Comparisons and conclusions

Xem 1-7 trên 7 kết quả Comparisons and conclusions
  • The U.S. Department of Defense and the U.K. Ministry of Defence (MoD) face a common challenge: to modernize their forces to meet changing military threats under reduced budgets. To meet this challenge, both organizations are increasingly interested in leveraging private sector capital and expertise to provide defense activities and support services.

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  • This paper addresses the issue of POS tagger evaluation. Such evaluation is usually performed by comparing the tagger output with a reference test corpus, which is assumed to be error-free. Currently used corpora contain noise which causes the obtained performance to be a distortion of the real value. We analyze to what extent this distortion may invalidate the comparison between taggers or the measure of the improvement given by a new system. The main conclusion is that a more rigorous testing experimentation setting/designing is needed to reliably evaluate and compare tagger accuracies.

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  • number of attempts at reforming its content and format. In this inquiry we took evidence from a wide variety of sources to pose the questions: do we now have the National Curriculum that we need and, if not, what should be done? The current National Curriculum covers learners from age 5 to 16, but there have been important developments at both ends, with the specification of an early years curriculum through the Early Years Foundation Stage, and the introduction of new arrangements for learners aged 14 to 19, including a new-style qualification, the Diploma.

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  • We consider the problem of correcting errors made by English as a Second Language (ESL) writers and address two issues that are essential to making progress in ESL error correction - algorithm selection and model adaptation to the first language of the ESL learner. A variety of learning algorithms have been applied to correct ESL mistakes, but often comparisons were made between incomparable data sets. We conduct an extensive, fair comparison of four popular learning methods for the task, reversing conclusions from earlier evaluations. ...

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  • Mean Effective Pressure, 49 Torque and Power, 50 Dynamometers, 53 Air-Fuel Ratio and Fuel-Air Ratio, 55 Specific Fuel Consumption, 56 Engine Efficiencies, 59 Volumetric Efficiency, 60 Emissions, 62 Noise Abatement, 62 Conclusions-Working Equations, 63 Problems, 65 Design Problems, 67 , 3 ENGINE CYCLES 68 3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 3-9 3-10 3-11 3-12 3-13 3-14 Air-Standard Cycles, 68 Otto Cycle, 72 Real Air-Fuel Engine Cycles, 81 SI Engine Cycle at Part Throttle, 83 Exhaust Process, 86 Diesel Cycle, 91 Dual Cycle, 94 Comparison of Otto, Diesel, and Dual Cycles, 97 Mill...

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  • The System Identification Framework for Adaptive IIR Filtering • Algorithms and Performance Issues • Some Preliminaries 23.2 The Equation Error Approach The LMS and LS Equation Error Algorithms • Instrumental Variable Algorithms • Equation Error Algorithms with Unit Norm Constraints Gradient-Descent Algorithms Based on Stability Theory • 23.3 The Output Error Approach Output Error Algorithms 23.4 Equation-Error/Output-Error Hybrids The Steiglitz-McBride Family of Algorithms Geoffrey A. Williamson Illinois Institute of Technology 23.5 Alternate Parametrizations 23.

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  • The results of experiments involving direct comparisons of root and penetrometer resistance indicate that penetrometers experience two to eight times greater resistance than plant roots penetrating soil (Table 1). Dexter (1987) suggests that this ratio of penetrometer resistance to root resistance is positively correlated with soil strength, being greater in ‘stronger’ soils.

    pdf49p loixinloi 08-05-2013 16 1   Download


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