key-point evaluation method 中文意思是什麼

key-point evaluation method 解釋
重點評估法
  • key : n 1 鑰匙。2 要害，關口，要沖。3 關鍵，線索，秘訣；解法。4 （外國書的）直譯本，圖例，題解，圖解，...
  • point : n 1 尖頭，尖端；尖頭器具；〈美國〉筆尖；接種針，雕刻針，編織針；小岬，小地角；【拳擊】下巴。2 【...
  • evaluation : n. 1. 估價，評價。2. 【數學】賦值，值的計算。
  • method : n 1 方法，方式；順序。2 （思想、言談上的）條理，規律，秩序。3 【生物學】分類法。4 〈M 〉【戲劇】...
  1. As far as the system observation for accuracy evaluation of carrier rocket is concerned, there may exist different types of observed data and priors. heterogeneous information means that the different information describing the different characteristics of the same object. since all of the information is relevant to the same object, the fusion is possible. it is a key problem that how to fuse the heterogeneous information to obtain the better evaluation result. therefore, the different heterogeneous information and data is thoroughly studied, moreover, the mathematical description for information fusion of different parameter priors and data is constructed in this paper. based on their relationship between different parameters, indirect prior and observation data is transformed into prior in impact point observation space, which is fused with original prior by weight determined by maximum entropy rule to obtain the mixed posterior distribution. therefore, the test results can be given by combining posterior distribution and impact error observed data. then its application on evaluating guidance systematic error is elaborated as it applies trajectory tracking data, test value of coefficients of guidance instrumentation systematic error, impact point observation data and prior. especially, the advantage of this method lies in its application in case that guidance instrumentation systematic error may not be computed precisely. finally a detailed example on evaluation of carrier rocket is given to verify the theory

    為充分利用運載火箭觀測中的不同觀測空間和過程的信息來進行精度評估，針對該背景建立了異質先驗融合的數學描述.研究了飛行試驗中不同觀測空間和過程的異質先驗信息和數據，基於不同觀測過程的解析關系，將間接過程的先驗和觀測數據算出的后驗分佈轉換成落點觀測空間上的先驗，與原落點的先驗進行了最大熵加權融合，得到混合后驗分佈，從而結合落點觀測數據給出評定結果.在無法解算出精確的制導工具誤差系數的情況下，這種方法充分利用了彈道跟蹤數據、工具誤差系數的地面測試先驗值、落點先驗及落點數據，穩健性更好，準確性更高
  2. This thesis discussed the affection of all kinds of components contingency and the components " position in the line and other factors on the evaluation of load point reliability index. this thesis adopts a integrative method to deal with simple or complex distribution network with the system ' s practical operation characteristics and the results of the example reveal that it is feasible. the key to study the economics of power system reliability is outage costs

    在定量評估負荷點或系統可靠性指標的研究中，本文較全面地分析了各元件故障和元件在線路中的位置以及計劃檢修、臨時停電、天氣因素、負荷轉移等因素對估算負荷點可靠性指標的影響；研究了現有的可靠性評估模型，結合城市電網的實際運行特點，採用一種綜合的方法估算輻射型電網的可靠性指標，算例結果表明它是有效可行的。
  3. The key point is how to use point method and factor comparison method during job evaluation to make out pay points of every single position along with the salary levels

    如何確定不同職位之間的相對價值是這部分的重點，我們結合了要素計點法和要素比較法對達新公司不同崗位的相對價值進行量化評估以確定薪酬水平。
  4. Aim at the above key sticking point, this vice studies the some concerning in submission the settle the knowledge reasonsrlmprimis, the school wants to be positive to adapt to the solicit that community transform, setting out from the realistic subsistence in student, transfering the student the study the activity, abandonning the learn the mindjagain, further reinforce in school and the communication of the of household, aim at a domestic student ' s teach according to his ability ; the third, transform to come in the school training various factors that learn can pall to learn, this among them include the training object, teaching method, program creation, evaluation of one ' s performance tool, employed atmosphere, mental state health etc. several contents s ; ultimately, approval beak this on instructing the student transforms the learns the behavioral key role make above various operationses carried practical

    從教師方面談，致使中專生厭學的原因是教師學習的停止，學術鉆研不夠，教學觀念與教學方法陳舊而直接影響學生學習。針對以上癥結，本次研究提出一些關于解決厭學問題的思考：首先，學校要積極適應社會轉變的要求，從學生現實生存出發，調動學生學習積極性，摒棄厭學思想；再次，學校進一步加強與家庭間的溝通，針對不同類家庭的學生因材施教；第三，改變學校教育中導致學生厭學的各項因素，這其中包括培養目標、教學方法、課程設置、考核方法、就業環境、心理健康等多項內容；最後，通過教師這一指導學生改變厭學行為的關鍵角色使上述各項工作貫徹落實。
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