of our nation's entrepreneurial spirit and adaptability to the digital age. Through this unit, we learn that Taobao is more than just a platform for buying and selling goods – it is a testament to the ingenuity and resilience of the Chinese people, a force that has reshaped the way we live, work, and interact with one another.As I look towards the future, I can't help but wonder how Taobao will continue to evolve and shape our society. Will it remain a predominantly consumer-focused platform, or will it expand into other realms, such as services and collaborative economies? How will emerging technologies like artificial intelligence, virtual reality, and blockchain impact the Taobao experience? These are questions that intrigue me, and I eagerly anticipate the answers as I continue my educational journey.In the meantime, I remain grateful for the opportunity to study this remarkable phenomenon through our English textbook. By exploring Taobao, we not only enhance our language skills but also gain a deeper appreciation for the dynamic and ever-changing nature of our modern world.篇3Taobao: The Online Shopping Phenomenon Shaping Our LivesAs high school students navigating the digital age, we've all heard of Taobao – the e-commerce giant that has revolutionized the way we shop and consume. From trendy fashion pieces to quirky gadgets, Taobao has become an integral part of our lives, reshaping our shopping habits and cultural experiences. In our English textbook's Elective Course II, we delve into this fascinating world of online shopping, exploring its impact on our society and personal lives.The Convenience FactorLet's be honest, who doesn't love the convenience of shopping from the comfort of their own home? Gone are the days of trudging through crowded malls and fighting for parking spots. With just a few clicks, we can browse through millions of products, compare prices, and have our purchases delivered straight to our doorsteps. Taobao has made impulse buying easier than ever, and we've all fallen victim to those irresistible deals and lightning sales.Cultural ImmersionAs we navigate the vast virtual marketplace of Taobao, we're exposed to a rich tapestry of cultural diversity. From traditional Chinese handicrafts to avant-garde fashion designs, Taobao offers a window into the vibrant world of creativity and artistry. We can admire the intricate embroidery on a Xinjiang robe or marvel at the sleek lines of a cutting-edge tech gadget, all while gaining a deeper appreciation for the cultural melting pot that is China.The Language ChallengeOne aspect of Taobao that has undoubtedly challenged us as English learners is the language barrier. With millions of product descriptions and user reviews written in Chinese, we've had to hone our translation skills and rely on online tools to decipher the nuances of each listing. While frustrating at times, this experience has taught us the importance of cross-cultural communication and the value of perseverance in overcoming linguistic obstacles.The Social Media InfluenceIn today's digital age, social media plays a significant role in shaping our shopping habits, and Taobao is no exception. Influencers and key opinion leaders (KOLs) have become powerful forces, driving trends and promoting products onplatforms like Xiaohongshu and Douyin. We've all fallen victim to the allure of sponsored posts, eagerly adding those "must-have" items to our virtual shopping carts, only to realize later that we may have succumbed to the power of persuasive marketing.The Environmental ImpactAs conscious consumers, we cannot ignore the environmental implications of our online shopping habits. The excessive packaging, carbon footprint of shipping, and potential waste associated with impulse purchases have become cause for concern. Taobao, like other e-commerce platforms, has a responsibility to address these issues and promote sustainable practices, such as eco-friendly packaging and efficient logistics.Personal Growth and ResponsibilityUltimately, our experience with Taobao has been a journey of personal growth and self-discovery. We've learned valuable lessons about budgeting, financial responsibility, and the importance of being discerning consumers. The temptation of instant gratification has taught us the value of delayed gratification and the need to prioritize our spending habits.As we reflect on our English textbook's exploration of Taobao, we realize that this online shopping phenomenon ismore than just a platform for buying and selling goods. It's a cultural phenomenon that has reshaped our lives, challenged our perspectives, and forced us to confront the complexities of the modern world. While we acknowledge the convenience and excitement of online shopping, we must also recognize our responsibility as consumers to make informed choices and strive for a more sustainable future.。

墨菲物流学英文版第12版课后习题答案第6章

墨菲物流学英文版第12版课后习题答案第6章

PART IIANSWERS TO END-OF-CHAPTER QUESTIONSCHAPTER 6: PROCUREMENT6-1. What is procurement? What is its relevance to logistics?Procurement refers to the raw materials, component parts, and supplies bought from outside organizations to support a company’s operations. It is closely related to logistics because acquired goods and services must be entered into the supply chain in the exact quantities and at the precise time they are needed. Procurement is also important because its costs often range between 60 and 80 percent of an organization’s revenues.6-2. Contrast procurement’s historical focus to its more strategic orientation today. Procurement’s historical focus in many organizations was to achieve the lowest possible cost from potential suppliers. Oftentimes these suppliers were pitted against each other in “cutthroat” competition involving three- or six-month arm’s-length contracts awarded to the lowest bidder. Once this lowest bidder was chosen, the billing cycle would almost immediately start again and another low bidder would get the contract for the next several months. Today procurement has a much more strategic orientation in many organizations, and a contemporary procurement manager might have responsibility for reducing cycle times, playing an integral role in product development, or generating additional revenues by collaborating with the marketing department.6-3. Discuss the benefits and potential challenges of using electronic procurement cards. Electronic procurement cards (p-cards) can benefit organizations in several ways, one of which is a reduction in the number of invoices. In addition, these p-cards allow employees to make purchases in a matter of minutes, as opposed to days, and p-cards generally allow suppliers to be paid in a more timely fashion. As for challenges, p-cards may require control processes that measure usage and identify procurement trends, limit spending during the appropriate procurement cycle, and block unauthorized expenditures at gaming casinos or massage parlors. In addition, using p-cards beyond the domestic market can be challenge because of currency differences, availability of technology, difference in card acceptance, and cultural issues.6-4. Discuss three potential procurement objectives.The text provides five potential procurement objectives that could be discussed. They are supporting organizational goals and objectives; managing the purchasing process effectively and efficiently; managing the supply base; developing strong relationships with other functional groups; and supporting operational requirements.6-5. Name and describe the steps in the supplier selection and evaluation process.Identify the need for supply can arise from the end of an existing supply agreement or the development of a new product. →Situation analysis looks at both the internal and external environment within which the supply decision is to be made. →Identify and evaluate potential suppliers delineates sources of potential information, establishes selection criteria, and assigns weights to selection criteria. →Select supplier(s) is where an organization chooses one or more companies to supply the relevant products. →Evaluate the decision involves comparison of expected supplier performance to actual supplier performance.6-6. Distinguish between a single sourcing approach and a multiple sourcing approach.A single sourcing approach consolidates purchase volume with a single supplier in the hopes of enjoying lower costs per unit and increased cooperation and communication in the supply relationship. Multiple sourcing proponents argue that using more than one supplier can lead to increased amounts of competition, greater supply risk mitigation, and improved market intelligence.6-7. What are the two primary approaches for evaluating suppliers? How do they differ?There are two primary approaches for evaluating suppliers: process based and performance based. A process-based evaluatio n is an assessment of the supplier’s service and/or production process (typically involving an audit). The performance-based evaluation is focused on the supplier’s actual performance on a variety of criteria, such as cost and quality.6-8. Discuss the factors that make supplier selection and evaluation difficult.First, supplier selection and evaluation generally involve multiple criteria, and these criteria can vary both in number and importance depending on the particular situation. Second, because some vendor selection may be contradictory, it is important to understand trade-offs between them. Third, the evolution of business practices and philosophies, such as just-in-time and supply chain management, may require new selection criteria or the reprioritization of existing criteria.6-9. Distinguish between supplier audits and supplier scorecards. When should each be used?A supplier audit usually involves an onsite visit to a supplier’s facility, with the goal being to gain a deeper knowledge of the supplier. By contrast, supplier scorecards report information about a supplier’s performance on certain criteria. Both supplier audits and supplier scorecards are associated with evaluating the supplier selection decision; supplier audits focus on process evaluation whereas supplier scorecards focus on performance evaluation.6-10. Describe Kraljic’s Portfolio Matrix. What are the four categories of this segmentation approach?Kraljic’s Portfolio Matrix is used by many managers to classify corpora te purchases in terms of their importance and supply complexity, with the goal of minimizing supply vulnerability and getting the most out of the firm’s purchasing power. The matrix delineates four categories: noncritical (low importance, low complexity), leverage (high importance, low complexity), strategic (high importance, high complexity), and bottleneck (low importance, high complexity).6-11. Define supplier development, and explain why it is becoming more prominent in some organizations.Supplier development (reverse marketing) refers to aggressive procurement not normally encountered in supplier selection and can include a purchaser initiating contact with a supplier, as well as a purchaser establishing prices, terms, and conditions. One reason for its growing prominence is the myriad inefficiencies associated with suppliers initiating marketing efforts toward purchasers. A second reason is that the purchaser may be aware of important events that are unknown to the supplier. Moreover, achieving competitive advantage in the supply chain is predicated on purchasers adopting a more aggressive approach so as to compel suppliers to meet the necessary requirements.6-12. What are the components of the global sourcing development model presented in this chapter?Planning, specification, evaluation, relationship management, transportation and holding costs, implementation, and monitoring and improvements make up the components of the global sourcing development model presented in this chapter.6-13. What are some of the challenges of implementing a global sourcing strategy?In terms of the challenges of implementing a global sourcing strategy, as organizations continue to expand their supply bases, many are realizing that hidden cost factors are affecting the level of benefits that were projected to be achieved through this approach. Some of these hidden costs include increased costs of dealing with suppliers outside the domestic market, and duty and tariff charges that occur over the life of a supply agreement.6-14. Pick, and discuss, two components of the global sourcing development model presented in this chapter.Any two components listed in the answer to Question 6-12 could be discussed.6-15. What is total cost of ownership and why is it important to consider?When taking a total cost of ownership (TCO) approach, firms consider all the costs that can be assigned to the acquisition, use, and maintenance of a purchase. With respect to global sourcing, the logistics costs related to the typically longer delivery lead times associated with global shipments are a key consideration.6-16. Why are some firms considering near-sourcing?Near-sourcing refers to procuring products from supplier s closer to one’s own facilities. Firms are considering near-sourcing because of rising transportation and energy costs, growing desires to be able to quickly adapt to changing market trends, and risk and sustainability concerns.6-17. Name, and give an example of, the five dimensions of socially responsible purchasing.•Diversity includes procurement activities associated with minority or women-owned organizations.•The environment includes considerations such as waste reduction and the design of products for reuse or recycling.•Human rights includes child labor laws as well as sweatshop labor.•Philanthropy focuses on employee volunteer efforts and philanthropic contributions.•Safety is concerned with the safe transportation of purchased products as well as the safe operation of relevant facilities.6-18. Discuss some of the ethical issues that are associated with procurement.Areas of ethical concern in procurement include gift giving and receiving; bribes (money paid before an exchange) and kickbacks (money paid after an exchange); misuse of information; improper methods of knowledge acquisition; lying or misrepresentation of the truth; product quality (lack thereof); misuse of company assets, to include abuse of expense accounts; and conflicts of interest, or activity that creates a potential conflict between one’s personal interest and her or his employer’s interests.6-19. Distinguish between excess, obsolete, scrap, and waste materials.Excess (surplus) materials refer to stock that exceeds the reasonable requirements of an organization, perhaps because of an overly optimistic demand forecast. Obsolete materials, unlike excess materials, are not likely to ever be used by the organization that purchased them. Scrap materials refer to materials that are no longer serviceable, have been discarded, or are a by-product of the production process. Waste materials refer to those that have been spoiled, broken, or otherwise rendered unfit for reuse or reclamation. Unlike scrap materials, waste materials have no economic value.6-20. How can supply chain finance help procurement drive value for its firm?Supply chain finance is a set of technology and finance-based processes that strives to optimize cash flow by allowing businesses to extend their payment terms to their suppliers while simultaneously allowing suppliers to get paid early. Procurement would negotiate extended payment terms with their suppliers by using technology to enable the supplier to choose and receive their money early (minus a service fee for this convenience). The advantage for the selling firm is the ability to decide when they receive payment, while the buying firm receives the benefits of longer payables.PART IIICASE SOLUTIONSCASE 6-1: TEMPO LTD.Question 1: Should Terim let somebody else complete the transaction because he knows that if he doesn’t sell to the North Koreans, somebody else will?This question may stimulate a great deal of discussion among students. On the one hand, Terim is contemplating a transaction involving commodities (chemicals and lumber) as well as with a country (North Korea) with which he is not all that familiar. These aspects might argue against completing the transaction. Moreover, in light of certain events involving North Korea—specifically, admitting that the country possesses nuclear capabilities—Terim might pull back from the proposed transaction because of uncertainty as to exactly how the chemicals will be used by the North Koreans (e.g., might the chemicals actually be used to make weapons?). On the other hand, even though the case indicates that the Turkish have imposed trade sanctions against North Korea, trade involving banned partners is periodically achieved by routing the products through other countries.Question 2: What are the total costs given in the case for the option of moving via Romania?Question 3: What are the total costs given in the case for the option of moving via Syria?Question 4: Which option should Terim recommend? Why?Either option can be supported. For example, the Romanian option is nearly $30,000 cheaper than the Syrian option—thus, solely from the perspective of cost, the Romanian option might be preferred. However, the Romanian option takes three weeks longer to complete than does the Syrian option. Moreover, the Romanian option appears to be riskier than the Syrian one in the sense that things might go awry in the redocumentation process.Question 5: What other costs and risks are involved in these proposed transactions, including some not mentioned in the case?The entertainment of the North Korean officials can be viewed as both a cost and a risk. At minimum, luxurious hotel accommodations as well as business-related dinners and receptions will not come cheaply. From a risk perspective, there is a chance that the entertainment could get out of hand and generate embarrassing publicity.There is also a chance that some of the rusvet“fees” might unexpectedly increase, particularly those associated with generating the false documents. If providers of the documentation understand the “captive” nature of the lumber shipment from Romania to Turkey, then it is possible that these providers could leverage their position to increase their income.A more general risk for these proposed transactions is the volatile political situation in the Middle East. One manifestation of this volatility is through disruptions in transportation routes; traffic through the Suez Canal has periodically been influenced by the region’s political volatility—an important consideration given that the proposed lumber shipments will need to move through the Suez Canal.Students are likely to identify other costs and risks.Question 6: Regarding the supply chain, how—if at all—should bribes be included? What functions do they serve?From a broad perspective, the purpose of bribes should be to facilitate the completion of international transactions. At least two perspectives must be considered when analyzing the first part of the question. One is the legal perspective; quite simply, in some countries (such as the United States), bribes are theoretically illegal—regardless of the circumstances. Under this scenario, bribes would not be included in the supply chain.A second perspective, practicality, understands that bribes are essential for the completion of international transactions. Under this scenario, supply chains would need the flexibility to accommodate situations that require a bribe. One manifestation of this flexibility could be the name assigned to a “bribe.” For example, one of the authors of this text was not allowed to board an airplane flight to Katmandu, Nepal until all four members of his traveling party (each a U.S. reside nt) paid what was called a “weightpenalty.” This weight penalty appears to have been bribe-like in the sense that none of the other passengers, several of whom clearly had weight problems, were assessed weight penalties.Question 7: If Terim puts together this transaction, is he acting ethically? Discuss.The answer to this question could depend on one’s definition of ethical actions. One definition, for example, focuses on a personal code of conduct to guide one’s actions. Another definition suggests that anything that is not illegal is ethical. Having said this, the Romanian routing appears questionable because of the document alterations associated with it. These document alterations are probably illegal, regardless of the country in question.Alternatively, because the Syrian routing does not appear to include any overtly illegal activities, some might view it as ethical. Even though it includes rusvets, Terim merely would be following accepted protocol for many international transactions. Moreover, the use of Syria is smart in the sense that Terim is avoiding a Turkish port where the chances of getting caught, and the associated penalties, are much higher.From another perspective, the case suggests that Terim is struggling with the decision to do business with the North Koreans, in part because of concerns about their communist regime and support of terrorist policies. Because this may indicate that Terim has a conscience, any transaction involving the North Koreans could be viewed as unethical in the sense that Terim is violating his personal code of conduct.Question 8: What do you suggest should be done to bring moral values into the situation so that the developing countries are somewhat in accordance with Western standards? Keep in mind that the risks involved in such environments are much higher than the risks of conducting business in Western markets. Also note that some cultures see bribery as a way to better distribute wealth among their citizens.Because this case involves organizations located in two non-Western countries, it might be culturally insensitive to bring in moral values that are more in accordance with Western standards.。

层次分析法模型外文文献翻译2014年译文2000字

层次分析法模型外文文献翻译2014年译文2000字

文献出处:Ishizaka A, Labib A. THE ANALYSIS OF THE PROCESS IN DERIVING FURTHER BENEFITS OF AN AHP MODEL [J]. The World Insight, 2014, 22(4): 201-220.(声明:本译文归百度文库所有,完整译文请到百度文库。

)原文THE ANALYSIS OF THE PROCESS IN DERIVING FURTHER BENEFITS OF ANAHP MODELIshizaka A, Labib A.ABSTRACTThis paper deals with evaluation of benefits from the AHP methodology that can improve the quality of the decision making process. In this research effort, evaluation (give second opinions) of another’s assessment of goal is carrie d out, wherein, the criteria assessment is different while keeping the alternatives assessment with respect to each criteria constant, to test if the priority vector of the alternatives is same or different.Keywords: AHP process, subjectivity, pair-wise assessments.1. IntroductionMaking decisions involve evaluating the available alternatives and choosing the right one that meets a desired objective. Underlying assumption is our ability to compare, and measure or assess the value of these alternatives with the respect to the goal at hand. It is one of main functions and responsibilities of senior management in organizations. Decision-making is a fundamental process that is integral in everything we do (Saaty, 2004). It is not surprising to know that one of the main goals of education is to help students/participants in the study to make better decisions and increase objectivity in making such decisions. However, subjectivity cannot be completely eliminated because we interpret and make inferences based on objective assessments of the data.Analytical Hierarchy Process, a decision-making methodology developed by Saaty (1987) is an attempt in this direction. AHP can be used in any situation where the presence of multiple influencing factors and decision criteria make it difficult to understand the interactions among them intuitively. In such cases AHP offers a structured approach to reduce the complexity and help us in making a decision objectively.Saaty (2004) argues that subjective judgments using qualitative parameters are not necessarily inferior to physical quantitative measures. He contends that physical scale measurements only help in interpretation and in our understanding and use of the things that we already know how to measure.Although, AHP is practiced in industry and academics, it presents a few concerns and opportunities for further research. One of the concerns is that subjectivity. Although subjectivity cannot be eliminated completely, with better analysis, objectivity can be improved. In this paper, using the AHP methodology, we propose to evaluate or provide second opinion of another person’s assessment of a goal to improve objectivity. With this approach, the second opinion of the criteria assessment is different while keeping the alternatives assessment with respect to each criteria the same and test if the priority vector of the alternatives is same or different.The remainder of the paper presents a brief literature review about the analytical hierarchy process followed by hypothesis of the study and research design. Following these, we present data presentation and analysis. We conclude the paper with limitations and future scope.2. Literature ReviewThe primary objective of AHP is to classify a number of alternatives by considering a given set of qualitative and quantitative criteria and using pair-wise comparisons/judgments. AHP results in a hierarchical leveling of the quality determinants, where the upper hierarchy level is the goal of the decision process, the next level defines the selection criteria which can be further subdivided into sub criteria at lower hierarchy levels and, finally, the bottom level presents the alternative decisions.Analytic Hierarchy Process (AHP) is one of the multi-criteria decision making methods that was originally developed by Saaty (1987). It is a method to derive ratio scales from paired comparisons to determine relative weights and use them for evaluating alternatives. The input can be obtained from actual measurement such as price and weight or from subjective opinion such as satisfaction feelings and preference. AHP has a provision for a small inconsistency (10%) in judgment because it is difficult to be absolutely consistent. The ratio scales are derived from the principal eigenvectors and the consistency index is derived from the principal eigenvector value (Saaty, 2008).It is well known that AHP is associated with large computing and subjectivity (Rang-guo & Yan-ni, 2004). In an effort to improve quality of decisions, Stern, Meherez, and Hadad (2000) suggested a hybrid approach of using data envelopment analysis (DEA) and AHP to take best of both and avoid pitfalls of each method. The Peters-Zelewski (2008) paper looks at a discussion of the pitfalls of AHP from understanding differences between relative versus absolute measurements, clustering of direct measurements, and integrated view of inputs and outputs.Considering the above research findings, our research objective is to understand the inherent subjectivity of pair-wise comparisons via the tool of reciprocal assessments. And to overcome the subjectivity issue, we propose to use research methodology involving evaluation of second opinion of another person’s assessment of a goal to improve objectivity.3. Hypotheses/ObjectivesOur research goal is to improve the quality of decision using AHP by inserting second opinion of a person’s assessment to examine variations in choosing the alternative.4. Research Design/MethodologyIn this research study, we found that without a strong understanding of the AHP technique, the respondents in the pilot survey found it difficult to provide consistent judgment. Hence, we have sought four pair-wise comparisons for the criteria table and two for each of the project judgments (for every criteria) to derive a consistent set ofall pair-wise comparisons..Using literature review, Rich (2012), Sulemani (2009), Hibner (2011) and interviews with Scrum Masters, we have derived a prioritized list of factors influencing the success for Scrum projects. Five factors were identified, for assessing their influence and impact on success, Scrum process understanding/compliance (Factor 1), Clarity of Scrum Projects i.e. roles and responsibilities(Factor 2), Effectiveness of Scrum Master(Factor 3),Customer–Degree of Product Owner involvement (Factor 4), Team collaborative environment (Factor 5)..The survey questionnaire included two components: general profile (role in project, years of experience, educational qualification, number of scrum projects, number of scrum masters, type of project, size of organization, and part 2 included AHP parameters for gauging the influence of various factors (mentioned above) on success or failure in Scrum project..For the pair-wise comparisons we used a verbal scale of moderate, strong, very strong and extreme and neutral and converted them into a numerical scale of 2,4,6,8 respectively. The pair-wise comparisons for two respondents are shown in Appendix.对层次分析法AHP模型优势的进一步分析伊扎卡;拉比的摘要本文探讨了层次分析法AHP分析模型的优势,即可以提高企业管理人员决策过程的质量。

英语实践教学形式(3篇)

英语实践教学形式(3篇)

第1篇In the ever-evolving field of education, the teaching of English has become more dynamic and diverse. Traditional methods of teaching, while effective in many aspects, are being complemented and sometimes replaced by innovative practices that cater to the needs of the 21st-century learner. This article explores various forms of English实践教学,highlighting their effectiveness and potential challenges.1. Blended LearningBlended learning combines traditional classroom instruction with online resources and technology. This approach allows students to engage with the language in multiple ways, both inside and outside the classroom. Here are some key aspects of blended learning in English teaching:Online Platforms: Utilizing online platforms like Blackboard, Moodle, or Google Classroom, teachers can create interactive lessons, assign homework, and facilitate discussions. These platforms also enable students to access materials and resources at their own pace.Interactive Tools: Incorporating interactive tools such as quizzes, polls, and videos can enhance student engagement and motivation. For example, teachers can use Kahoot! or Quizizz to create fun and interactive quizzes.Flipped Classroom: In a flipped classroom, students watch instructional videos or read materials at home, and then use class time for activities like discussions, group work, or project-based learning. This approach allows for more personalized learning and encourages students to take ownership of their education.Collaborative Learning: Blended learning encourages collaboration among students through online forums, discussion boards, and group projects. This fosters critical thinking and problem-solving skills, as well as communication and teamwork.2. Project-Based Learning (PBL)Project-based learning involves students in real-world, inquiry-driven activities that promote deep understanding and application of the language. Here are some examples of PBL in English teaching:Community Service Projects: Students can engage in community service projects, such as organizing a fundraising event or creating a public service announcement, and use English to communicate with stakeholders and document their work.Cultural Exchange Programs: Pairing students with peers from different countries can facilitate cultural exchange and language practice. Students can collaborate on projects that explore their respective cultures and share their experiences.Research Projects: Students can conduct research on a topic of interest and present their findings in English, using various forms of media, such as presentations, videos, or podcasts.Capstone Projects: At the end of a course or program, students can create a capstone project that demonstrates their mastery of the language and subject matter. This could involve creating a website, writing a research paper, or developing a multimedia presentation.3. GamificationGamification involves incorporating game-like elements into educational activities to increase engagement and motivation. Here are some ways to gamify English teaching:Point Systems: Assigning points for completing tasks, participating in discussions, or demonstrating language proficiency can create a sense of competition and encourage students to strive for excellence.Badges and Rewards: Awarding badges or rewards for reaching certain milestones can provide students with a sense of accomplishment and motivate them to continue learning.Leaderboards: Creating leaderboards to track student progress canfoster healthy competition and encourage students to challenge themselves.Game-Based Learning: Using educational games, such as language learning apps or online platforms like Duolingo, can make learning English fun and interactive.4. Technology IntegrationIntegrating technology into English teaching can enhance student engagement and provide access to a wealth of resources. Here are some examples of technology integration:Interactive Whiteboards: Using interactive whiteboards allows teachers to create dynamic lessons that engage students and facilitate collaboration.Laptops and Tablets: Providing students with laptops or tablets can enable them to access online resources, complete assignments, and participate in virtual discussions.Podcasts and Videos: Incorporating podcasts and videos into lessons can provide authentic examples of the language in use and expose students to different accents and dialects.Social Media: Using social media platforms like Twitter, Facebook, or Instagram can help teachers connect with students and share resources, as well as facilitate communication and collaboration.5. Language ImmersionLanguage immersion involves immersing students in an environment where the target language is the primary means of communication. This can be achieved through various means:Field Trips: Organizing field trips to places where English is spoken can provide students with authentic language experiences and cultural insights.Exchange Programs: Participating in exchange programs with schools in English-speaking countries can allow students to practice the languagein a real-world context.Language Immersion Programs: Enrolling students in language immersion programs, such as those offered by some schools or educational institutions, can provide them with an immersive language experience.ConclusionIn conclusion, English实践教学形式多种多样,旨在提高学生的学习兴趣、培养他们的语言能力,并帮助他们更好地适应21世纪的社会需求。

Conceptual Design

Conceptual Design

EUROGRAPHICS Workshop on...(2004),pp.1–10M.-P.Cani and M.Slater(Guest Editors)Can Machines Interpret Line Drawings?P.A.C.Varley,1R.R.Martin2and H.Suzuki11Department of Fine Digital Engineering,The University of Tokyo,Tokyo,Japan2School of Computer Science,Cardiff University,Cardiff,Wales,UKKeywordsSketching,Line Drawing Interpretation,Engineering De-sign,Conceptual Design1.IntroductionCan computers interpret line drawings of engineering ob-jects?In principle,they cannot:any line drawing is the 2D representation of an infinite number of possible3D ob-jects.Fortunately,a counter-argument suggests that comput-ers should be able to interpret line drawings.Human engi-neers use line drawings to communicate shape in the clear expectation that the recipient will interpret the drawing in the way the originator intended.It is believed[Lip98,Var03a] that human interpretation of line drawings is a skill which can be learned.If such skills could be translated into algo-rithms,computers could understand line drawings.There are good reasons why we want computers to in-terpret line drawings.Studies such as Jenkins[Jen92]have shown that it is common practice for design engineers to sketch ideas on paper before entering them into a CAD pack-age.Clearly,time and effort could be saved if a computer could interpret the engineer’s initial concept drawings as solid models.Furthermore,if this conversion could be done within a second or two,it would give helpful feedback,fur-ther enhancing the designer’s creativity[Gri97].The key problem is to produce a model of the3D object the engineer would regard as the most reasonable interpreta-tion of the2D drawing,and to do so quickly.While there are infinitely many objects which could result in drawings cor-responding to e.g.Figures1and2,in practice,an engineer would be in little doubt as to which was the correct interpre-tation.For this reason,the problem is as much heuristic as geometric:it is not merely tofind a geometrically-realisable solid which corresponds to the drawing,but tofind the one which corresponds to the engineer’s expectations.We suggest the following fully automatic approach,re-quiring no user intervention;our implementation verifies its utility for many drawings of polyhedral objects.(In a com-panion paper[VTMS04],we summarise an approach for in-terpreting certain drawings of curved objects with minimal user intervention.)submitted to EUROGRAPHICS Workshop on (2004)2P .Varley &R.Martin &H.Suzuki /Can Machines Interpret LineDrawings?Figure 1:Trihedral Draw-ing[Yan85]Figure 2:Non-Trihedral Drawing [Yan85]•Convert the engineer’s original freehand sketch to a line drawing.This is described in Section 3.•Determine the frontal geometry of the object.The three most crucial aspects of this are:–Label the lines in the drawing as convex,concave,or occluding.See Section 4.–Determine which pairs of lines in the drawing are in-tended to be parallel in 3D.See Section 5.–Inflate the drawing to 212D”).In a frontal geometry,everything visible in the nat-ural line drawing is given a position in 3D space,but the oc-cluded part of the object,not visible from the chosen view-point,is not present.A polyhedron is trihedral if three faces meet at each ver-tex.It is extended trihedral [PLVT98]if three planes meet at each vertex (there may be four or more faces if some are coplanar).It is tetrahedral if no more than four faces meet at any vertex.It is a normalon if all edges and face normals are aligned with one of three main perpendicular axes.Junctions of different shapes are identified by letter:junc-tions where two lines meet are L-junctions ,junctions of three lines may be T-junctions ,W-junctions or Y-junctions ,and junctions of four lines may be K-junctions ,M-junctions or X-junctions .Vertex shapes follow a similar convention:for example,when all four edges of a K-vertex are visible,the drawing has four lines meeting at a K -junction.When reconstructing an object from a drawing,we take the correct object to be the one which a human would decide to be the most plausible interpretation of the drawing.3.Convert Sketch to Line DrawingFor drawings of polyhedral objects,we believe it to be most convenient for the designer to input straight lines directly,and our own prototype system,RIBALD,includes such an interface.However,it could be argued that freehand sketch-ing is more “intuitive”,corresponding to a familiar interface:pen and paper.Several systems exist which are capable of converting freehand sketches into natural line drawings—see e.g.[ZHH96],[Mit99],[SS01].4.Which Lines are Convex/Concave?Line labelling is the process of determining whether each line in the drawing represents a convex,a concave,or an oc-cluding edge.For drawings of trihedral objects with no hole loops,the line labelling problem was essentially solved by Huffman [Huf71]and Clowes [Clo70],who elaborated the catalogue of valid trihedral junction labels.This turns line labelling into a discrete constraint satisfaction problem with 1-node constraints that each junction must have a label in the catalogue and 2-node constraints that each line must have the same label throughout its length .The Clowes-Huffman catalogue for L -,W -and Y -junctions is shown in Figure 3;+indicates a convex edge,−indicates a concave edge,and an arrow indicates an occluding edge with the occluding face on the right-hand side of the arrow.In trihedral objects,T -junctions (see Figure 4)are always occluding.For trihedral objects,algorithms for Clowes-Huffman line labelling,e.g.those of Waltz [Wal72]and Kanatani [Kan90],although theoretically taking O (2n )time,are usually O (n )insubmitted to EUROGRAPHICS Workshop on (2004)P .Varley &R.Martin &H.Suzuki /Can Machines Interpret Line Drawings?3+-+-+-+++---Figure 3:Clowes-HuffmanCatalogueFigure 4:Occluding T -Junctionspractice [PT94].It is believed that the time taken is more a function of the number of legal labellings than of the algo-rithm,and for trihedral objects there is often only a single legal labelling.For example,Figure 1has only one valid la-belling if the trihedral (Clowes-Huffman)catalogue is used.Extending line labelling algorithms to non-trihedral nor-malons is fairly straightforward [PLVT98].The additional legal junction labels are those shown in Figure 5.Note,how-ever,that a new problem has been introduced:the new T -junctions are not occluding.-+-+-+Figure 5:Extended Trihedral JunctionsExtension to the 4-hedral general case is less straight-forward.The catalogue of 4-hedral junction labels is much larger [VM03]—for example,Figure 6shows just the possi-bilities for W -junctions.Because the 4-hedral catalogue isno+-+-+-Figure 6:4-Hedral W -Junctionslonger sparse ,there are often many valid labellings for each drawing.Non-trihedral line labelling using the previously mentioned algorithms is now O (2n )in practice as well as in theory,and thus too slow.Furthermore,choosing the best labelling from the valid ones is not straightforward either,although there are heuristics which can help (see [VM03]).Instead,an alternative labelling method is to use a relax-ation bel probabilities are maintained for each line and each junction;these probabilities are iteratively up-dated.If a probability falls to 0,that label is removed;if a probability reaches 1,that label is chosen and all other la-bels are removed.In practice,this method is much faster—labels which are possible but very unlikely are removed quickly by relaxation,whereas they are not removed at all by combinatorial algorithms.However,relaxation methods are less reliable (the heuristics developed for choosing between valid labellings when using combinatorial methods are rea-sonably effective).In test we performed on 535line draw-ings [Var03b],combinatorial labelling labelled 428entirely correctly,whereas relaxation labelling only labelled 388en-tirely correctly.The most serious problem with either approach is that in treating line labelling as a discrete constraint satisfaction problem,the geometry of the drawing is not taken into ac-count,e.g.the two drawings in Figure 7are labelled the same.The problems created by ignoring geometrybecomeFigure 7:Same Topologymuch worse in drawings with several non-trihedral junctions (see [VSM04]),and for these,other methods are required.A new approach to labelling outlined in that paper and subsequently developed further [VMS04]makes use of an idea previously proposed for inflation [LB90]:•Assign relative i ,j ,k coordinates to each junction by as-suming that distances along the 2D axes in Figure 8cor-respond to 3D distances along spatial i ,j ,k axes.•Rotate the object from i ,j ,k to x ,y ,z space,where the lat-ter correspond to the 2D x ,y axes and z is perpendicular to the plane of the drawing.•Find the 3D equation for each planar region using vertex x ,y ,z coordinates.•For each line,determine from the equations of the two faces which meet the line whether it is convex,concave or occluding (if there is only one face,the line is occluding).submitted to EUROGRAPHICS Workshop on (2004)4P .Varley &R.Martin &H.Suzuki /Can Machines Interpret LineDrawings?+k-k+i-i+j-jFigure 8:Three Perpendicular Axes in 2DOn its own,this method does not work well:e.g.it is dif-ficult to specify a threshold distance d between two faces such that a distance greater than d corresponds to a step,and hence an occluding line,while if the distance is less than d the planes meet and the line is convex or concave.However,using the predictions made by this method as input to a re-laxation labelling algorithm provides far better results than using arbitrary initialisation in the same algorithm.This idea can be combined with many of the ideas in Sec-tion 6when producing a provisional geometry.Various vari-ants of the idea have been considered (see [VMS04]),partic-ularly with reference to how the i ,j ,k axes are identified in a 2D drawing,without as yet any firm conclusions as to which is best overall.Another strength is that the idea uses the relaxation labeller to reject invalid labellings while collat-ing predictions made by other approaches.This architecture allows additional approaches to labelling,such as Clowes-Huffman labelling for trihedral objects,to make a contribu-tion in those cases where they are useful [VMS04].Even so,the current state-of-the-art only labels approxi-mately 90%of non-boundary edges correctly in a represen-tative sample of drawings of engineering objects [VMS04].Note that any approach which uses catalogue-based la-belling can only label those drawings whose vertices are in a catalogue—it seems unlikely that 7-hedral and 8-hedral ex-tended K-type vertices of the type found in Figure 9willbeFigure 9:Uncatalogued Verticescatalogued in the near future.In view of this,one must ques-tion whether line labelling is needed.Humans are skilled at interpreting line drawings,and introspection tells us that line labelling is not always a part of this process—it may evenbe that humans interpret the drawing first,and then (if nec-essary)determine which lines are convex,concave and oc-cluding from the resulting mental model.Our investigations indicate that line labelling is needed,at least at present.We are investigating interpreting line draw-ings without labelling,based on identifying aspects of draw-ings which humans are known or believed to see quickly,such as line parallelism [LS96],cubic corners [Per68]and major axis alignment [LB90].Current results are disappoint-ing.Better frontal geometry can be obtained if junction la-bels are available.More importantly,the frontal geometry is topologically unsatisfactory.Distinguishing occluding from non-occluding T -junctions without labelling information is unreliable,and as a result,determination of hidden topology (Section 8)is unlikely to be successful.5.Which Lines are Parallel?Determining which lines in a drawing are intended to be par-allel in 3D is surprisingly difficult.It is,for example,obvious to a human which lines in the two drawings in Figure 10are intended to be parallel and which are not,but determining this algorithmically presentsproblems.Figure 10:Which Lines are Parallel?Sugihara [Sug86]attempted to define this problem away by using a strict definition of the general position rule:the user must choose a viewpoint such that if lines are parallel in 2D,the corresponding edges in 3D must be parallel.This makes no allowance for the small drawing errors which in-evitably arise in a practical system.Grimstead’s “bucketing”approach [Gri97],grouping lines with similar orientations,works well for many draw-ings,but fails for both drawings in Figure 10.Our own “bundling”approach [Var03a],although somewhat more re-liable,fares no better with these two drawings.The basic idea used in bundling is that edges are parallel if they look parallel unless it can be deduced from other information that they cannot be parallel.The latter is problematic for two rea-sons.Firstly,if ‘other information’means labelling,iden-tification of parallel lines must occur after labelling,limit-ing the system organisation for computing frontal geome-try.Secondly,to cover increasingly rare exceptional cases,we must add extra,ever more complex,rules for deducing which lines may or may not be parallel.This is tedious andsubmitted to EUROGRAPHICS Workshop on (2004)P.Varley&R.Martin&H.Suzuki/Can Machines Interpret Line Drawings?5 rapidly reaches the point of diminishing returns.For exam-ple,a rule which can deduce that the accidental coincidencein Figure11should not result in parallel lines would be bothcomplicated to implement and of no use in many other cases.**Figure11:Accidental CoincidenceFurthermore,there are also cases where it is far from cleareven to humans which edges should be parallel in3D(edgesA,B,C and D in Figure12are a case in point).ABCDFigure12:Which Edges Should Be Parallel?In view of these problems,more recent approaches tofrontal geometry(e.g.[VMS04])simply ignore the possi-bility that some lines which appear parallel in2D cannot infact be parallel in3D.Initially,it is assumed that they areparallel;this information is then re-checked after inflation.6.Inflation to212D by assigning z-coordinates(depth coordinates)to eachvertex,producing a frontal geometry.The approach taken here is the simplest:we use compliance functions[LS96]to generate equations linear in vertex depth coordinates,and solve the resulting linear least squares problem.Many com-pliance functions can be translated into linear equations in z-coordinates.Of these,the most useful are:Cubic Corners[Per68],sometimes called corner orthogo-nality,assumes that a W-junction or Y-junction corresponds to a vertex at which three orthogonal faces meet.See Fig-ure13:the linear equation relates depth coordinates z V and z A to angles F and G.Nakajima[Nak99]reports successful creation of frontal geometry solely by using a compliance function similar to corner orthogonality,albeit with a limited set of test drawings in which orthogonality predominates. Line Parallelism uses two edges assumed to be parallel in 3D.The linear equation relates the four z-coordinates of theVA BCEFGVABCEFGFigure13:Cubic Cornersvertices at either end of the two edges.Line parallelism is not,by itself,inflationary:there is a trivial solution(z=0 for all vertices).Vertex Coplanarity uses four vertices assumed to be coplanar.The linear equation relating their z-coordinates is easily obtained from2D geometry.Vertex coplanarity is also not,by itself,inflationary,having the trivial solution z=0 for all vertices.General use of four-vertex coplanarity is not recommended(Lipson[Lip98]notes that if three vertices on a face are collinear,four-vertex coplanarity does not guar-antee a planar face).However,it is invaluable for cases like those in Figure14,to link vertices on inner and outer face loops:without it the linear system of depth equations would be disjoint,with infinitely many solutions.**Figure14:Coplanar VerticesLipson and Shpitalni[LS96]list the above and several other compliance functions;we have devised the following. Junction-Label Pairs[Var03a]assumes that pairs of junc-tions with identified labels have the same depth implications they would have in the simplest possible drawing contain-ing such a pair.An equation is generated relating the vertex depths at each end of the line based on the junction labels of those vertices.For example,see Figure15:this pair of junc-tion labels can be found in an isometric drawing of a cube, and the implication is that the Y-junction is nearer to the viewer than the W-junction,with the ratio of2D line length to depth change being√6P .Varley &R.Martin &H.Suzuki /Can Machines Interpret LineDrawings?Figure 15:Junction La-bel Pair *Figure 16:Incorrect Infla-tion?paper.Although it occasionally fails to determine correctly which end of a line should be nearer the viewer,such failures arise in cases like the one in Figure 16where a human would also have difficulty.The only systematic case where using a linear system of compliance functions fails is for Platonic and Archimedean solids,but a known special-case method (Marill’s MSDA [Mar91])is successful for these.In order to make the frontal geometry process more ro-bust when the input information (especially line labelling)is incorrect,we have experimented with two approaches to inflation which do without some or all of this information.The first is the ‘preliminary inflation’described in Sec-tion 4:find the i ,j ,k axes in the drawing,inflate the object in i ,j ,k space,then determine the transformation between i ,j ,k and x ,y ,z spaces.This requires parallel line information (to group lines along the i ,j ,k axes).Where such information is misleading,the quality of inflation is unreliable,but this is not always a problem,e.g.the left-hand drawing in Figure 10is labelled correctly despite incorrect parallel line informa-tion.Once (i)a drawing has been labelled correctly and (ii)there is reason to suppose that the parallel line information is unreliable,better-established inflation methods can be used to refine the frontal geometry.However,the right-hand draw-ing is one of those which is not labelled correctly,precisely because of the misleading parallel line information.A second promising approach,needing further work,at-tempts to emulate what is known or hypothesised about hu-man perception of line drawings.It allocates merit figures to possible facts about the drawing;these,and the geometry which they imply,are iteratively refined using relaxation:•Face-vertex coplanarity corresponds to the supposition that vertices lie in the plane of faces.We have already noted the difficulty of distinguishing occluding from non-occluding T -junctions;to do so,we must at some time decide which vertices do lie in the plane of a face.•Corner orthogonality ,which was described earlier.At least one inflationary compliance function is required,and this one has been found reliable.Although limited in prin-ciple,corner orthogonality is particularly useful in prac-tice as cubic corners are common in engineering objects.•Major axis alignment is the idea described above of using i ,j ,k axes.This is also an inflationary compliance func-tion.It is newer than corner orthogonality,and for this reason considered less reliable.However,unlike cornerorthogonality (which can fail entirely in some circum-stances),major axis alignment does always inflate a draw-ing,if not always entirely correctly.•Line parallelism is useful for producing ‘tidy’output (e.g.to make lines terminating in occluding T -junctions paral-lel in 3D to other lines with similar 2D orientation).How-ever,the main reason for its inclusion here is that it also produces belief values for pairs of lines being parallel as a secondary output,solving the problem in Section 5.•Through lines correspond to the requirement that a contin-uous line intercepted by a T -junction or K -junction corre-sponds to a single continuous edge of the object.A third,simpler,approach assumes that numerically cor-rect geometry is not required at this early stage of pro-cessing,and identifying relative depths of neighbouring ver-tices is sufficient.Schweikardt and Gross’s [SG00]work,al-though limited to objects which can be labelled using the Clowes-Huffman catalogue,and not extending well to non-normalons,suggests another possible way forward.7.Classification and SymmetryIdeally,one method should work for all drawings of poly-hedral objects;identification of special cases should not be necessary.However,the state-of-the-art is well short of this ideal—in practice it is useful to identify certain frequent properties of drawings and objects.Identification of planes of mirror symmetry is particularly useful.Knowledge of such a symmetry can help both to construct hidden topol-ogy (Section 8)and to beautify the resulting geometry (Sec-tion 9).Identification of centres of rotational symmetry is less useful [Var03a],but similar methods could be applied.The technique adopted is straightforward:for each possi-ble bisector of each face,create a candidate plane of mirror symmetry,attempt to propagate the mirror symmetry across the entire visible part of the object,and assess the results us-ing the criteria of (i)to what extent the propagation attempt succeeded,(ii)whether there is anything not visible which should be visible if the plane of mirror symmetry were a genuine property of the object,and (iii)how well the frontal geometry corresponds to the predicted mirror symmetry.Classification of commonly-occurring types of objects (examples include extrusions,normalons,and trihedral ob-jects)is also useful [Var03a],as will be seen in Section 8.One useful combination of symmetry and classification is quite common in engineering practice (e.g.see Figures 1and 2):a semi-normalon (where many,but not all,edges and face normals are aligned with the major axes)also having a dominant plane of mirror symmetry aligned with one of the object’s major axes [Var03a].The notable advantage of this classification is that during beautification (Section 9)it pro-vides constraints on the non-axis-aligned edges and faces.We recommend that symmetry detection and classifica-submitted to EUROGRAPHICS Workshop on (2004)P.Varley&R.Martin&H.Suzuki/Can Machines Interpret Line Drawings?7tion should be performed after creation of the frontal geom-etry.Detecting candidate symmetries without line labels is unreliable,and assessing candidate symmetries clearly ben-efits from the3D information provided by inflation.The issue is less clear for classification.Some classifications (e.g.whether the object is a normalon)can be done directly from the drawing,without creating the frontal geometryfirst. However,others cannot,so for simplicity it is preferable to classify the object after creating its frontal geometry.8.Determine Hidden TopologyOnce the frontal geometry has been determined,the next stage of processing is to add the hidden topology.The method is essentially that presented in[VSMM00]:firstly, add extra edges to complete the wireframe,and then add faces to the wireframe to compete the object,as follows:While the wireframe is incomplete:•Project hypothesised edges from each incomplete vertex along the appropriate axes•Eliminate any edges which would be visible at their points of origin•Find locations where the remaining edges intersect,as-signing meritfigures according to how certain it is that edges intersect at this location(e.g.an edge intersecting only one other edge has a higher meritfigure than an edge has potential intersections with two or more other edges)•Reduce the merit for any locations which would be visible (these must be considered,as drawing errors are possible)•Choose the location at which the merit is greatest •Add a vertex at this location,and the hypothesised edges meeting at this location,to the known object topology The process of completing the wireframe topology varies in difficulty according to the type of object drawn.We il-lustrate two special-case object classes,extrusions and nor-malons,and the general case.In some cases(e.g.if the ob-ject is symmetrical or includes a recognised feature),more than one vertex can be added in one iteration,as described in[Var03a].Such cases increase both the speed and reliabil-ity of the process of completing the wireframe. Completing the topology of extrusions from a known front end cap is straightforward.Figure17shows a draw-ing and the corresponding completed extrusionwireframe.Figure17:ExtrusionKnowing that the object is a normalon simplifies recon-struction of the wireframe,since when hypothesised edges are projected along axes,there is usually only one possibil-ity from any particular incomplete vertex.Figure18shows a drawing of a normalon and the corresponding completed wireframe.Similarly,if the object is trihedral,there canbeFigure18:Normalon[Yan85]at most one new edge from each incomplete vertex,simplify-ing reconstruction of the correct wireframe.Figure19shows a drawing of a trihedral object and the corresponding com-pletedwireframe.Figure19:Trihedral Object[Yan85] However,in the general case,where the object is neither a normalon nor trihedral,there is the significant difference that hypothesised edges may be projected in any direction paral-lel to an existing edge.Even after eliminating edges which would be visible,there may be several possibilities at any given incomplete vertex.The large number of possible op-tions rapidly becomes confusing and it is easy to choose an incorrect crossing-point at an early stage.Although such er-rors can sometimes be rectified by backtracking,the more common result is a valid but unwanted wireframe.Only very simple drawings can be processed reliably.Figure20shows a general-case object and the corresponding completed wire-frame;this represents the limit of the current state of theart.Figure20:General Case ObjectOne particular problem,a specific consequence of the ap-proach of completing the wireframe before faces,is thatsubmitted to EUROGRAPHICS Workshop on (2004)8P.Varley&R.Martin&H.Suzuki/Can Machines Interpret Line Drawings?there is no assurance that the local environments of either end of a new edge match.It may happen that a sector around a new edge is solid at one end and empty at the other.This is perhaps the single most frequent cause of failure at present, and is especially problematic in that the resulting completed wireframe can appear correct.We aim to investigate faster and more reliable ways of determining the correct hidden topology of an object,starting with approaches aimed at cor-recting this conflicting local environment problem. Adding additional faces to the completed wireframe topology for which the frontal geometry is already known is straightforward.We use repeated applications of Dijkstra’s Algorithm[Dij59]tofind the best loop of unallocated half-edges for each added face,where the merit for a loop of half-edges is based both on the number of half-edges re-quired(the fewer,the better)and their geometry(the closer to coplanar,the better).We have not known this approach to fail when the input is a valid wireframe(which,as noted above,is not always the case).9.Beautification of Solid ModelsAs can be seen from the Figures in the previous Section, even when topologically correct,the solid models produced may have(possibly large)geometric imperfections.They re-quire‘beautification’.More formally,given a topologically-correct object and certain symmetry and regularity hypothe-ses,we wish to translate these hypotheses into constraints, and update the object geometry so that it maximises some merit function based on the quantity and quality of con-straints enforced.In order to make this problem more tractable,we decom-pose it into determination of face normals and determination of face distances from the origin;once faces are known,ver-tex coordinates may be determined by intersection.The ra-tionale for this partitioning[KY01]is that changing face nor-mals can destroy satisfied distance constraints,but changing face distances cannot destroy satisfied normal constraints. However,there are theoretical doubts about this sub-division,related to the resolvable representation prob-lem[Sug99]offinding a‘resolution sequence’in which information can befixed while guaranteeing that no previ-ous information is contradicted.For example,determining face equationsfirst,and calculating vertex coordinates from them,is a satisfactory resolution sequence for many polyhe-dra,including all trihedral polyhedra.Similarly,fixing vertex coordinates and calculating face planes from them is a satis-factory resolution sequence for deltahedra and triangulated mesh models.Sugihara[Sug99]proved that:•all genus0solids have resolution sequences(although if neither trihedral nor deltahedra,finding the resolution se-quence might not be straightforward);•(by counterexample)genus non-zero solids do not neces-sarily have resolution sequences.Thus,there are two resolvable representation issues:•finding a resolution sequence for those solids which have a non-trivial resolution sequence;•producing a consistent geometry for those solids which do not have a resolution sequence.Currently,neither problem has been solved satisfactorily. Thus,although there are objects which have resolution se-quences,but for which determining face normals,and then face distances,andfinally vertex coordinates,is not a satis-factory resolution sequence,the frequency of occurrence of such objects has yet to be determined.If low,the pragmatic advantages of such an approach are perhaps more important than its theoretical inadequacy.Our overall beautification algorithm is[Var03a]:•Make initial estimates of face normals•Use any object classification to restrict face normals •Identify constraints on face normals•Adjust face normals to match constraints •Make initial estimates of face distances •Identify constraints on face distances•Adjust face distances to match constraints •Obtain vertex locations by intersecting planes in threes •Detect vertex/face failures and adjust faces to correct them We use numerical methods for constraint processing,as this seems to be the approach which holds most promise.Al-ternatives,although unfashionable for various reasons,may become more viable as the state of the art develops:see Lip-son et al[LKS03]for a discussion.In addition to the resolvable representation problem,there is a further theoretical doubt about this approach.When at-tempting to satisfy additional constraints,it is necessary to know how many degrees of freedom are left in the system once previous,already-accepted,constraints are enforced. This apparently-simple problem appears to have no fully-reliable solution.One solution proposed by Li[LHS01]per-turbs the variables slightly and detects which constraints have been violated.However,this is slow,and not necessar-ily theoretically sound either(e.g.a constraint relating face distances A and B may allow them to move together,but not independently of one another).Two differing approaches have been tried to the problem offinding whether or not a geometry exists which satis-fies a new constraint while continuing to satisfy previously-accepted constraints.Thefirst encodes constraint satisfaction as an error func-tion(the lower the value,the better-satisfied the con-straint),and face normals and/or face distances as vari-ables,using a downhill optimiser to minimise the error function[CCG99,LMM02,Var03a].Such algorithms use a ‘greedy’approach,in which the constraint with the highest figure of merit is always accepted and enforced,and then for each other constraint,in descending order of merit:if thesubmitted to EUROGRAPHICS Workshop on (2004)。

体验营销:洞察消费者的消费心理外文文献翻译

体验营销:洞察消费者的消费心理外文文献翻译

文献出处:Adeosun L P K, Ganiyu R A. Experiential Marketing: An Insight into the Mind of the Consumer[J]. Asian Journal of Business and Management Sciences, 2012, 2(7): 21-26.原文Experiential Marketing: An Insight into the Mind of the ConsumerLadipo Patrick Kunle Adeosun,Rahim Ajao Ganiyu ABSTRACTExperiential Marketing is the process of engaging customers with in-depth experiences of the product or a brand. It can also be termed as a live marketing engagement where there is a face to face interaction between the consumer and a product or a brand. Its purpose is to appeal to the emotional senses of the customers and to influence their choice decision. This paper aims at investigating consumer's response to retail experiential marketing. As a descriptive and explanatory study, it establishes a connection between consumer lifestyle and behavior in modern retailing and how it affects customer satisfaction. The paper suggests various characteristics and specifications that a retail outlet should have in order to appear most appealing to the consumer and create an experimental touch in the entire retailing process. Keywords:Shopping experience, customer, experiential marketing, customer satisfaction, emotional attachment.1 INTRODUCTIONIn recent years, there has been increased interest in building and enhancing customer experience among researchers and practitioners. Companies are shifting their attention and efforts from premium prices or superior quality to memorable experiences. Also, the value created by memorable or unique customer experiences and emotions exert significant impact on organizational performance in terms of customer satisfaction, retention and loyalty. Experiential marketing is the new approach which views marketing as an experience and treats consumption like a total experiment, by taking cognizance of the rational and emotional aspects ofconsumption using eclectic methods.We are in the era of …experience economy‟ and the main concern and preoccupation of proactive organization is how to create total experience and unique value system for customers, which necessitate the need to understand the life of customer from perspective of their shopping experience. Experiences is inherent in the mind of everyone, and may result into physical, emotional, and cognitive activities which invariably may generate strong feelings that the customer might take away. Experience tends to come from the interaction of personal minds and events, and thus no two experiences may be the same in any occasion (Schmitt, 1999).Schmitt (2003) distinguishes between five types of experience that marketers can create for customers to include; sensory experience (sense), affective experience (feel), creative cognitive experience (think), physical experience, behaviors and lifestyles (act), and social-identity experience, all relating to a reference group or culture (relate). The author posits that the ultimate goal of experiential marketing is to create holistic experience that seek to integrate all these individual types of experiences into total customer experience.According to Pine and Gilmore (1999), economic development is generating a new and dynamic era of experiences, which challenge the traditional sales approach focusing on product sales and service offering. And in order to enhance consumers' emotional connections to the brand and provide a point of differentiation in a competitive oligopoly, retailers have turned their attention to creating memorable retail experiences, which try to appeal to consumers at both physical as well as psychological levels.The emergence and spread of shopping malls, supermarkets and hypermarkets in both developed and developing countries, heightened competition for consumers‟ spendable or discretionary incomes. There are therefore more choices available for consumers than ever before. In such a situation retailers seeks to develop business strategies that focus on creating and maintaining customers, by offering customers a differentiated shopping experience.The term "Experiential Marketing" refers to actual customer experience with theproduct/service that drive sales and increase brand image and awareness. When done right, it's the most powerful technique to win brand loyalty. Olorunniwo et al., (2006) concluded that customer experience is related to behavioral intentions and connecting the audience with the authentic nature of the brand is one of the prime goal of experiential marketing. This is achieved through participation in personally relevant, credible and memorable encounters.Shopping has been considered a search process where shoppers would like to ensure that they make the right decisions. In addition, they also intend to derive emotional satisfaction (Tauber, 1972). It has been found that a high level of brand awareness may not translate into sales. Proactive organization should consider every visit of the shopper as a distinct encounter and a moment of truth. Unless the interaction is satisfactory, the next visit may not guaranteed. Therefore, if the store does not provide a compelling reason for a repeat patronage, the amount of purchase per visit may likely decline (Zeithaml, 1998).The growing significance of experiential marketing has resulted into diverse and fascinating study on the concept (e.g. Csikzentmihalyi, 1997; Schmitt 1999; Pine and Gilmore 1999; Holbrook, 2000; Arnould et al., 2002; Caru and Cova, 2003 to mention a few). However, the dynamics of consumer behavior have necessitated the need for more papers. With few exceptions, the existing experiential retail literature has focused mainly on the isolated testing of static design elements (i.e. atmospherics, ambient conditions, and services cape architecture) of retail stores (Turley and Milliman, 2000). McCole (2004) in particular recognizes this dearth of academic research in the areas of experiential and event marketing as an indication of the division between academia and business and calls for marketing theory in these areas to be more closely aligned with practice.Similarly, Gupta, (2003) identified a lack of systemic body of knowledge and conceptual framework on which to base scientific inquiry as a key tenet of experiential marketing. The current study seeks to address some of these gaps in the literature. In consequence this paper aims to gauge consumers' responses to experiential marketing in modern retail outlets and analyze the effect of experientialmarketing on consumer behavior.2. CONCEPTUAL BACKGROUNDExperience as defined within the realm of management is a personal occurrence with emotional significance created by an interaction with product or brand related stimuli (Holbrook and Hirschman, 1982). For this to become experiential marketing the result must be “something extremely significant and unforgettable for the consumer immersed in the experience” (Car u and Cova, 2003, p. 273). According to Schmitt (1999) experiential marketing is how to get customers to sense, feel, think, act, and relate with the company and brands. Customer satisfaction is a key outcome of experiential marketing and is defined as the “customer fulfillment response” which is an evaluation as well as an emotion-based response to a service. It is an indication of the customer‟s belief on the probability or possibility of a service leading to a positive feeling. And positive affect is positively and negatively related to satisfaction.Experiential marketing involves the marketing of a product or service through experience and in the process the customer becomes emotionally involved and connected with the object of the experience (Marthurs, 1971). A well designed experience engages the attention and emotion of the consumer, and becomes memorable and allows for a free interpretation, as it is non-partisan (Hoch, 2002). In contrast to traditional marketing which focuses on gaining customer satisfaction, experiential marketing creates emotional attachment for the consumers (McCole, 2004). The sensory or emotional element of a total experience has a greater impact on shaping consumer preferences than the product or service attributes Zaltman (2003). The benefits of a positive experience include the value it provides the consumer (Babin et al., 1994; Holbrook, 1999) and the potential for building customer loyalty.Experiential retail strategies facilitate the creation of emotional attachments, which help customers obtain a higher degree of possessive control over in-store activities (Schmitt, 2003). These strategies allow consumers to become immersed within the holistic experience design, which often creates a flow of experiences. Affective reaction based on an interaction with an object can be described as a person‟s subjective perception or judgment about whether such interaction willchange his or her core affect or his or her emotion toward the object. Cognitive reaction toward interacting with the object involves cognitive reasoning or appraisal, and is a consumer assessment of the purchase implications for his/her well being. Cognitive and affective reactions towards an object can be quite different, for example: one might appraise taking garlic as good and useful for one‟s health, nevertheless, one can at the same time consider it unpleasant due to its smell and taste.Experiential events can turn out to create both consumer and consumption experiences and can by far more effective in attaining communication goals. Caru and Cova (2003) conceptualization of experience, and Csikzentmihalyi (1997) experience typology and 7 …I‟s of Wood and Masterman (2007) may serve as a useful framework for evaluating the effectiveness of an event by developing measures that relates to the level of challenges, newness, surprise, and matching it with the audience‟s prior experience and skill level. However, the usefulness of measuring these attributes of the event depends upon the assumption and belief that an event that is strong in those attributes will effectively create a memorable and potentially behavior changing experience.The strategic experiential marketing framework consists of five strategic experiential models which create different forms of experience for customers. The five bases of the strategic experiential modules are: (1) Sensory experience: the sensory experience of customers towards experiential media includes visual, auditory, olfactory and tactile response results. (2) Emotional experience: the inner emotion and sense of customers raised by experience media. (3) Thinking experience: customers' thoughts on the surprise and enlightenment provoked by experience media. (4) Action experience: is the avenue through which experience media, linked customers so that they can acquire social identity and sense of belonging. (5) Related experience for customers: is actualizes through the experience of media production links, and to social recognition.3 METHODOLOGY AND METHODSThis study, being descriptive and explanatory, utilized secondary sources of information. Secondary information is a good source of data collection anddocumentation that cannot be under-estimated as it provides necessary background and much needed context which makes re-use a more worthwhile and systemic endeavour (Bishop, 2007).4. DISCUSSION AND CONCLUSIONSThe retailing business is constantly changing and experiencing huge trends due to changing consumer tastes, consumption patterns and buying behaviors. As a result of the changing con sumer shopping ecosystem, retailers‟ ability to sell its merchandise, depends largely on the strength of its marketing mix elements and ability to create a rewarding and fulfilling experiences for customers.Traditional marketing strategies focusing on price or quality are no longer a source of differentiation and competitive advantage. Researchers advocate that one of the main routes to successful differentiation and competitive advantage is a much stronger focus on the customer (Peppers and Rogers, 2004). Shopping involves a sequence of '‟see–touch–feel–select'‟ and the degree to which a shopper follows the whole or part of this process varies with brand, product category, and other elements of the marketing mix.Experiential marketing evolved as the dominant marketing tool of the future (McNickel, 2004). Companies have moved away from traditional “features and benefits” marketing, towards creating experiences for their customers (Williams, 2006). Experiential marketing has evolved as a response to a perceived transition from a service economy to one personified by the experiences, for instance, Williams (2006, p.484) argues that “modern economies are seen as making a transition from the marketing of services to the marketing of experiences, all tourism and hospitality offers acts of …theatre‟ that stage these experiences”.From now on leading edge companies, whether they sell to consumers or businesses, will achieve sustainable competitive advantage by staging experiences which include personal relevance, novelty, surprise, learning and engagement (Schmitt, 1999; Poulsson and Kale (2000). Undoubtedly, consumers now desire experiences and, in order to fully capitalize on this, business must deliberately orchestrate and engage in offering memorable experiences that create value andultimately achieve customer loyalty.译文体验营销: 洞察消费者的消费心理帕特里克;拉希姆摘要体验营销是通过提供深入的对产品或品牌体验过程来吸引客户。

a benchmark for evaluating language model fit

a benchmark for evaluating language model fit

a benchmark for evaluating languagemodel fitA Benchmark for Evaluating Language Model FitLanguage models are a crucial component of natural language processing (NLP) tasks, playing a pivotal role in various applications such as machine translation, text generation, and question answering. Evaluating the fitness of a language model is crucial to ensuring its effectiveness in these tasks. Benchmarking is a standardized way to measure and compare the performance of different language models.A benchmark for evaluating language model fit typically involves several key aspects. One critical aspect is perplexity, which measures the model's ability to assign higher probabilities to more likely sequences of words. A lower perplexity score indicates better model fit, as it suggests that the model assigns higher probabilities to sequences that are actually observed in the training data.Another important aspect is human evaluation. This involves asking human judges to assess the quality of the model's outputs in terms of fluency, coherence, and relevance to the context. Human evaluation provides a more subjective but often more accurate measure of model fit than automated metrics.Additionally, evaluation on downstream tasks is crucial. Downstream tasks are the specific NLP tasks that the language model is designed to support, such as text classification, named entity recognition, or machine translation. By evaluating the model's performance on these tasks, we can assess how well it has learned to capture the linguistic patterns and semantic relationships that are essential for those tasks.In summary, a benchmark for evaluating language model fit should include measures of perplexity, human evaluation, and evaluation on downstream tasks. These aspects provide a comprehensive and multi-faceted approach to assessing the fitnessof a language model, enabling us to make informed decisions about its suitability for specific NLP applications.。

最佳雇主的衡量标准英文

最佳雇主的衡量标准英文

最佳雇主的衡量标准英文Title: Metrics for Evaluating the Best EmployersIntroduction:In today's competitive job market, the quest for talent has intensified, making it imperative for companies to position themselves as desirable employers. The concept of the "best employer" encompasses various facets, ranging from employee satisfaction and engagement to organizational culture and benefits packages. To evaluate and recognize the best employers, it is essential to establish comprehensive metrics that reflect the holistic nature of workplace excellence. This essay delineates key metrics for assessing the best employers, emphasizing their significance in fostering a conducive work environment and attracting top talent.Employee Satisfaction and Engagement:Employee satisfaction and engagement serve as foundational metrics for evaluating the quality of an employer. High levels of satisfaction indicate that employees are content with their job roles, work environment, and organizational culture. Engagement, on the other hand, reflects employees' emotional commitment to their work and the organization's goals. Metrics such as employee satisfaction surveys, retention rates, and participation in company initiatives provide insights into the extent to which employees are satisfied and engaged.Organizational Culture:Organizational culture encompasses the values, beliefs, and behaviors that shape the work environment. A positive culture fosters collaboration, innovation, and employee well-being, contributing to organizational success. Metrics for evaluating organizational culture include cultural assessments, employee feedback on cultural alignment, andobservations of cultural norms and rituals. Additionally, indicators such as diversity and inclusion initiatives and recognition programs highlight an organization's commitment to fostering a supportive and inclusive culture.Employee Development and Growth Opportunities:The availability of opportunities for employee development and career advancement is crucial for attracting and retaining top talent. Metrics such as training and development investment per employee, promotion rates, and career progression trajectories assess an organization's commitment to nurturing talent and fostering professional growth. Furthermore, feedback mechanisms such as performance evaluations and career development discussions facilitate ongoing dialogue between employees and managers regarding their development needs and aspirations.Work-Life Balance and Well-being:Promoting work-life balance and prioritizing employeewell-being are essential components of a supportive work environment. Metrics for assessing work-life balance include employee utilization of flexible work arrangements, vacation utilization rates, and indicators of burnout and stress. Additionally, wellness programs, health benefits utilization, and employee assistance program utilization reflect an organization's commitment to supporting employees' physical, mental, and emotional well-being.Compensation and Benefits:Competitive compensation and comprehensive benefits packages are critical for attracting and retaining top talent. Metrics such as total compensation benchmarks, benefits satisfaction surveys, and turnover rates due to compensation issues gauge the effectiveness of an organization's compensation and benefits strategy. Additionally, factorssuch as pay equity, transparency in compensation practices,and opportunities for financial wellness initiatives contribute to employees' perceived value of their total rewards package.Leadership Effectiveness:Effective leadership is paramount for creating a positive work environment and driving organizational success. Metrics for evaluating leadership effectiveness include employee ratings of leadership competency, 360-degree feedback assessments, and leadership development program participation rates. Moreover, indicators such as employee trust in leadership, leadership visibility and accessibility, and succession planning effectiveness reflect the quality of leadership within an organization.Conclusion:Evaluating the best employers necessitates a multifaceted approach that encompasses various dimensions of workplace excellence. By employing comprehensive metrics that addressemployee satisfaction and engagement, organizational culture, employee development and growth opportunities, work-life balance and well-being, compensation and benefits, and leadership effectiveness, organizations can gain insightsinto their strengths and areas for improvement. Moreover, prioritizing these metrics enables organizations to cultivate a conducive work environment, attract top talent, and ultimately achieve sustainable success in today's dynamic business landscape.。

风俗娘异种族评鉴指南英文

风俗娘异种族评鉴指南英文

风俗娘异种族评鉴指南英文Guide to Evaluating Customary Customs and Practices of Different RacesIntroduction:Customs and practices vary across different races and cultures, reflecting their unique traditions, values, and identities. It is important to approach the evaluation ofthese customs with an open mind, respect for diversity, and a willingness to understand and appreciate the historical, social, and cultural context in which they originated. This guide aims to provide a framework for evaluating customary customs and practices of different races, promotinginclusivity and cultural understanding.1. Recognize Cultural Relativism:Cultural relativism acknowledges that each culture has itsown set of customs and practices, which may differsignificantly from one another. It emphasizes the importanceof understanding and evaluating these customs within their cultural context, rather than imposing a singular,ethnocentric perspective. Avoid making judgments based solely on your own cultural beliefs and values.2. Historical and Sociocultural Context:Examine the historical and sociocultural context in which the custom or practice was developed. Consider the impact of historical events, geographical factors, and socialstructures on the formation and preservation of these customs. Contextual understanding is crucial to appreciating the underlying reasons and symbolism behind certain practices.3. Consistency with Human Rights, Equality, and Ethical Standards:Evaluate whether the custom or practice in question respects fundamental human rights, promotes equality, and adheres to ethical standards. Practices that infringe upon human rights, perpetuate discrimination, or cause harm should be viewed critically. However, be aware that different cultures may have varying interpretations of human rights and ethical principles.4. Consent and Agency:Consider whether individuals involved in the practice have given informed consent and have the agency to make their own choices. Practices that involve coercion, force, or exploitation should be regarded as unacceptable, regardless of cultural context. Genuine consent and autonomy are important elements in evaluating the ethics of a custom.5. Subjugation and Power Dynamics:Examine whether the custom or practice reinforces oppressive power dynamics or perpetuates inequalities within a society. Assess whether it marginalizes certain groups or creates hierarchies that lead to discrimination or injustice. Customs that reinforce discrimination or suppress individual freedoms should be approached with caution.6. Evolution and Adaptation:Evaluate whether the custom or practice has evolved or adapted over time to align with changing societal values or address concerns raised by marginalized groups. Societies are not static, and customs can change as cultural values progress. Determine whether there is evidence of dialogue and openness to criticism or adaptation.7. Respect and Tolerance:Approach the evaluation process with respect and tolerance, recognizing that customs and practices can be deeply meaningful to a particular culture. Engage in open and constructive dialogue to foster understanding and bridge cultural gaps. Strive to learn from others' perspectives and challenge misconceptions or stereotypes.Conclusion:Evaluating customary customs and practices of different races requires a nuanced and culturally sensitive approach. It is crucial to recognize the diversity and complexity of cultures, taking into account historical, sociocultural, and ethical factors. By employing cultural relativism, respecting human rights, understanding power dynamics, and promoting dialogue, we can foster inclusivity, mutual understanding, and appreciation for the richness and uniqueness found within different racial customs and practices.。

结构过程结果三维质量评价模式英文

结构过程结果三维质量评价模式英文

结构过程结果三维质量评价模式英文Three-Dimensional Quality Evaluation Model for Structural Process ResultsIn recent years, the evaluation of quality in various fields has become increasingly important. Traditional one-dimensional evaluation methods, which focus on a single aspect of quality, are no longer sufficient to capture the complexity and multidimensionality of modern processes and outcomes. This article introduces a novel three-dimensional quality evaluation model that takes into account the structure, process, and results of a system.1. IntroductionQuality evaluation plays a crucial role in assessing the performance of a system. In order to comprehensively evaluate the quality, it is essential to consider multiple dimensions. The three-dimensional model proposed in this article provides a holistic approach to quality evaluation.2. The Structure DimensionThe structure dimension refers to the underlying framework or design of a system. It includes the physical and conceptual elements that form the foundation of the system. In the context of software development, for example, the structure dimension would involve the design architecture, the organization of code, and the overall system layout. Evaluating the structure dimension requires an analysis of the system's efficiency, scalability, and adherence to best practices.3. The Process DimensionThe process dimension focuses on the implementation and execution of a system. It involves the actions taken to achieve the desired goals and objectives. In software development, the process dimension includes activities such as requirement gathering, coding, testing, and deployment. Evaluating the process dimension requires an assessment of the effectiveness, efficiency, and adherence to established methodologies and procedures.4. The Results DimensionThe results dimension measures the actual outcomes and achievementsof a system. It considers the impact and value created by the system in achieving its intended purpose. In software development, for instance, the results dimension would involve the evaluation of the functionality, reliability, and user satisfaction of the software product. Evaluating the results dimension requires an analysis of key performance indicators, user feedback, and the overall success of the system.5. Interrelationships among DimensionsThe three dimensions of structure, process, and results are interconnected and influence each other in a cyclical manner. A strong structure can enhance the efficiency of the process, leading to improved results. Likewise, positive results can provide feedback for refining the structure and optimizing the process. This interdependence highlights the importance of considering all three dimensions in the quality evaluation process.6. Benefits and ApplicationsThe three-dimensional quality evaluation model provides several benefits. Firstly, it offers a comprehensive and holistic view of quality, capturing the complexity of modern systems. Secondly, it enables organizations to identify areas of improvement in the structure, process, or results dimensions. Lastly, it promotes a continuous improvement mindset by emphasizing the cyclical nature of quality evaluation.This model can be applied to various fields and industries. It can be used to evaluate the quality of software products, manufacturing processes, service delivery, and project management. By adopting this three-dimensional approach, organizations can make more informed decisions, enhance performance, and deliver better outcomes.ConclusionIn conclusion, the three-dimensional quality evaluation model, comprising the structure, process, and results dimensions, provides a comprehensive and holistic approach to quality assessment. By considering all three dimensions, organizations can gain a deeper understanding of their systems and drive continuous improvement. Incorporating this model into quality evaluation processes can lead to enhanced performance, improved customer satisfaction, and ultimately, success in today's competitive landscape.。

如何面对人工智能英文作文高一

如何面对人工智能英文作文高一

如何面对人工智能英文作文高一Artificial intelligence (AI) has become an increasingly prevalent and influential force in our modern world. As technology continues to advance at a rapid pace, the capabilities of AI systems are expanding exponentially, impacting various aspects of our lives. As high school students, it is crucial to understand how to navigate and adapt to this ever-evolving landscape. In this essay, we will explore strategies and considerations for effectively facing the challenges and opportunities presented by artificial intelligence.Firstly, it is important to develop a comprehensive understanding of AI and its potential applications. High school students should actively engage in learning about the fundamental principles, current developments, and future projections of artificial intelligence. This knowledge will provide a solid foundation for making informed decisions and navigating the complexities of the AI-driven world. Attending workshops, participating in AI-related extracurricular activities, and staying up-to-date with the latest news and research in the field can all contribute to building this essential understanding.Secondly, high school students should cultivate a growth mindset when it comes to artificial intelligence. Rather than viewing AI as a threat or a replacement for human capabilities, it is crucial to embrace it as a tool that can enhance and complement our own abilities. By adopting a mindset of collaboration and adaptation, students can leverage the strengths of AI to their advantage. This may involve learning how to effectively use AI-powered applications and software, as well as developing the skills to work alongside AI systems in various fields, such as healthcare, education, or scientific research.Moreover, high school students should focus on developing the skills and competencies that are less likely to be automated by AI. While certain routine or repetitive tasks may be increasingly handled by AI systems, human skills such as critical thinking, creativity, empathy, and problem-solving will remain highly valuable. By honing these "human skills," students can position themselves to thrive in an AI-driven future, where their unique abilities can complement and enhance the capabilities of artificial intelligence.In addition to developing the right mindset and skills, high school students should also consider the ethical implications of artificial intelligence. As AI systems become more sophisticated and integrated into our daily lives, it is essential to understand the potential risks and challenges associated with their use. This includesaddressing issues such as algorithmic bias, privacy concerns, job displacement, and the responsible development and deployment of AI technologies. By engaging in discussions and learning about the ethical considerations surrounding AI, students can become informed citizens and advocates for the responsible and equitable use of these technologies.Furthermore, high school students should explore the educational and career opportunities that are emerging in the field of artificial intelligence. As the demand for AI-related skills and expertise continues to grow, there will be an increasing number of educational programs, internships, and job opportunities in this dynamic field. By proactively researching and pursuing these opportunities, students can position themselves for success in the AI-driven future, whether it is through pursuing a career in AI development, data science, or the application of AI in various industries.Finally, it is crucial for high school students to cultivate a lifelong learning mindset when it comes to artificial intelligence. The field of AI is rapidly evolving, and what may be true today may not be true tomorrow. By embracing a continuous learning approach, students can stay ahead of the curve and adapt to the ever-changing landscape of AI. This may involve regularly engaging in professional development, attending conferences, and actively seeking out new knowledge and skills related to artificial intelligence.In conclusion, facing the challenges and opportunities presented by artificial intelligence requires a multifaceted approach for high school students. By developing a comprehensive understanding of AI, cultivating a growth mindset, honing essential human skills, addressing ethical considerations, exploring educational and career opportunities, and embracing lifelong learning, students can position themselves to thrive in an AI-driven future. As the world continues to be transformed by the advancements in artificial intelligence, it is crucial for high school students to take proactive steps to navigate this dynamic landscape and emerge as leaders in the age of AI.。

道理论证型英语作文

道理论证型英语作文

道理论证型英语作文英文回答:In the realm of ethical decision-making, the doctrine of utilitarianism, with its focus on maximizing overall happiness and minimizing suffering, presents a compelling framework for navigating complex moral dilemmas. The utilitarian approach prioritizes the consequences of an action, considering the potential benefits and harms it may inflict on all affected parties. This consequentialist perspective seeks to generate the greatest amount of good for the greatest number of individuals.One of the key strengths of utilitarianism lies in its emphasis on impartiality. The doctrine advocates for decisions that are made without regard to personal biases or self-interest. By considering the well-being of all involved, utilitarianism strives to avoid the pitfalls of favouritism and prejudice. This impartial approach promotes fairness and justice, ensuring that the distribution ofhappiness and suffering is not influenced by arbitrary factors.Furthermore, utilitarianism's focus on consequences aligns well with the practical realities of ethical decision-making. In the face of competing moral values and principles, it offers a clear and tangible metric for evaluating actions. By calculating the potential benefits and harms of different options, individuals can identify the course of action that is likely to produce the most positive outcome for society as a whole. This practical approach provides a valuable tool for navigating complex moral dilemmas and making decisions that are well-informed and ethically sound.However, utilitarianism is not without its limitations. Critics argue that the doctrine can lead to the sacrifice of individual rights in favour of maximizing overall happiness. By prioritizing the well-being of the majority, utilitarianism may justify actions that infringe upon the rights of specific individuals. This tension between individual rights and collective well-being presents asignificant challenge to the utilitarian framework.Another limitation of utilitarianism is its reliance on predicting the consequences of actions. In reality, it can be difficult to accurately foresee the long-term effects of our choices. This uncertainty introduces an element of subjectivity into the utilitarian decision-making process, as individuals may have different expectations about the outcomes of their actions. The challenge of predicting consequences can make it difficult to apply the utilitarian doctrine in a consistent and reliable manner.Despite these limitations, utilitarianism remains a widely influential ethical theory. Its focus on maximizing happiness and minimizing suffering provides a compelling framework for making moral decisions. By emphasizing impartiality and considering the consequences of actions, utilitarianism offers a practical and coherent approach to ethical dilemmas. While it is important to be aware of its limitations, the doctrine of utilitarianism continues to offer valuable insights into the complexities of ethical decision-making.中文回答:功利主义是一种伦理决策理论,注重最大化整体幸福,最小化痛苦。

explanation_quota_of_the_model_模型的可解释_概述及解释说明

explanation_quota_of_the_model_模型的可解释_概述及解释说明

explanation quota of the model 模型的可解释概述及解释说明1. 引言1.1 概述在当今社会,机器学习被广泛应用于各个领域,通过构建模型来解决现实世界中的问题。

然而,随着模型的复杂性增加和应用场景多样化,模型的可解释性逐渐成为一个重要的议题。

模型的可解释性指的是我们能够理解和解释模型所做出预测或决策的原因和依据。

1.2 研究背景传统机器学习算法如决策树和线性回归等具有较强的可解释性,但是随着深度学习等算法的兴起,黑盒模型如神经网络被广泛应用。

这些黑盒模型虽然在某些任务上取得了很好的表现,但其内部结构复杂且难以理解。

这在一定程度上造成了对模型预测结果难以产生信任感,并限制了其在一些敏感领域(例如医疗和金融)中的应用。

1.3 研究意义具备高度可解释性的模型不仅能够提供对预测结果进行合理而直观的解释,还能够帮助用户理解模型中的规律和机制,确保模型对输入数据的处理方式符合预期。

此外,可解释性还有助于发现模型中的潜在偏差和漏洞,并对其进行改进和修复。

本文旨在回顾并总结目前主流的模型可解释性方法和技术,探讨其原理和应用场景,并通过对不同工具的评估与比较,提供选择最适合特定任务需求的解释模型工具。

此外,我们还展示了一些实际案例应用以及结果展示,以验证这些方法与技术的实际效果。

通过深入研究和探索模型的可解释性问题,我们可以进一步推动机器学习领域在实际应用中更广泛而可信赖地发展。

2. 模型的可解释性2.1 可解释性的定义在机器学习和人工智能领域,模型的可解释性是指对于模型输出结果进行解释的能力。

一个可解释性强的模型可以向用户或者领域专家提供清晰且易于理解的推理过程和决策依据,从而增加对模型预测结果的信任度。

2.2 可解释性在机器学习中的重要性可解释性对于机器学习算法应用广泛且成功地落地至关重要。

一方面,具有良好可解释性的模型可以帮助我们理解数据集中特征之间的相互关系和模式,提高问题理解能力;另一方面,可解释性还有助于建立透明、公正、合规并符合监管要求的人工智能系统。

兰陵县教师编考试真题英语

兰陵县教师编考试真题英语

1、Which of the following teaching strategies is most effective for enhancing students' listening comprehension skills?A. Providing extensive reading materialsB. Conducting regular listening exercises with authentic materialsC. Focusing solely on grammar rulesD. Memorizing vocabulary lists without context (答案:B)2、In the context of English language teaching, what does the term "TPR" stand for?A. Teaching, Practicing, RepeatingB. Total Physical ResponseC. Testing, Preparation, ReviewD. Theory, Practice, Reflection (答案:B)3、Which approach emphasizes the use of real-life situations and tasks to facilitate language learning?A. The Audio-Lingual MethodB. Task-Based Language Learning (TBLL)C. The Grammar-Translation MethodD. The Silent Way (答案:B)4、Which of the following is NOT a benefit of using technology in the English language classroom?A. Enhanced student engagementB. Increased access to authentic materialsC. Reduced opportunities for collaborationD. Personalized learning experiences (答案:C)5、What is the primary goal of corrective feedback in language teaching?A. To punish students for making mistakesB. To encourage students to avoid all errorsC. To help students identify and correct their mistakesD. To focus only on grammar accuracy, ignoring communication (答案:C)6、Which of the following best describes the role of a teacher in a learner-centered classroom?A. The sole source of knowledgeB. A facilitator who guides and supports student learningC. An observer who does not interveneD. The primary evaluator, focusing only on test scores (答案:B)7、Which technique is commonly used to help students develop their speaking skills through structured conversations?A. DictoglossB. Information Gap ActivitiesC. Role-PlaysD. Jigsaw Puzzles (答案:C)8、Which of the following assessment methods is most suitable for evaluating students' ability to use English in real-life contexts?A. Multiple-choice testsB. True/False questionsC. Observing students' performance in communicative tasksD. Fill-in-the-blank exercises based on textbook content (答案:C)。

什麼是蒙地卡罗方法

什麼是蒙地卡罗方法

什麼是「蒙地卡羅方法」?它是一種數值方法,利用亂數取樣(random sampling) 模擬來解決數學問題。

一般公認蒙地卡羅方法一詞為著名數學家John von Neumann 等人於1949年一篇名為「The Monte Carlo method」所提出。

其實,此方法的理論基礎於更早時候已為人所知,只不過用手動產生亂數來解決問題,是一件費時又費力的繁瑣工作,必須等到電腦時代,使此繁複計算工作才變得實際可執行為什麼取名「蒙地卡羅方法」?在數學上,所謂產生亂數,就是從一給定的數集合中選出的數,若從集合中不按順序隨機選取其中數字,這就叫是亂數,若是被選到的機率相同,這就叫是一均勻亂數。

例如擲骰子,1點至6點骰子出現機率均等。

雖然,現在科學研究中經常是利用電腦產生均勻分佈於[0, 1] 之間的數,但早期最簡單方式是由賭場輪盤以機械方式產生亂數。

這也是為何以摩洛歌首都--蒙地卡羅(賭城)為名的緣故[例題:求圓周率π ]利用電腦產生均勻分佈於[0, 1] 之間的數為點X、Y座標位置,由於點座標均勻分佈在0 ~ 1之間,所以落在某區域之點數目與其面積成正比,只要將落在圓內點數目除以點模擬總數目,即可得圓周率π之數值。

[蒙地卡羅方法基本原理]蒙地卡羅方法到底適合解決哪些問題?舉凡所有具有隨機效應的過程,均可能以蒙地卡羅方法大量模擬單一事件,藉統計上平均值獲得某設定條件下實際最可能測量值。

現今此方法已被應用在許多領域中。

蒙地卡羅方法的基本原理是將所有可能結果發生的機率,定義出一機率密度函數。

將此機率密度函數累加成累積機率函數,調整其值最大值為1,此稱為歸一化(Normalization)。

這也將正確反應出所有事件出現的總機率為1的機率特性,這也為亂數取樣與實際問題模擬建立起連結。

也就是說我們將電腦所產生均勻分佈於[0, 1] 之間的亂數,透過所欲模擬的過程所具有機率分佈函數,模擬出實際問題最可能結果。

Monte Carlo Simulation BasicsA Monte Carlo method is a technique that involves using random numbers and probability to solve problems. The term was coined by S. Ulam and Nicholas Metropolis in reference to games of chance, a popular attraction in Monte Carlo, Monaco (Hoffman, 1998; Metropolis and Ulam, 1949).Computer simulation has to do with using computer models to imitate real life or make predictions. When you create a model, you have a certain number of input parameters and a few equations that use those inputs to give you a set of outputs (or response variables). This type of model is usually deterministic, meaning that you get the same results no matter how many times you re-calculate.Figure 1: A parametric deterministic model maps a set of input variables to a set of output variables.Monte Carlo simulation is a method for iteratively evaluating a deterministic model using sets of random numbers as inputs. This method is often used when the model is complex, nonlinear, or involves more than just a couple uncertain parameters. A simulation can typically involve over 10,000 evaluations of the model, a task which in the past was only practical using super computers.[ ]Deterministic Model ExampleAn example of a deterministic model is a calculation to determine the return on a 5-year investment with an annual interest rate of 7%, compounded monthly. The model is just the equation below:The inputs are the initial investment (P = $1000), annual interest rate (r = 7% = , the compounding period (m = 12 months), and the number of years (Y = 5).Compound Interest ModelPresent value, P1000.00Annual rate, r0.07Periods/Year, m12Years, Y5Future value, F$ 1417.63One of the purposes of a model such as this is to make predictions and try "What If?" scenarios. You can change the inputs and recalculate the model and you'll get a new answer. You might even want to plot a graph of the future value (F) vs. years (Y). In some cases, you may have a fixed interest rate, but what do you do if the interest rate is allowed to change? For this simple equation, you might only care to know a worst/best case scenario, where you calculate the future value based upon the lowest and highest interest rates that you might expect.By using random inputs, you are essentially turning the deterministic model into a stochastic model. Example below demonstrates this concept with a very simple problem.Stochastic Model ExampleA stochastic model is one that involves probability or randomness. In this example, we have an assembly of 4 parts that make up a hinge, with a pin or bolt through the centers of the parts. Looking at the figure below, if A +B +C is greater than D, we're going to have a hard time putting this thing together.Figure : A hinge.Let's say we have a million of each of the different parts, and we randomly select the parts we need in order to assemble the hinge. No two parts are going to be exactly the same size! But, if we have an idea of the range of sizes for each part, then we can simulate the selection and assembly of the parts mathematically.The table below demonstrates this. Each time you press "Calculate", you are simulating the creation of an assembly from a random set of parts. If you ever get a negative clearance, then that means the combination of the parts you have selected will be too large to fit within dimension D. Do you ever get a negativeclearance?This example demonstrates almost all of the steps in a Monte Carlo simulation. The deterministic model is simply D-(A+B+C). We are using uniform distributions to generate the values for each input. All we need to do now is press the "calculate" button a few thousand times, record all the results, create a histogram to visualize the data, and calculate the probability that the parts cannot be assembled.Of course, you don't want to do this manually. That is why there is so much software for automating Monte Carlo simulation.In Example above, we used simple uniform random numbers as the inputs to the model. However, a uniform distribution is not the only way to represent uncertainty. Before describing the steps of the general MC simulation in detail, a little word about uncertainty propagation:The Monte Carlo method is just one of many methods for analyzing uncertainty propagation, where the goal is to determine how random variation, lack of knowledge, or error affects the sensitivity, performance, or reliability of the system that is being modeled. Monte Carlo simulation is categorized as a sampling method because the inputs are randomly generated from probability distributions to simulate the process of sampling from an actual population. So, we try to choose a distribution for the inputs that most closely matches data we already have, or best represents our current state of knowledge. The data generated from the simulation can be represented as probability distributions (or histograms) or converted to error bars, reliability predictions, tolerance zones, and confidence intervals. (See Figure below).Uncertainty PropagationFigure : Schematic showing the principal of stochastic uncertainty propagation. (The basic principle behindMonte Carlo simulation.)If you have made it this far, congratulations! Now for the fun part! The steps in Monte Carlo simulation corresponding to the uncertainty propagation shown in Figure above are fairly simple, and can be easily implemented in software for simple models. All we need to do is follow the five simple steps listed below:Step 1:Create a parametric model, y = f(x1, x2, ..., x q).Step 2:Generate a set of random inputs, x i1, x i2, ..., x iq.Step 3:Evaluate the model and store the results as y i.Step 4:Repeat steps 2 and 3 for i = 1 to n.Step 5:Analyze the results using histograms, summary statistics, confidence intervals, etc.On to an example problemSales Forecasting ExampleOur example of Monte Carlo simulation will be a simplified sales forecast model. Each step of the analysis will be described in detail.The Scenario: Company XYZ wants to know how profitable it will be to market their new gadget, realizing there are many uncertainties associated with market size, expenses, and revenue.The Method: Use a Monte Carlo Simulation to estimate profit and evaluate risk. Step 1: Creating the ModelWe are going to use a top-down approach to create the sales forecast model, starting with:Profit = Income - ExpensesBoth income and expenses are uncertain parameters, but we aren't going to stop here, because one of the purposes of developing a model is to try to break the problem down into more fundamental quantities. Ideally, we want all the inputs to be independent. Does income depend on expenses? If so, our model needs to take this into account somehow.We'll say that Income comes solely from the number of sales (S) multiplied by the profit per sale (P) resulting from an individual purchase of a gadget, so Income = S*P. The profit per sale takes into account the sale price, the initial cost tomanufacturer or purchase the product wholesale, and other transaction fees (credit cards, shipping, etc.). For our purposes, we'll say the P may fluctuate between $47 and $53.We could just leave the number of sales as one of the primary variables, but for this example, Company XYZ generates sales through purchasing leads. The number of sales per month is the number of leads per month (L) multiplied by the conversion rate (R) (the percentage of leads that result in sales). So our final equation for Income is:Income = L*R*PWe'll consider the Expenses to be a combination of fixed overhead (H) plus the total cost of the leads. For this model, the cost of a single lead (C) varies between $ and $. Based upon some market research, Company XYZ expects the number of leads per month (L) to vary between 1200 and 1800. Our final model for Company XYZ's sales forecast is:Profit = L*R*P - (H + L*C)Y = ProfitsX1 = LX2 = CX3 = RX4 = PNotice that H is also part of the equation, but we are going to treat it as a constant in this example. The inputs to the Monte Carlo simulation are just the uncertain parameters (X i).This is not a comprehensive treatment of modeling methods, but I used this example to demonstrate an important concept in uncertainty propagation, namely correlation. After breaking Income and Expenses down into more fundamental and measurable quantities, we found that the number of leads (L) affected both income and expenses. Therefore, income and expenses are not independent. We could probably break the problem down even further, but we won't in this example. We'll assume that L, R, P, H, and C are all independent.Note: In my opinion, it is easier to decompose a model into independent variables (when possible) than to try to mess with correlation between random inputs.Generating Random Numbers using softwareSales Forecast Example - Part IIStep 2: Generating Random InputsThe key to Monte Carlo simulation is generating the set of random inputs. As with any modeling and prediction method, the "garbage in equals garbage out" principle applys. For now, I am going to avoid the questions "How do I know what distribution to use for my inputs?" and "How do I make sure I am using a good random number generator?" and get right to the details of how to implement the method in software.For this example, we're going to use a Uniform Distribution to represent the four uncertain parameters. The inputs are summarized in the table shown below.The table above uses "Min" and "Max" to indicate the uncertainty in L, C, R, and P. To generate a random number between "Min" and "Max", we use the following formula in software(Replacing "min" and "max" with cell references):= min + RAND()*(max-min)You can also use the Random Number Generation tool to kick out a bunch of static random numbers for a few distributions. However, in this example we aregoing to make use of RAND() formula so that every time the worksheet recalculates, a new random number is generated.Let's say we want to run n=5000 evaluations of our model. This is a fairly low number when it comes to Monte Carlo simulation, and you will see why once we begin to analyze the results.Figure :the example sales forecast spreadsheet.To generate 5000 random numbers for L, you simply copy the formula down 5000 rows. You repeat the process for the other variables (except for H, which is constant).Step 3: Evaluating the ModelSince our model is very simple, all we need to do to evaluate the model for each run of the simulation is put the equation in another column next to the inputs, as shown in Figure (the Profit column).Step 4: Run the SimulationWe don't need to write a fancy macro for this example in order to iteratively evaluate our model. We simply copy the formula for profit down 5000 rows, making sure that we use relative references in the formulaRerun the Simulation:Although we still need to analyze the data, we have essentially completed a Monte Carlo simulation. Because we have used the volatile RAND() formula, to re-run the simulation all we have to do is recalculate the worksheet.This may seem like a strange way to implement Monte Carlo simulation, but think about what is going on behind the scenes every time the Worksheet recalculates: (1) 5000 sets of random inputs are generated (2) The model is evaluated for all 5000 sets. Software is handling all of the iteration.A Few Other DistributionsTo generate a random number from a Normal (Gaussian) distribution=NORMINV(rand(),mean,standard_dev)To generate a random number from a Lognormal distribution with median = exp(meanlog), and shape = sdlog, you would use the following formula=LOGINV(RAND(),meanlog,sdlog)To generate a random number from a (2-parameter) Weibull distribution with scale = c, and shape = m, you would use the following formula in Excel:=c*(-LN(1-RAND()))^(1/m)MORE Distribution Functions: checkCreating a HistogramSales Forecast Example - Part IIIIn of this Monte Carlo Simulation example, we completed the actual simulation. We ended up with a column of 5000 possible values (observations) for our single response variable, profit. The last step is to analyze the results. We will start off by creating a histogram, a graphical method for visualizing the results.Figure 1: A Histogram created using a Bar Chart.(From a Monte Carlo simulation using n = 5000 points and 40 bins).We can glean a lot of information from this histogram:•It looks like profit will be positive, most of the time.•The uncertainty is quite large, varying between -1000 to 3400.•The distribution does not look like a perfect Normal distribution.•There doesn't appear to be outliers, truncation, multiple modes, etc.The histogram tells a good story, but in many cases, we want to estimate the probability of being below or above some value, or between a set of specification limits.Figure 4: Example Histogram Created Using a Scatter Plot and Error Bars.Summary StatisticsSales Forecast Example - Part IV of VIn of this Monte Carlo Simulation example, we plotted the results as a in order to visualize the uncertainty in profit. In order to provide a concise summary of the results, it is customary to report the mean, median, standard deviation, standard error, and a few other summary statistics to describe the resulting distribution.Statistics FormulasSample Size (n):::( )Maximum:Mininum:Sample Size (n)The sample size, n, is the number of observations or data points from a single MC simulation. For this example, we obtained n = 5000 simulated observations. Because the Monte Carlo method is stochastic, if we repeat the simulation, we will end up calculating a different set of summary statistics. The larger the sample size, the smaller the difference will be between the repeated simulations.Central Tendancy: Mean and MedianThe sample mean and median statistics describe the central tendancy or "location" of the distribution. The arithmetic mean is simply the average value of the observations.If you sort the results from lowest to highest, the median is the "middle" value or the 50th Percentile, meaning that 50% of the results from the simulation are less than the median. If there is an even number of data points, then the median is the average of the middle two points.Extreme values can have a large impact on the mean, but the median only depends upon the middle point(s). This property makes the median useful for describing the center of skewed distributions such as the Lognormal distribution. If the distribution is symmetric (like the Normal distribution), then the mean and median will be identical.Confidence Intervals for the True PopulationMeanThe sample mean is just an estimate of the true population mean. How accurate is the estimate? You can see by repeating the simulation that the mean is not the same for each simulation.Standard ErrorIf you repeated the Monte Carlo simulation and recorded the sample mean each time, the distribution of the sample mean would end up following a Normal distribution (based upon the Central Limit Theorem). The standard error is a good estimate of the standard deviation of this distribution, assuming that the sample is sufficiently large (n >= 30).The standard error is calculated using the following formula:95% Confidence IntervalThe standard error can be used to calculate confidence intervals for the true population mean. For a 95% 2-sided confidence interval, the Upper Confidence Limit (UCL) and Lower Confidence Limit (LCL) are calculated as:To get a 90% or 99% confidence interval, you would change the value to or , respectively. The value represents the percentile of the standard normal distribution. (You may often see this number rounded to 2).Percentiles and Cumulative ProbabilitiesSales Forecast Example - Part V of VAs a final step in the sales forecast example, we are going to look at how to use the percentile function and percent rank function to estimate important summary statistics from our Monte Carlo simulation results. But first, it will be helpful to talk a bit about the cumulative probability distribution.Creating a Cumulative DistributionIn of this Monte Carlo Simulation example, we plotted the results as a in order to visualize the uncertainty in profit. We are going to augment the histogram by including a graph of the estimated cumulative distribution function (CDF) as shown below.Figure 1: Graph of the estimated cumulative distribution.The reason for showing the CDF along with the histogram is to demonstrate that an estimate of the cumulative probability is simply the percentage of the data points to the left of the point of interest.For example, we might want to know what percentage of the results was less than -$ (the vertical red line on the left). From the graph, the corresponding cumulative probability is about or 5%. Similarly, we can draw a line at $2300 and find that about 95% of the results are less than $2300.It is fairly simple to create the cumulative distribution. Figure 2 shows how you can estimate the CDF by calculating the probabilities using a cumulative sum of the count from the frequency function. You simply divide the cumulative sum by the total number of points.。

SAE-ARP-5483-4-2007.pdf

SAE-ARP-5483-4-2007.pdf

__________________________________________________________________________________________________________________________________________ SAE Technical Standards Board Rules provide that: “This report is published by SAE to advance the state of technical and engineering sciences. The use of this report is entirely voluntary, and its applicability and suitability for any particular use, including any patent infringement arising therefrom, is the sole responsibility of the user.” SAE reviews each technical report at least every five years at which time it may be reaffirmed, revised, or cancelled. SAE invites your written comments and suggestions. Copyright © 2007 SAE InternationalAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SAE.TO PLACE A DOCUMENT ORDER:Tel: 877-606-7323 (inside USA and Canada)Tel: 724-776-4970 (outside USA)ARP5483/4AEROSPACE RECOMMENDEDPRACTICEIssued 2007-10Rolling Element Test MethodforAxial Limit and Fracture Load TestingRATIONALEARP5483/4 is a conversion of the MIL-STD-2159 (which had only been issued previously in draft form).1. SCOPEThis test method outlines the recommended procedure for performing static axial limit and ultimate load tests on rolling element bearings used in airframe applications. Bearings covered by this document shall be antifriction ball bearings and spherical roller bearings in either annular or rod end configurations.2. REFERENCES2.1 Applicable DocumentsThe following publications form a part of this document to the extent specified herein. The latest issue of SAE publications shall apply. The applicable issue of other publications shall be the issue in effect on the date of the purchase order. In the event of conflict between the text of this document and references cited herein, the text of this document takes precedence. Nothing in this document, however, supersedes applicable laws and regulations unless a specific exemption has been obtained.2.1.1 ASTM PublicationsAvailable from ASTM International, 100 Barr Harbor Drive, P.O. Box C700, West Conshohocken, PA 19428-2959, Tel: 610-832-9585, .ASTM E 4Standard Methods of Verification of Testing Machines ASTM E 83 Method of Verification and Classification of Extensometers2.1.2 ANSI/NCSL PublicationsAvailable from NCSL, 1800 30th Street Suite 305B, Boulder, CO 80301-1026.ANSI/NCSL Z540-1 Calibration Laboratories and Measuring and Test Equipment- General Requirements2.1.3 ISOPublicationsAvailable from International Organization for Standardization, 1, rue de Varembe, Case postale 56, CH-1211 Geneva 20, Switzerland, Tel: +41-22-749-01-11, .ISO 10012 Quality Assurance Requirements for Measuring Equipment2.2 DefinitionsAXIAL LIMIT LOAD: The maximum axial load which, when applied and released, does not affect the smoothness of operation of the test bearing. The load for each bearing size is specified in the applicable document. This load is the maximum load that should be applied to the bearing in application.AXIAL STATIC FRACTURE LOAD: The axial load equal to 1.5 times the Axial Limit Load, unless otherwise specified in the applicable document. Bearings subjected to this load shall be capable of being turned by hand and shall have no fractured components.BRINELL: Permanent deformation of a bearing raceway caused by a rolling element. Brinelling occurs when a bearing is subjected to a static load which causes the stress in the ball contact area to exceed the yield stress of the material.3. GENERAL REQUIREMENTS3.1 Test ApparatusMachine3.1.1 TestThe fixture shall be mounted onto a test machine capable of applying the required load at a controlled rate. The calibration system for the machine shall conform to ANSI/NCSL Z540-1 and ISO 10012. Its accuracy shall be verified every 12 months by a method complying with ASTM E 4. The limit and ultimate loads of the test bearing shall be within the loading range of the testing machine as defined in ASTM E 4.Fixtures3.1.2 TestDimensions of the test fixtures shall provide sufficient section thickness to assure rigid support of the test specimen when subjected to the fracture load.3.1.3 MaterialThe mounting apparatus and test plug shall be fabricated from steel and heat treated to a hardness of HRc 40 minimum.Fit3.1.4 MountingA clearance fit shall be employed between the test plug and the inner ring. Clearance between the fixture and the outer ring shall be 0.0000 to 0.0010 in or as specified in the applicable document.NOTE: The above approach for mounting the test bearing produces generally repeatable results by promoting stiff structural performance. The use of thin section fixtures or looser fits may result in significantly different results.3.1.5 MeasuringEquipmentInspection equipment shall be capable of measuring an indentation in the inner or outer ring raceway that is 0.0005 times the rolling element diameter.3.2 Specimen3.2.1 Bearings for Axial Load TestsBearings shall be tested as received. Only new bearings shall be used.3.2.2 QuantityThe number of test specimens shall be as specified in the referencing document.3.2.3 Disposition of Test BearingsBearings tested per this method shall not be put into service.4. DETAILED REQUIREMENTS4.1 Axial Limit Load TestChecks4.1.1 Pre-TestBefore application of limit load, the test bearing shall be evaluated as specified in the applicable document regarding parameters such as internal clearance, and rotational torque. These measurements are required to establish data whereby failure may be determined. This may be done with the test specimen in the fixtures. It is permissible to make evaluations in separate fixtures providing the internal bearing clearance is not changed by mounting.4.1.2 TestingMount the test bearing as shown in Figure 1. The test bearing and fixtures shall be installed in a loading device such as a tensile test machine and the load gradually increased to the axial limit load specified in the applicable document at an even rate to reach the axial limit load in not less than 100 s. The load shall be held for not less than one minute and during this time the applied load shall not drop below the specified load. After 1 min has passed, gradually release the load at a rate 1% of the specified load per second.4.1.3 EvaluationThe test specimens shall be evaluated after the limit load test has been performed. The pass/fail criteria are specified in the applicable document. Typically the pass criteria is that the no-load torque shall not increase by more than 100%. Another method of evaluation is to disassemble the test bearing and measure the depth of the brinells on the inner and outer raceways. The typical passing criterion for this inspection is that the maximum depth of any brinell shall not exceed 0.0005 times the diameter of the rolling elements.4.2 Axial Static Fracture LoadP re-Test Checks4.2.1Before application of ulitmate load, the test bearing shall have successfully passed the limit load test.4.2.2 TestingUsing the same apparatus from 4.1.2, an axial load of 1.5 times the limit load shall be applied at a rate of 1% per second and held steady for a minimum of 1 min at full load before being released at a rate of 1% per second.FIGURE 1 - SCHEMATIC FOR AXIAL LIMIT/FRACTURE LOAD TEST4.2.3 EvaluationThe tested specimen shall be removed from the fixturing and inspected for failure. The pass/fail criteria will be described in the applicable specification. The typical passing criteria are that the bearing shall be capable of being turned by hand and that there can be no evidence of fractured bearing components when disassembled and inspected. Additionally, the bearing rings can be magnetic particle inspected to insure that there are no cracks as a result of testing.5. NOTES5.1 Intended UseThis test method is intended to provide a means for evaluating the performance criteria of a bearing when subjected to the axial limit load and axial fracture load specified in the applicable document.5.2 Method of ReferenceThis test method is intended to be referenced in general and in detailed specifications, standards, and drawings for antifriction airframe bearings. Specific test and data requirements are given in the applicable document. The following note shall be used to reference this test method:NOTE: The bearings shall be tested in accordance with ARP5483/4. The slash number refers to the specific test method.5.3 Test DataParameters5.3.1 TestSpecific test requirements are given in the applicable document. Test parameters to be recorded shall include the following as applicable:a. Blueprint dimensions for the test bearingb. Shaft and test fixture dimensions and configurationc. Axial Limit Loadd. Axial Static Fracture LoadRequirements5.3.2 DataSpecific requirements may be called out in the applicable specification. The following data shall be recorded as a minimum:a. Initial smoothness of the test bearingsb. Smoothness after Limit Load Testingc. Depth of brinells if applicabled. Freedom of rotation of test bearing after Fracture Load Testinge. Results of checking for fractured components after Fracture Load Testingf. Magnetic Particle Inspection results after Fracture Load Testing if applicableReport5.3.3 TestThe recorded data shall be summarized in report form and shall contain the following:Description5.3.3.1 Bearinga. Bearing part numberb. Lot identification numberc. Manufacturer’s identificationd. Dated drawing completely describing the test bearing including the dimensions and materials5.3.3.2 Test Equipment Descriptiona. Model number of loading machineb. Serial number of loading machinec. Calibration dated. Description of fixtures or drawing/photograph5.3.3.3 Measuring Equipment Descriptiona. Model numberb. Serial numberc. Calibration date5.3.3.4 Test Procedures and Resultsa. Procedure followedb. Data sheetsc. All inspection resultsd. Any test malfunctions or interruptions and explanations.e. Certification of the data presented and that no data has been omitted.5.4 Keyword ListingsBearing tests; loads, axial limit; loads, axial fracture; airframe bearingsPREPARED BY THE SAE AIRFRAME CONTROL BEARINGS GROUP。

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An approach for evaluating User ModelData in an interoperability scenarioCarmagnola Francesca a1, Cena Federica aa Department of Computer Science, University of Torino, ItalyAbstract.Since more and more interactions take place between humans and differentuser-adapted applications in daily life, there is the great opportunity to acquire a lot ofknowledge about a user and use it in order to reach a better adaptation. A common visionstates that user model should be interoperable and shareable across user-adaptiveapplications in different contexts and environments. The core idea of our approach is thatthe interoperability of user model data lets to reach more effective adaptation results only ifthe exchanged data are reliable. In this paper we discuss how this goal can be achieved by asemantic annotation of the exchanged data, providing the requestor with the possibility toevaluate i) the reliability of the exchanged value and ii) the reputation of the providersystem. To do this, we propose a User-Adapted System Meta-Description which identifies auser-adapted system enriched with a set of semantic meta-information regarding theprovider system, the exchanged value, the reasoning strategies used to define the value.Keywords. User model, user modeling, interoperability, user-adapted system, semanticwebIntroductionNowadays the idea of personalisation is regarded as crucial in many areas, such as e-commerce, e-learning, tourism and cultural heritage, digital libraries, travel planning, interaction in instrumented environments, etc. As a consequence a large number of user-adapted systems have been developed. Typically, user-adapted applications build a model of the user (e.g. profiling user with information entered by herself upon registration, clustering user in stereotype categories, tracking user behaviour and reasoning about her interests and competencies, learning from the dialog with the user, allowing the user to inspect and change the model the system built, etc) [3]. Then, the systems implement some reasoning strategies, defined as heuristic rules, decision trees, Bayesian networks, production rules, inductive reasoning, etc., to derive user knowledge, update the model and decide about adaptation strategies based on the model.Since users can interact with a great number of personalised systems, there is the great opportunity to share user knowledge across applications to obtain a higher understanding of the user [8]. Thus, sharing user knowledge across applications leads to better adaptation results. This is due to the “increased coverage” which means that1Corresponding Author: Francesca Carmagnola, Department of Computer Science, Corso Svizzera 185, 10149, Torino, Italy; E-mail: carmagnola@di.unito.itmore knowledge can be covered by the aggregated user model, because of the varietyof the contributing systems [9].The interoperability of user model data among user-adapted applications that interact with the same user can be useful in several situations, e.g.:− the system is non able to acquire a user feature by itself (neither asking/observing the user, nor inferring this knowledge from other data); consequently the adaptation process may be incomplete;− the system provides a value for the user feature but this value can be reliable only after a lot of sessions of interaction; consequently the adaptation process may face the “cold start problem” [16] (because at the beginning of the interaction the user model has very few data about the user);− the system provides a value for the user feature but this value is not reliable since it is inferred through a weak process of inference, with a low level of certainty;consequently the adaptation process may be incorrect.In all these situations the reusability of distributed user knowledge constitutes the central point for the definition of a complete user model representation. Reusability and interoperability have been in the focus of recent attempts to develop architectures that integrate user-adaptive components. There are two major directions to address reusability. Generic user modeling systems and user model servers (e.g. [12]; [11]; [4]) have made a significant advancement by offering flexible server-client architectures where a user model, stored as a central repository, is maintained by and shared across several applications. The second major advancement is the development of service-oriented architectures for user-adaptive systems (e.g.[2]; [10]). They enable complex personalization functionality to be implemented based on simple blocks (services) that implement specific adaptation procedures.The next major step towards user modeling reusability is semantic-awareness, which draws upon Semantic Web technologies that enable information exchange, aggregation, and interoperability [13]. Initial steps have already been made by [4] that proposed an ontology-based distributed architecture for adaptation in an e-learning scenario, while [9] proposed a framework for ubiquitous user modeling focused on the exchange and the semantic integration of partial user models. Therefore all the above-mentioned approaches foresee the possibility of exchanging user model features across adaptive systems in order to acquire more knowledge abouta user. From this point of view the applications can be providers when they partake of user model data, and requestors when they acquire this shared user knowledge in orderto perform their adaptation goals.The challenge of exchanging user model data among applications leads to many issues, which regard:a) the modalities to make the exchange of knowledge among applications possible.Thus: how can the exchange of user knowledge be achieved?b) the evaluation of the user model data exchanged by the applications. Thus: howcan an application be sure that the user model values provided by another applications are reliable? How can it be sure that the applications themselves arereliable? [14].Our approach moves from these considerations; however in this paper we give an attempt to especially address the second issue. The aim is to demonstrate that the usefulness of exchanging user model data across user-adapted systems is related with the chance of evaluating the trustworthiness of i) the reputation of the provider system, and ii) the reliability of the exchanged value.We state that exchanging only the value of the requested user feature is not sufficient, in a scenario of interoperability since it does not allow the evaluation of i) and ii). As defined in [15] we need a protocol for encoding information about users, to allow user-adapted system to benefit from others. For this reason we introduce the notion of User-Adapted System Meta-Description, which contains a set of meta-information about the system that provides the user feature, and about the exchanged user feature value. The entire set of the meta-information are provided by each application that want to exchange user knowledge, and are stored in a public registry we called Trustworthiness Evaluation Registry (TER).In the following section we illustrate the User-Adapted System Meta-Description providing a specification of the intended meta-information; in Sec. 2 we describe the Trustworthiness Evaluation Registry; while in Sec. 3 we provide an example of a possible use of the TER by means of a real use case. The last section concludes the paper with the future steps of our work.1. The User-Adapted System Meta-DescriptionAs stated in the previous section, in order to evaluate the reputation of the provider-system and the value reliability, we define the User-Adapted System Meta-Description,a meta-representation that provides information regards the user-adapted system.[3] defines a user-adapted system as a system that creates “an explicit user model that represents user knowledge, goals, interests, and other features that enable the system to distinguish among different users. [..] The user model is used to provide an adaptation effect, that is tailor interaction to different users [..]”.Fig. 1 User-Adapted System Meta-DescriptionAs shown in Fig 1, the User Model used by user-adapted systems is composed by a User Model Component and by a User Modeling Component [17]. [17] defines these concept as:Definition 1.1 (User Model Component) A user model is a knowledge source in a system which contains explicit assumptions on all the aspects of the user that may be relevant to the behavior of the system.The User Model Component, in the Semantic Web approach, is usually enriched by the use of ontologies. As pointed out in [7], ontologies provide a common understanding of a domain that can be shared between people and spread systems. Since in the field of artificial intelligence the ontologies have been developed to facilitate knowledge sharing and reuse, they should have an important role for the task of exchanging user knowledge [9].Definition 1.2 (User Modeling Component) A User Modeling Component is that part of a system whose function is to incrementally construct a user model; to store, update and delete entities; to maintain the consistency of the model; and to supply other components of the system with assumptions about a user.To summarize, the User Model Component includes the list of user features with the correspondent values; while the User Modeling Component includes the list of reasoning strategies to both derive user knowledge and manage the model.The core idea of our approach is that the interoperability of user model data lets to reach more effective adaptation results only if the exchanged data are reliable. This goal can be achieved by a semantic annotation of the exchanged data, providing the requestor with the possibility to evaluate i) the reliability of the exchanged value and ii) the reputation of the provider system. To do this, we propose a User-Adapted System Meta-Description which identifies a user-adapted system enriched with a set of meta-information regarding:1. the provider systemThis first set of meta-information is aimed at giving the requestor more knowledge about the provider system. In particular they include both information for the identification of the provider and information related with how it produces the user data it supplies. Notice that the evaluation of the provider derives by both two types of information; information regarding its identification can be used also for make the communication between systems possible.2. the user feature and the correspondent value (meta-information for the User ModelComponent)3. the reasoning strategies used to define the user feature value (meta-information forthe User Modeling Component)The second and the third set of meta-information allow the requestor to acquire more knowledge about the requested user feature value.The introduction of the semantic meta-information about the User Modeling Component is motivated by the idea that the reasoning strategies used in deriving the value need to be known by the requestor for a complete evaluation of the trustworthiness of the user model value [5]. We consider all the aspects as endorsement,thus reasons for believing or disbelieving statement, as Cohen [6] states in his model2.[6] defines the endorsements as “the structured objects that represent reasons for believing or disbelieving the proposition to which they are associated”. In the same way, in our approach we state that the evaluation of the final value depends on the evaluation of the intermediate values that lead to the value.The following table shows a detailed description of the intended meta-information.META-INFORMATION3Definition1. Meta-information for the identification of theprovider<dc:publisher> The entity responsible for making the resourceavailable<mum:url> Url of the provider systemMeta-information about the production of theprovided data<dc:creator> System that stores the user value<dc:date> Date of creation of the system<dc:source> Source that created the system2. Meta-information for the evaluation of thevalue -User Model Component-<dc:identifier> Un unambiguous reference to the resource within agiven context<dc:subject> The topic of the content of the resource<mum:certainty> Certainty value of the feature<dc:date> Date of creation of the feature<mum:last_update> Date of the last update of the featuretime span of how long the value is<mum:temporal_validity> Thequantitativevalidquantitative measure of how the value of the<mum:interaction_dependency> Thefeature is related to the interaction of user with system 3. Meta-information for the evaluation of thevalue -User Modeling Component-2The model of endorsement is an AI approach to represent and reason with heuristic knowledge under uncertainty. It discriminates kinds of evidence and distinguishes the importance of different evidence-gathering situations.3The definition of the meta-information is based on Dublin Core (/documents/dces), a set of metadata elements for describing document-like network object or for locating information resources. We extend it with some elements necessary in our approach defining the <mum> namespace (meta user model).<mum:engine> InferenceEngine used to compute data<mum:language> Languageusedto express derived knowledge<mum:reasoning> Methodology used to derive knowledge starting fromgiven premises<mum:derivation><mum:derivation>imported</mum:derivation> <mum:derivation>observed</mum:derivation> <mum:derivation>declared</mum:derivation> <mum:derivation>inferred</mum:derivation> Modality of production of the user feature- Imported: come from other providers- Observed: observed by user behavior with the system -Declared: directly declared by the user- Inferred: inferred by other featuresTab.1 List of meta-informationFollowing our approach the requestor receives, together with the requested user features value, the whole set of the above described meta-information. But how can it use them?In our perspective each requestor is furnished with a set of heuristics that need to be applied to the i) meta-information about the system, and ii) the meta-information about User Model and User Modeling Components to define respectively i) the system reputation, and ii) the value reliability.It is hardly possible to provide examples of heuristics that can be valid for all the applications, since their definition is closely dependent by the individual choices of each system. In fact, as claimed by [6], “any domain will have a characteristic set of endorsements”. For instance:Type 1: concerning the attribute <dc:date>, one application can affirm that “the trustworthiness increases if the provider system has been created recently” because it probably uses more updated technology” (recentness as a positive endorsement), while another may think that the older is the system , the more its user feature values are reliable because they derive from a longer-period interaction with the user (recentness as a negative endorsement).Type 2: concerning the attribute <dc:last_update>, one system can state that “the trustworthiness is high if the last update of the provided user feature is recent”, while for another system with different goals the evaluation of the endorsements and the heuristics can be different.Type 3: concerning the attribute <mum:derivation>, one application can believe that if derivation is “observed” then the trustworthiness in user feature value is high; if derivation is “imported” then the trustworthiness in user feature value is low. On the contrary another system, which has different experiences, may have different reputations and believes and thus it can define different heuristics.For the reasons highlighted in the above examples we don’t define a generic set of heuristics to be used in all the systems but we state that every system has to define its own set of heuristics.Actually by means of the heuristics applied on the meta-information each requestor will be able not only to identify the provider system and the provided value, but also to evaluate if both the system reputation and the value reliability are enough high to use the imported datum to perform its adaptation goals.2. The Trustworthiness Evaluation RegistryAll the above described meta-information are not included in the repository of each provider, but they are included in what we called TER (Trustworthiness Evaluation Registry), which is published in the network.The idea at the basis of the registry is that all the user-adapted systems that want to take part in the process of exchanging user knowledge should register themselves in the TER and provide all the meta-information required.To allow a common understanding of the exchanged user features, a requirement is that the user knowledge in all the systems of the environment use the same user ontology (for more detailed motivations see [5]). Moreover, each application has to decide which user features can be defined as public and recorded in the TER, and thus exchanged across applications.This choice is functional to the management of privacy regulations in the exchange of user sensitive data.4The requestor, that looks for the value of the feature x for the specific user X, queries the registry. The TER gives as answer not only the searched value, bur also the full set of the meta-information. The meta-information is defined in RDF5 since it lets to specify semantics for data in a standardized interoperable manner.Below is reported a portion of the TER.<?xml version="1.0"?><rdf:RDF xmlns:rdf="/1999/02/22-rdf-syntax-ns#"xmlns:dc= "/dc/elements/1.1/"><rdf:RDF xmlns:rdf="/1999/02/22-rdf-syntax-ns#"xmlns:mum="http://www.di.unito.it/MUM/mum#"><rdf:Description rdf:about="x"><um:value>any</um:value></<um:certainty>any um:certainty><dc:description>any</dc:description>or><dc:creat any</dc:creator><dc:date>any</dc:date><dc:publisher>any</dc:publisher><dc:source>any</dc:source><mum:url>any</mum:url><dc:title>x</dc:title><dc:subject>x</dc:subject><dc:identifier>#UMFeaturex/html</dc:identifier><mum:user_id>#X</mum:user_id><mum:last_update>any</mum:last_update><mum:temporal_validity>any</mum:temporal_validity><mum:interaction_dependency>any</mum:interaction_dependency>ng><mum:reasoni any</mum:reasoning></<mum:engine>any mum:engine><mum:language>any</mum:language><mum:derivation>inferred</mum:derivation><mum:input_parameter>input1</mum:input_parameter>4A different solution is proposed in [9] where the problem of privacy in the exchange of user data is managed through the introduction of the “Privacy Box” which contains a set of meta attributes for the acceptance of sensitive data.5 A semantic data model that supports the interoperability among system(/RDF/)<um:value>any</um:value></u<um:certainty>any m:certainty><mum:last_update>any</mum:last_update><mum:temporal_validity>any</mum:temporal_validity><mum:interaction_dependency>any</mum:interaction_dependency><mum:derivation>any</mum:derivation><mum:input_parameter>input2</mum:input_parameter><um:certainty>any</um:certainty><mum:last_update>any</mum:last_update><mum:temporal_validity>any</mum:temporal_validity><mum:interaction_dependency>any</mum:interaction_dependency><mum:derivation>any</mum:derivation></rdf:Description></rdf:RDFBeside the information needed by the requestor to evaluate the system reputation and the value reliability, some further meta-information are contained in the TER in order to provide the requestor with addition information useful to support communication (e.g. for the identification of the provider <Url>, the feature and its value <Title, Value, Identifier>, and correspondent user <Subject>).Notice that if <mum:derivation> is “inferred”, the registry will contain also the input parameters (thus other user features) that compete in the definition of the requested output in order to allow the requestor to evaluate them as well (according to the above-presented model of endorsement). For all the input components, the TER provides a sub-set of the meta-information above-described, and in particular the meta-information functional to the application of the heuristics. To this purpose, <mum:temporal_validity> and <mum:interaction_dependency> are particular relevant since they let the requestor to understand if the inferred feature derives from features i) valid in the particular moment of the query, and ii) not too much close to the context of interaction and so hardly reusable in different situations (for instance because too strongly related to the used device). Notice that the process of the input parameters evaluation will be obviously repeated every time <mum:derivation> of each input parameter is set as “inferred”.3. Use case of use of the registry by an applicationConsider the use case of an adaptive system (S1) that provides Carlo with a personalised list of TV programs. It needs to know Carlo’s ability to read6, in order to present him content he is able to read. Having no means of collecting this information, it has to import this value from another system Carlo interacted with.To do that, S1 has to perform the following activities:step 1. search for the requested feature into the TERstep 2. evaluate the system reputation (step 2.1) and the value reliability (step 2.2).6It is a class of GUMO ontology () and identifies the physical capacity to read.Step 1. S1 accesses the TER to obtain the value for the requested user feature. It asks to select “ability to read” where “user ID=12” using SPARQ language7 to query the RDF.PREFIX mum: <http:// www.unito.it/MUM/mum#/>SELECT $AbilityToRead mum:valueWHERE {:12 mum:user_id $user_id}As answer to the query, the TER provides S1 with a portion of RDF code which contains the requested user feature value, together with the list of the correspondent meta-information. All the data come from UbiquiTO [1], an adaptive tourist guide Carlo is used to interact with.In the following the portion of TER registry about “ability to read” is reported.<?xml version="1.0"?><rdf:RDF xmlns:rdf="/1999/02/22-rdf-syntax-ns#"xmlns:dc= "/dc/elements/1.1/"><rdf:RDF xmlns:rdf="/1999/02/22-rdf-syntax-ns#"xmlns:mum="http://www.di.unito.it/MUM/mum#"><rdf:Description rdf:about="/#AbilityToRead"><mum:value>0.4</um:value><mum:certainty>0.6</um:certainty><dc:description> physical capacity to read</dc:description><dc:title> AbilityToRead </dc:title><dc:creator>UbiquiTO</dc:creator><dc:date>2001-09-01</dc:date><dc:publisher>CSP</dc:publisher><dc:source>CSP</dc:source><mum:url>http://www.ubiquito.it</mum:url><dc:identifier>#UMFeature11</dc:identifier><dc:subject>AbilityToRead</dc:subject><mum:user_id>user#ID12:user_id></mum</mum:<mum:last_update>2005-10-01last_update><mum:temporal_validity>2006-10-01</mum:temporal_validity>n_dependency><mum:interactio high</mum:interaction_dependency>ng><mum:reasoni production rule</mum:reasoning><mum:engine>jess v.6.1</mum:engine><mum:language>java expert system</mum:language><mum:derivation>inferred</mum:derivation><mum:input_parameter>Age</mum:input_parameter><mum:value>60</um:value><mum:certainty>1.0</um:certainty><mum:last_update>2005-10-01</mum:last_update><mum:temporal_validity>one year</mum:temporal_validity><mum:interaction_dependency>none</mum:interaction_dependency><mum:derivation>declared</mum:derivation><mum:input_parameter Screen Size</mum:input_parameter>></<mum:value>small um:value></um:cert<mum:certainty>0.8ainty><mum:last_update>2005-10-01</mum:last_update><mum:temporal_validity>any</mum:temporal_validity><mum:interaction_dependency>any</mum:interaction_dependency><mum:derivation>inferred</mum:derivation><mum:input_parameter>Device</mum:input_parameter><mum:value>PDA</um:value><mum:certainty>0.8</um:certainty>7 /TR/rdf-sparql-query/<mum:last_update>2005-10-01/mum:last_update><<mum:temporal_validity>a day m:temporal_validity></mu<mum:interaction_dependency>high</mum:interaction_dependency><mum:derivation>observed</mum:derivation></rdf:Description></rdf:RDFStep 2. The requestor, applying its own heuristics to the meta-information, rates the trustworthiness of the user feature value calculating both the system reputation (SR) and the value reliability (VR) (step 2.2). The following table shows a mirror of the heuristics (expressed in natural language) used by S1.S1 Heuristics Trust computationSystem rating (step 2.1)If <dc:creator> is known, then SR is 0.8 else 0.2UbiquiTO: known then SR 0.8If <dc:date> is recent, then SR is 0.7 else 0.3If <dc:source> is known, then SR is 0.8 else 0.2 2001-09-01: not recent then SR0.7 CSP: known then SR 0.8Value rating ( step 2.2- a)If <mum:certainty> is > “0.6” then VR is 0.7 else0.30.6: < 0.7 then VR 0.3If <mum:last_update> is recent then VR 0.8 else0.22005-10-01: not recent then VR 02If current date is before <mum:temporal_validity> then VR 0.6 else 0.4If <mum:interaction_dependency> is “high” then VR 0.2, if medium then 0.3 else 0.5 2006-10-01: before current date then VR 0.6 Interaction_dependency: high then VR 0.2Reasoning strategies rating ( step 2.2- b)If <mum:derivation> is “declared” then VR is 0.4, if“observed” then VR 0.4, if “imported” then VR 0.1else VR 0.1Derivation: inferred then VR 0.1Tab.2 A list of heuristics used by S1Being the <mum:derivation> “inferred”, S1 has to evaluate all input parameters that compete to the definition of the requested output. The value of ability to read depends by the values of two other features: user “Age” and device “Screen Size”. While in UbiquiTO the age is declared by Carlo himself, the screen size is inferred by the device he uses during the interaction with the system. Following our approach, S1 has to apply its heuristics to these features as well, in order to compute a final overall value that considers the meta-information associated with each input parameter.4. Conclusion and Future workThis research represents the subject of the two Ph.D thesis of the authors. They focus on investigating the issues a) and b) outlined in the introduction, thus: (a) how can the exchange of user knowledge be achieved (b) how can the exchanged user feature value be evaluated.。

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