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Wyszukujesz frazę "achievement function" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Multi-Criteria Optimization Approach to Modeling Negotiation Process
Autorzy:
Łodziński, A.
Powiązania:
https://bibliotekanauki.pl/articles/375876.pdf
Data publikacji:
2018
Wydawca:
Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie. Wydawnictwo AGH
Tematy:
negotiation process
multi-criteria optimization
equitably efficient decision
achievement function
set of negotiations
method for solution selection
Opis:
This paper presents a multi-criteria optimization approach for modeling the negotiation process. The negotiation process is modeled as a special multi-criteria problem. The method of finding solutions involves a process of the interactive selection of certain proposals. The parties submit proposals concerning the subjects of the negotiations; these proposals constitute the parameters of the multi-criteria optimization problem. Selecting the solutions is accomplished by solving the optimization problem using the parameters that define the aspirations of each party to the negotiations. Finally, the solutions reached by the parties are evaluated.
Źródło:
Decision Making in Manufacturing and Services; 2018, 12, 1-2; 33-44
1896-8325
2300-7087
Pojawia się w:
Decision Making in Manufacturing and Services
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Truth/utility, autonomy/heteronomy, theory/practice. On the unity of the difference of educational-scientific dualities
Autorzy:
Binder, Ulrich
Powiązania:
https://bibliotekanauki.pl/articles/2004957.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
scientific theory
knowledge production
scientific function
scientific achievement
Opis:
every scientific discipline, every university and college, every institute, every research project, every researcher is, due to the “double-faced conception of science” (dear, 2005, p. 404), confronted with the question of the relationship of scientific autonomy and scientific relevance (utility, applicability). T he fields of educational science in particular are rooted in this double horizon of expectation. The theoretical handling of the difference of autonomy and accountability is therefore also an ongoing theme and the theories offered take the following three directions: to choose one or the other, to unite both poles in harmony or to tolerate the conflict-causing dual membership. In this article another assumption will be made other than the separation, harmonisation or oscillation theory, namely that scientific and practice discourse complement each other: the question of utility serves the question of truth and vice versa.
Źródło:
The New Educational Review; 2016, 44; 273-282
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effectiveness of geogebra on academic and conceptual knowledge: role of students’ procedural knowledge as a mediator
Autorzy:
Hutkemri, -
Zamri, Sharifah Norul Akmar Syed
Powiązania:
https://bibliotekanauki.pl/articles/2004969.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
achievement
conceptual and procedural knowledge
GeoGebra
limit function
mediator
quasi-experimental
Opis:
Quasi-experimental research was conducted to identify the effectiveness of GeoGebra in achieving students’ conceptual and procedural knowledge. The research was performed to identify the effects of a mediator in students’ conceptual knowledge in relation to procedural knowledge with student achievement. A total of 284 students were involved in this study. The students in the experimental group learned using GeoGebra, whereas the students in the control group used the conventional method. The collected data were analyzed using SPSS 22.0, AMoS 18, and Anates V4. Findings of the study demonstrate that GeoGebra is used as a mediator of students’ procedural knowledge in relation to conceptual knowledge for academic achievement. This study also shows that conceptual knowledge affected the students’ mathematics procedures. The result of the study supports the related theory of the role and contribution of conceptual and procedural knowledge to student achievement. This study provides suggestions as intervention to increase students’ conceptual and procedural knowledge.
Źródło:
The New Educational Review; 2016, 44; 153-164
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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