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هدفتدوین الگوی توسعه جایگاه رویکرد هیوتاگوژی در مدیران مدارس متوسطه شهر اهواز بر اساس نظریه داده بنیاد هدف پژوهش حاضر بود.روش کارپژوهش با توجه به هدف از نوع کاربردی و روش پژوهش مطالعه موردی بود. جامعه آماری گروهی از خبرگان شامل مدیران مدارس راهنمایی و متخصصان و صاحبنظران حوزه آموزش بودند. از روش مصاحبه برای گردآوری داده های پژوهش استفاده شد. در پژوهش حاضر قابلیت اعتبار از طریق «بررسی توسط شرکت کنندگان یا مصاحبه شوندگان» صورت گرفته است. ضمن آنکه برای تایید و اعتباریابی یافته های حاصل از بررسی وضعیت مطلوب، با هفت تن از متخصصان آموزشی مصاحبه ای به عمل آمد و اطلاعات به دست آمده از فرایند مصاحبه ها و کیفیت و عمق داده ها توسط گروه متخصصین مربوطه تایید شد. در این پژوهش از شیوه تحلیل نظریه داده بنیاد برای مقوله بندی مصاحبه ها استفاده شد.نتایج ونتیجه گیرینتایج نشان داد خود ارزیابی و دگر ارزیابی محور تدوین الگوی هیوتاگوژی بوده و در عین حال از نقش مثبت و سازنده تعامل با دیگران غفلت نمی ورزد. برتری این الگو نسبت به الگوی ارایه شده توسط بلیفور (1996) را می توان از حیث توجه به تحلیل تمامی ابعاد تاثیرگذار بر سازمان ، توجه به خودشناسی و نگاه توانمندساز به ارزشیابی دانست .کلید واژگان: هیوتاگوژی, مدیران, نظریه داده بنیادPorpose: Formulation of the development model of the position of the heutagogy approach in the principals of secondary schools in Ahvaz city based on the data theory of the foundation was the aim of the present study.MethodAccording to the purpose of the research, it was an applied type and the research method was a case study. The statistical population was a group of experts including middle school principals and experts and experts in the field of education. The interview method was used to collect research data. In the current research, the reliability was done through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the foundation was discussed for the categorization of the interviews.Result andConclusionThe results showed that self-evaluation and other-evaluation is the key to formulating a heutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model compared to the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all the dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.Developing the position of heutagogy in managers, an inevitable approachIntroductionThe changes and transformations of societies and the growth and expansion of international competitions in educational fields and the need of learners for new knowledge and information have made the role of educational programs more important in creating preparation and grounding the success of teachers. Training and improvement of human resources is considered as one of the main strategies to achieve human capital with positive adaptation to the conditions of change as a competitive advantage for organizations, so learning is developed based on the heutagogy approach from all three aspects of knowledge, attitude and skill. In the professional development of teachers based on the heutagogy approach, the selection of learning content and the method of assessment is through negotiation, which with this method, the learning content is coordinated with the needs of the learner and is rooted in the needs of the learner. Therefore, the professional development of teachers in this approach is based on the concepts of understanding complexity and having systemic thinking. Ability to learn, intrinsic motivation and deep learning are emphasized. From the point of view of this approach, in a complex and unpredictable world, learners must have the ability to understand complex relationships and interactions between phenomena; By being ready to gain new experiences, try to develop their capabilities independently; They can plan their growth steps and take effective decisions and actions in different and new situations.Materials and methodsThis applied qualitative research was conducted using grounded theory. The main tool for collecting qualitative data was in-depth and unstructured interviews with research experts. Coding agreement coefficient was used. The statistical population consisted of 13 experts from education managers in the city of Ahvaz in 1400, who were selected by purposeful sampling. The sample size was considered based on the principle of theoretical saturation. The information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the Foundation was used to categorize the interviews. Among the criteria for selecting experts, a group of experts including middle school principals with at least 10 years of experience and university experts were considered as the statistical population and were interviewed in depth. Complete mastery of the field of educational approaches, especially hyutagogy. In order to determine the validity and reliability of the current research, the elements of reliability, transferability, repeatability, and verifiability were used. Validity and transferability were evaluated and confirmed by key informants, research participants, similar samples, and experts during the research, with constant doubt while applying appropriate adjustments. Reproducibility of the data was also observed with the help of the foundation's systematic methods of data theorizing in collecting, recording, analyzing and interpreting the data. Also, the ability to verify by using the opinions and providing evidence and findings to experts, informants, participants and similar samples, using technical and field notes and strategies to improve theoretical sensitivity and avoid bias was done during the research.Discussion andconclusionThe underlying theory of the model of this research is the approach of heutagogy in managers. In hyutagogy, knowing how to learn is the most important skill that anyone should learn. Hyutagogy creates opportunities for learners to take charge of their own learning process; Get resources, monitor the effectiveness and efficiency of their own programs. The findings of the research showed 12 central topics and 31 indicators in the form of 1- causal reasons including: job context (identification of learning needs, learning in professional and personal life, interaction and dialogue, transformational leadership style). 2- intervening reasons including: environmental conditions. competitive advantage, school reputation, school's position in education, awareness) - limitations (information limitations, organizational limitations, teachers' skill limitations) 3- background reasons including: supervision and control (supervision and control at the education level) - Legal requirements (laws and requirements and macro policies, transnational interactions, information needs) 4- Reasons for the central category including: organizational policies and strategies (education goals, school-based management). Teaching-learning strategies (learner-centered, learners) - self-evaluation and different evaluation (continuous self-evaluation, community feedback) 5- Strategic reasons include: homogeneity and common thinking (common conversation, recognition of perspectives, continuous self-improvement) - cooperation (constructive interaction, efficiency) 6 - Consequences included: evaluation and monitoring (evaluation by teachers, evaluation by education and training, continuous improvement), continuous feedback (increasing knowledge, empowerment) to develop the position of hyutagogy approach in managers.Therefore, the results showed that self-evaluation and other evaluation are the focus of developing the hyutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model over the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.Keywords: heutagogy, managers, foundational data theory
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رویکرد یادگیری در سازمان ها و یادگیری سازمانی به دلیل تغییرات در شایستگی های مورد نیاز انجام کارها، باید از رویکرد سنتی خارج شود و دیگر در پیش گرفتن رویکرد استاد- شاگردی جواب گوی این تغییرات نیست و سازمان ها برای موفقیت در دنیای رقابتی باید کارکنان خود را به رویکرد یادگیری خودتعیین کننده و هیوتاگوژی سوق دهند. مفهوم هیوتاگوژی در سال 2000 توسط هیس و کنیون به دنبال نیاز برای تصدیق یادگیری بعنوان یک فرآیند پویا و پیچیده، مفهوم سازی شد. هیوتاگوژی نقش عاملیت انسان در فرآیند یادگیری را توسعه و بسط می بخشد. این نظریه یادگیرندگان را به عنوان عامل اصلی در یادگیری خویش تلقی کرده و یادگیری را حاصل تجربه های شخصی می داند. در هیوتاگوژی فراگیران بطور مستقل مسئولیت یادگیری را بر عهده می گیرند و آنچه را که یاد خواهند گرفت، چه زمانی یاد خواهند گرفت و چگونه آن را یاد خواهند گرفت، کنترل می کنند. هدف کلی از انجام این پژوهش شناسایی مولفه ها و عوامل موثر بر یادگیری کارکنان شرکت بیمه دی بر مبنای رویکرد هیوتاگوژی است. رویکرد پژهش حاضر کیفی و در آن از دو روش فراترکیب و تحلیل مضمون مصاحبه ها استفاده شده است. جامعه آماری پژوهش در بخش فراترکیب شامل پژوهش ها و مطالعات انجام شده در بازه زمانی 1970 تا 2024 در حوزه هیوتاگوژی و یادگیری در محیط کار بود که پس از چند مرحله غربالگری تعداد 80 مقاله انتخاب شدند. مشارکت کنندگان در بخش مصاحبه نیز نخبگان و متخصصان حوزه هیوتاگوژی و یادگیری خودتعیین کننده بودند که با استفاده از نمونه گیری هدفمند در دسترس انتخاب شدند و پس از اشباع نظری تعداد مشارکت کنندگان به 15نفر رسید. برای کنترل کیفیت روش فراترکیب از ابزار CASP استفاده شد و برای بررسی صحت و تایید شاخص استحکام داده های حاصل از مصاحبه از از چهار معیار اعتبار، انتقال پذیری، اطمینان پذیری و تاییدپذیری استفاده شد. همچنین برای بررسی پایایی داده های حاصل از مصاحبه از روش توافق درون موضوعی استفاده شد که میزان آن 84% به دست آمد. به منظور تجزیه و تحلیل داده های فراترکیب از روش کدگذاری سه مرحله ای و به منظور تجزیه و تحلیل داده های مصاحبه از روش تحلیل مضمون استفاده شد. یافته های حاصل از فراترکیب و تحلیل مضمون مصاحبه ها به منظور شناسایی مولفه های یادگیری کارکنان بیمه دی بر مبنای رویکرد هیوتاگوژی نشان داد که مولفه های شناسایی شده شامل 1. یادگیرنده محوری 2.خودتاملی 3. توسعه قابلیت4. فراشناخت 5. یادگیری دوحلقه ای6. یادگیری غیرخطی و 7.یادگیرنده فعال بودند. همچنین یافته های بدست آمده نشان دادند که عوامل موثر بر یادگیری کارکنان بر مبنای رویکرد هیوتاگوژی در 3 عامل کلی عوامل فردی، سازمانی و محیطی دسته بندی می شوند که هر کدام از عوامل از مولفه هایی بدین شرح تشکیل شده اند: 1. عوامل فردی(انگیزه/تمایل به یادگیری، درگیری شغلی، تعهد فرد به سازمان و رضایت از کار) 2. عوامل سازمانی(ماهیت شغل، حمایت سازمان/مدیر، فرهنگ سازمانی، انتظارات شغلی، بازخورد سازمان/مدیر و زیرساخت فناوری) 3. عوامل محیطی(فرهنگی-اجتماعی). با توجه به این که مولفه های شناسایی شده مستخرج از مبانی نظری و تجربی پژوهش و همچنین مصاحبه با متخصصان و نخبگان هستند، می توانند بعنوان مرجعی مناسب در دیگر شرکت های بیمه برای تعیین وضعیت مشارکت کارکنان در فعالیت های یادگیری خودتعیین کننده یا هیوتاگوژی مورد استفاده قرار گیرند. همچنین شرکت های بیمه می توانند با آگاهی از عوامل موثر بر یادگیری کارکنان مبتنی بر رویکرد هیوتاگوژی در این پژوهش، آن ها را با شرکت های خود تطبیق دهند و زمینه لازم برای مشارکت بیشتر کارکنانشان در یادگیری خودتعیین گر را فراهم سازند.
کلید واژگان: جامعه آماری, رویکرد هیوتاگوژی, یادگیری کارکنان شرکت, شناسایی مولفه هاThe approach of learning in organizations and organizational learning due to the changes in the competencies required to do the work, must leave the traditional approach and taking the teacher-apprentice approach is no longer suitable for these changes, and for organizations to succeed in the competitive world, their employees must lead to the approach of self-determining learning and heutagogy. The concept of heutagogy was conceptualized in 2000 by Hase and Kenyon following the need to acknowledge learning as a dynamic and complex process. Heutagogy develops and expands the role of human agency in the learning process. This theory considers learners as the main factor in their own learning and considers learning to be the result of personal experiences. In heutagogy, learners take independent responsibility for learning and control what they will learn, when they will learn it, and how they will learn it. The general purpose of this research is to identify the components and factors affecting the learning of employees of the day insurance company based on the heutagogy approach. The current research approach is qualitative and in it, two methods of meta-synthesis and content analysis of the interviews have been used. The statistical population of the research in the meta-synthesis section included the researches and studies conducted in the period from 1970 to 2024 in the field of heutagogy and learning in the workplace, and after several stages of screening, 80 articles were selected. The participants in the interview section were elites and experts in the field of heutagogy and self-determined learning, who were selected using available targeted sampling, and after theoretical saturation, the number of participants reached 15. The CASP tool was used to control the quality of the meta-composite method and four criteria of validity, transferability, reliability and verifiability were used to check the accuracy and confirm the robustness index of the data obtained from the interview. Also, to check the reliability of the data obtained from the interview, the intra-subject agreement method was used, and the rate was 84%. In order to analyze meta-composite data, three-step coding method was used, and in order to analyze interview data, thematic analysis method was used. The findings of meta-synthesis and content analysis of the interviews in order to identify the learning components of insurance workers based on the heutagogy approach showed that the identified components included the following items: 1. Learner-centered 2. Self-reflection 3. Ability development 4. Metacognition 5. Double-loop learning 6. Non-linear learning and 7. Active learner. Also, the findings showed that the factors affecting employees' learning based on the heutagogy approach are categorized into 3 general factors: individual, organizational and environmental factors, each of which consists of the following components: 1. Individual factors motivation/willingness to learn, job involvement, individual's commitment to the organization and job satisfaction) 2. Organizational factors (the nature of the job, organization/manager support, organizational culture, job expectations, organization/manager feedback and technology infrastructure) 3. Environmental factors Sociocultural). Considering that the identified components are derived from the theoretical and empirical bases of research as well as interviews with experts and elites, they can be used as a suitable reference in other insurance companies to determine the status of employees' participation in self-determining learning activities or heutagogy. be used Also, insurance companies can adapt them to their companies by knowing the effective factors on employees' learning based on the heutagogy approach in this research and provide the necessary ground for more participation of their employees in self-determining learning.
Keywords: Statistical Population, Hyutagogy Approach, Learning Of Company Employees, Identification Of Components -
هدف پژوهش حاضر بررسی مولفه های الگوی آموزش مجازی بر مبنای رویکرد مدیریت دانش است. رویکرد پژوهش حاضر کیفی و روش آن مرور سیستماتیک براساس مدل رایت و همکاران (2007) است. جامعه پژوهش، متشکل از 351 مقاله درباره آموزش مجازی نیروی انسانی بر مبنای مدیریت دانش است که بین سال های 2010 تا 2022 میلادی و 1390 تا 1400 شمسی در مجلات علمی معتبر ارایه شده اند. نمونه پژوهش شامل 32 مقاله است که به صورت هدفمند جمع آوری و براساس پایش موضوعی داده ها انتخاب شده اند. داده های پژوهش از تحلیل کیفی اسناد مورد مطالعه، گردآوری شده اند. بر اساس تجزیه و تحلیل داده-ها، مولفه های الگوی آموزش مجازی نیروی انسانی با رویکرد مدیریت دانش در 5 بعد و 24عامل طبقه بندی شدند. این ابعاد شامل بعد فردی (مشتمل بر عوامل؛ مهارت های ادراکی، سواد رسانه ای و دیجیتال کاربران و انگیزش کارمندان)، بعد الزامات (مشتمل بر عوامل؛ تغییر رویکرد آموزش، شخصی سازی فرآیند، مبتنی بر هیوتاگوژی و برنامه های درسی محیط کار، الزامات زمینه ای، پشتیبانی سازمانی و تعامل پذیری)، بعد مدیریت دانش پداگوژیک (مشتمل بر عوامل؛ تولید دانش پداگوژیک، انتقال و تسهیم دانش، ذخیره سازی دانش، کاربرد دانش و اعتباریابی دانش)، سیستم مدیریت (مشتمل بر محورهای سیستم مدیریت یادگیری، سیستم مدیریت محتوا، رابط کاربر مناسب و استاندارد پذیری) و بعد چالش ها (مشتمل بر عوامل؛ چالش های رفتاری، چالش فرهنگی- اجتماعی، چالش سازمانی، چالش های برنامه ای و زیرساختی) می باشد
کلید واژگان: آموزش مجازی, نیروی انسانی, مدیریت دانش, مرورسیستماتیکThe aim of the current research is to investigate the components of the virtual education model based on the knowledge management approach. The approach of the present research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 351 articles about virtual training of human resources based on knowledge management, which were presented in reputable scientific journals between 2010 and 2022 AD and 1390 and 1400 AD. The research sample includes 32 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the components of the virtual human resources training model with the knowledge management approach were classified into 5 dimensions and 24 factors. These dimensions include the individual dimension (including factors; cognitive skills, media and digital literacy of users and employee motivation), the requirement dimension (including factors; changing the approach to education, personalizing the process, based on hyutagogy and programs curriculum of the work environment, contextual requirements, organizational support and interactivity), the dimension of pedagogical knowledge management (including factors; pedagogical knowledge production, knowledge transfer and sharing, knowledge storage, knowledge application and knowledge validation), management system ( including the axes of learning management system, content management system, appropriate user interface and standardization) and challenges dimension (including factors; behavioral challenges, cultural-social challenges, organizational challenges, programmatic and infrastructure challenges) is
Keywords: Virtual education, human resources, knowledge management, systematic review -
This paper presents a novel approach for human-machine interface using visual-based communication. Scene analysis، object recognition and tracking، together with gesture detection and classification، are employed to design and implement a system for real time interaction. A new paradigm is proposed for efficient selection of hand gestures that can be used in other gesture-based environments aiming at interactive multimedia. An inexpensive web camera and readily available tools (such as an ordi nary pen) have been used in this approach to render the system cost effective and suit able for general and home-based multimedia applications. Focus is placed on real time applications with a fast decision function for gesture classification، and a model-based approach for orientation detection. Experimental results demonstrate the efficacy of the proposed approach when tested using different performance criteria.
Iranian Journal of science and Technology (B: Engineering), Volume:32 Issue: 3, june 2008, PP 279 -293This paper presents a novel approach for human-machine interface using visual-based communication. Scene analysis، object recognition and tracking، together with gesture detection and classification، are employed to design and implement a system for real time interaction. A new paradigm is proposed for efficient selection of hand gestures that can be used in other gesture-based environments aiming at interactive multimedia. An inexpensive web camera and readily available tools (such as an ordinary pen) have been used in this approach to render the system cost effective and suitable for general and home-based multimedia applications. Focus is placed on real time applications with a fast decision function for gesture classification، and a model-based approach for orientation detection. Experimental results demonstrate the efficacy of the proposed approach when tested using different performance criteria. -
در این مقاله یک الگوریتم ریاضی برای بدست آوردن فشار بهینه بخش بخار سیکل ترکیبی تک فشاره به منظور دستیابی به بهترین بازده حرارتی ارائه شده است. الگوریتم ارائه شده بر اساس قوانین ترمودینامیکی و بقای جرم و مشخصات فنی بویلر بازیاب حرارت (HRSG) به دست آمده است. در مدل کامپیوتری تهیه شده، فشار بهینه بخش بخار بر اساس مشخصات توربین گاز تعیین شده و تاثیر عوامل مختلف از جمله تاثیر pinchو approach در درام بویلر، فشار چگالنده، TTD بخار تولیدی، approach هوازدا، دبی بخار تزریقی به هوازدا و ابعاد طبقه آخر توربین مورد بررسی قرار گرفته است.
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Literary criticism is one of the most challenging courses, if not the most problematic course, to teach on the curriculum of Literature in Iranian universities. This course has in fact been designed to familiarise students with a variety of critical approaches to literature. As such, faculty members who teach this course are required to cover a range of theories that often negate or dialectically complete each other. Each of these theories offers certain possibilities but also has some limitations in the critical reading of literary texts. In this paper I argue that teaching literary theory and criticism to Iranian students is often a disappointing and unsuccessful undertaking mainly because they cannot think of the critical reading of texts as an act that can be performed through various conflicting discourses. What our audience at Iranian universities seeks is the assurance of an “ultimate word” in literary theory and criticism, an approach which offers them a “complete” strategy for decoding every aspect of texts. Even when introduced to an easily applicable approach, students typically do not show much enthusiasm for engaging in a critical reading of texts but prefer their teachers to “reveal” to them the “secrets” of a text or its supposed “message”. It is argued in this paper that the difficulty of teaching literary criticism at Iranian universities stems from an undemocratic mentality which believes in the authority of a single voice and, therefore, is unable to grasp the pluralism of critical approaches. I conclude that no significant improvement can be envisaged in the current condition of teaching literary criticism in Iranian universities unless there is a change of attitude towards criticism and cultural plurality, both on the part of students and faculty members.
Literary criticism is one of the most challenging courses, if not the most problematic course, to teach on the curriculum of Literature in Iranian universities. This course has in fact been designed to familiarise students with a variety of critical approaches to literature. As such, faculty members who teach this course are required to cover a range of theories that often negate or dialectically complete each other. Each of these theories offers certain possibilities but also has some limitations in the critical reading of literary texts. In this paper I argue that teaching literary theory and criticism to Iranian students is often a disappointing and unsuccessful undertaking mainly because they cannot think of the critical reading of texts as an act that can be performed through various conflicting discourses. What our audience at Iranian universities seeks is the assurance of an “ultimate word” in literary theory and criticism, an approach which offers them a “complete” strategy for decoding every aspect of texts. Even when introduced to an easily applicable approach, students typically do not show much enthusiasm for engaging in a critical reading of texts but prefer their teachers to “reveal” to them the “secrets” of a text or its supposed “message”. It is argued in this paper that the difficulty of teaching literary criticism at Iranian universities stems from an undemocratic mentality which believes in the authority of a single voice and, therefore, is unable to grasp the pluralism of critical approaches. I conclude that no significant improvement can be envisaged in the current condition of teaching literary criticism in Iranian universities unless there is a change of attitude towards criticism and cultural plurality, both on the part of students and faculty members. -
The sample of Lar Mountain Phosphate deposit which is located in the southwest of Iran, was studied to upgrade its phosphate grade. The results obtained from mineralogical studies showed the presence of apatite, CaO, Al2O3, Fe2O3 and SiO2, in which carbonate was detected as the main gangue. Two sets of direct and reverse flotation tests were performed using samples from this deposit with 10% P2O5. In phosphate flotation (direct approach), the samples were conditioned with sodium silica, oleic acid-fuel oil and Armac T-fuel oil. The direct flotation at pH=9.2 yielded a product with 23.2% of P2O5 and 75.16% recovery. The reverse flotation tests were carried out at pH=5.2, with floating carbonate and pulp de-oiling, using H2SO4 and wash water, and phosphate was then floated from siliceous gangue. In the second sets of the reverse approach, depressing the phosphate and floating silica with Amines in natural pH were done. However the best concentrate assay was 31.2% P2O5 with a 71.12% recovery, which was obtained from reverse tests.
کلید واژگان: Mineral processing, phosphate processing, flotation, Lar mountain deposit -
This paper proposes a simultaneous approach to manage congestion, evaluate congestion cost, and to allocate this cost among consumers in a short-run market model. The proposed method consists of an iterative algorithm to search and apply a sequence of the best feasible bilateral power exchange among the generators that would optimally reduce and completely remove the congestion. The best exchanges are selected using sensitivity analysis and the AC load flow is used to apply the selected exchange on the system. Congestion cost is calculated using the change in generation cost and divided among the overloaded lines regarding the change in power flow of these lines, after applying the selected exchange. Following each exchange, the costs are allocated to consumers based on the generalized load distribution factors, which are calculated on the system operating condition. The effectiveness of the proposed approach is illustrated in two case studies on the standard IEEE 14 and 118-bus systems, and the results discussed and compared with the other methods in the paper.
Iranian Journal of science and Technology (B: Engineering), Volume:31 Issue: 6, December 2007, PP 617 -628This paper proposes a simultaneous approach to manage congestion, evaluate congestion cost, and to allocate this cost among consumers in a short-run market model. The proposed method consists of an iterative algorithm to search and apply a sequence of the best feasible bilateral power exchange among the generators that would optimally reduce and completely remove the congestion. The best exchanges are selected using sensitivity analysis and the AC load flow is used to apply the selected exchange on the system. Congestion cost is calculated using the change in generation cost and divided among the overloaded lines regarding the change in power flow of these lines, after applying the selected exchange. Following each exchange, the costs are allocated to consumers based on the generalized load distribution factors, which are calculated on the system operating condition. The effectiveness of the proposed approach is illustrated in two case studies on the standard IEEE 14 and 118-bus systems, and the results discussed and compared with the other methods in the paper. -
کسب اتوماتیک دانش کنترل اجسام دینامیک با استفاده از مثال های موجود به کمک سیستم RDR و یادگیری ماشینیThe inability of experts to articulate the knowledge required to solve a problem is، arguably، the greatest challenge to building an expert system. The problem is made worse in situations where the response of the expert must be so rapid that there is not even a chance of a plausible post hoc reconstruction of the decision processes involved. For this reason، construction of the knowledge base by example is the only approach available. Examples can be used in two ways. They may be used as input to an induction program whose task is to find an abstraction of a control strategy from the data. Examples may also be used to induce the expert to discern differences between cases، thereby allowing the knowledge acquisition system to construct rules semi-automatically. The work presented in this paper demonstrates the feasibility of both approaches. In particular، it shows that the RDR methodology can be extended to domains where the expertise involved is necessarily subcognitive. This is demonstrated by the application of a combination of ripple-down rules and machine learning to the task of acquiring piloting skills for an aircraft in a flight simulator.
Iranian Journal of science and Technology (B: Engineering), Volume:32 Issue: 3, june 2008, PP 295 -304The inability of experts to articulate the knowledge required to solve a problem is، arguably، the greatest challenge to building an expert system. The problem is made worse in situations where the response of the expert must be so rapid that there is not even a chance of a plausible post hoc reconstruction of the decision processes involved. For this reason، construction of the knowledge base by example is the only approach available. Examples can be used in two ways. They may be used as input to an induction program whose task is to find an abstraction of a control strategy from the data. Examples may also be used to induce the expert to discern differences between cases، thereby allowing the knowledge acquisition system to construct rules semi-automatically. The work presented in this paper demonstrates the feasibility of both approaches. In particular، it shows that the RDR methodology can be extended to domains where the expertise involved is necessarily subcognitive. This is demonstrated by the application of a combination of ripple-down rules and machine learning to the task of acquiring piloting skills for an aircraft in a flight simulator. -
This paper aims to use pushover analysis for performance-based seismic assessment of linings of shallow tunnels constructed in soil that are subjected to vertical shear waves. Pushover analysis is a nonlinear static analysis that works base on pushing laterally 2D numerical nonlinear model of soil with tunnel statically. This analysis considers just ovaling/racking deformation of a lining and compared to the other existing seismic analysis approaches, it has the advantage of using directly a standard acceleration response spectrum as seismic demand. Initially in this paper, responses of a typical tunnel due to four earthquakes were calculated using pushover analysis. In continue, the approach of employing a typical standard acceleration response spectrum as seismic demand was presented using the building’s standard spectrum of FEMA 302 provisions. All the resultant performance points of pushover analyses were then evaluated by carrying out nonlinear dynamic time history analyses and the pushover method was verified. However, further studies are required to propose an acceptable response spectrum for the geotechnical nature of soil deposits containing shallow tunnels as their seismic demand.کلید واژگان: Dynamic Analysis, FEMA 302, Ovaling, Racking, Performance point, Pushover analysis, Shallow tunnel’s lining, Standard acceleration response spectrumاین مقاله قصد دارد که با استفاده از تحلیل بارافزون به تحلیل لرزه ای بر مبنای عملکرد پوشش تونل های کم عمقی که در خاک ساخته شده اند و تحت بارگذاری موج برشی قائم قرار گرفته اند بپردازد. تحلیل بارافزون یک تحلیل استاتیک غیرخطی است که بر اساس جابجا کردن جانبی مدل دو بعدی خاک و تونل عمل می کند. این تحلیل تنها مود تغییر شکل اعوجاج (رکینگ) مقطع عرضی پوشش تونل را ارزیابی می کند و نسبت به سایر روش های عددی تحلیل لرزه ای دارای مزیت استفاده از طیف شتاب پاسخ استاندارد نهشته ی خاکی به عنوان تقاضای لرزه ای می باشد. در ابتدا پاسخ یک تونل نمونه بر اثر چهار زلزله به طور جداگانه به وسیله تحلیل بارافزون محاسبه شد. در ادامه روش بکار گیری یک طیف استاندارد نمونه به عنوان تقاضا در تحلیل بارافزون بیان گردید که در آن از طیف استاندارد ساختمان فیما 302 استفاده شد. نتایج تحلیل بارافزون با انجام تحلیل دینامیکی تاریخچه زمانی غیرخطی مورد ارزیابی قرار گرفت و روش تحلیل بارافزون تایید شد. با این وجود برای بکار گیری این روش به مطالعات بیشتری جهت ارائه یک طیف استاندارد قابل قبول، که با طبیعت ژئوتکنیکی نهشته خاکی حاوی تونل کم عمق سازگاری داشته باشد، الزامی است.Keywords: تحلیل دینامیکی, فیما 302, رکینگ, تغییر شکل اعوجاجی, نقطه عملکرد, تحلیل بار افزون, پوشش تونل کم عمق, طیف شتاب پاسخ استاندارد
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از آنجا که گزینه «جستجوی دقیق» غیرفعال است همه کلمات به تنهایی جستجو و سپس با الگوهای استاندارد، رتبهای بر حسب کلمات مورد نظر شما به هر نتیجه اختصاص داده شدهاست.
- نتایج بر اساس میزان ارتباط مرتب شدهاند و انتظار میرود نتایج اولیه به موضوع مورد نظر شما بیشتر نزدیک باشند. تغییر ترتیب نمایش به تاریخ در جستجوی چندکلمه چندان کاربردی نیست!
- جستجوی عادی ابزار سادهای است تا با درج هر کلمه یا عبارت، مرتبط ترین مطلب به شما نمایش دادهشود. اگر هر شرطی برای جستجوی خود در نظر دارید لازم است از جستجوی پیشرفته استفاده کنید. برای نمونه اگر به دنبال نوشتههای نویسنده خاصی هستید، یا میخواهید کلمات فقط در عنوان مطلب جستجو شود یا دوره زمانی خاصی مدنظر شماست حتما از جستجوی پیشرفته استفاده کنید تا نتایج مطلوب را ببینید.
* ممکن است برخی از فیلترهای زیر دربردارنده هیچ نتیجهای نباشند.
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