基于熵权法的区间数多指标决策方法及应用

以区间数的距离及规范化理论为基础探讨了属性值为区间数的多指标决策问题.分别构建了基于熵权法的区间数TOPSIS评价模型、基于熵权法的区间数灰色关联评价模型,基于熵权法的区间数TOPSIS—灰色关联组合评价模型.通过实例分析表明了,三种模型的算法的有效性及评价结果的合理性.进一步比较三种评价结果,说明了基于区间数的TOPSIS—灰色关联组合评价模型对方案的排序更具稳定性和实用性.     

基于熵权TOPSIS-CNN深度学习的企业财务绩效评价研究

基于评价基础上对企业财务绩效进行聚类和预测研究,有效发现企业运营存在的问题并提供改进依据.运用熵权TOPSIS法结合深度学习的方法,在相关文献回顾的基础上,整理并选取了1290家上市公司2020年报的20个财务指标作为分析样本.使用熵权TOPSIS法对实验样本进行打分并使用K均值聚类的方法划分等级以评判其绩效的优劣,再结合卷积神经网络的框架实现企业绩效的预测与智能分级.研究结果表明,熵权TOPSIS法与CNN方法的结合对于企业绩效的画像具有较好的效果,模型测试的预测准确率可达92.25%.基于熵权TOPSIS财务绩效测度基础上,通过无监督学习的K均值聚类和CNN的融合,不仅能够实现绩效测评、确定绩效等级,还能够进行绩效等级的预测.因此,模型可以应用于企业绩效的智能测度评判和预测,对于企业经营及宏观微观调控具有良好的借鉴意义.     

基于熵权TOPSIS-PSO-ELM的制造企业绿色创新能力评价模型及实证研究

为客观和准确地评价制造企业绿色创新能力,本文构建了制造企业绿色创新能力评价指标体系,提出了基于熵权TOPSIS的粒子群(PSO)优化极限学习机(ELM)集成学习算法的制造企业绿色创新能力评价模型。首先运用熵权法客观确定指标权重,结合TOPSIS测度并综合评价制造企业绿色创新能力,然后将评价值作为先验样本进行极限学习机的训练与测试,训练过程中利用PSO优化极限学习机的网络结构与连接权值,从而对绿色创新能力进行全面的分析和评价。最后以60家制造企业为例进行实证分析,并将熵权TOPSIS-PSO-ELM算法与极限学习机回归拟合算法对比,结果表明:基于熵权TOPSIS-PSO-ELM模型所得评价结果较已有方法更为准确可靠。此外,为进一步提高我国制造企业绿色创新发展能力提出了理论建议。     

基于物元分析与熵值法的创新团队成员胜任特征评价

创新团队胜任特征是一个具有多层级指标的概念,目前关于胜任特征的评价都只关注综合得分,忽略了胜任特征的多层次性,不能对每个维度层级上被评价人员的胜任特征进行判断,因此无法对团队成员进行优化配置,制约了人力资源管理部门对其成员进行有效选拔、培训和考核.并且,在评价指标权重的确定上容易受到主观性的影响.将物元分析与熵值法结合对创新团队成员的胜任特征进行评价,不仅能从整体对团队成员的胜任特征做出评价,还能对同一等级不同维度的胜任特征进行比较.首先,构建创新团队成员五个胜任特征维度,建立评价成员胜任特征的物元模型;其次,采用熵值法确定了胜任特征维度的权重;最后,通过对装备制造行业某公司7名创新团队成员进行实例分析,验证了评价模型具有较好的实用性.     

基于直觉模糊集和TOPSIS法的MTO企业中订单重要性评价与选择研究

如何使MTO企业更有效地进行订单的评价和优选.针对MTO企业对订单重要性判定问题,建立了基于直觉模糊集和TOPSIS法的订单重要性综合评价模型.首先构建订单重要性评价指标体系,然后使用熵权法确定评价指标的权重,最后用直觉模糊集和TOPSIS的方法对订单重要性进行评价和选择.通过算例分析的应用验证了方法用于研究订单重要性优选的可行性.基于直觉模糊集和TOPSIS算法实现了订单重要性的评价与选择,以便于企业对订单进行评价和优选,同时为库存管理提供科学依据.     

云环境下基于熵权TOPSIS法的企业IT投资决策

针对目前云环境下企业IT投资决策方面关于评价指标的不确定以及定量分析被忽视的问题,提出影响企业各业务信息系统进行投资决策的五个指标,并引入熵权TOPSIS评价方法对三种IT投资决策方案进行评价.最后以一个企业的IT投资决策为例,利用熵权TOPSIS法选出云环境下最适合企业信息系统进行投资决策的部署方案.     

基于TOPSIS方法的高校体育教师胜任力研究

高校体育教师与其他学科教师相比具有不同的行为特质,因而导致高校体育教师的努力程度很难准确地测量.为了解决科学地评价高校体育教师胜任力的问题,在层次分析法(AHP)和逼近理想解的排序法(TOPSIS)两类方法的基础上,构建了AHP—TOPSIS综合评判指标体系模型.根据该方法比较突出的特点,考虑到决策者对评价指标权重的不同,对TOPSIS方法加以改进;再将改进后的方法运用到对3类高校体育教师的胜任力进行综合评判.从工作态度、知识—技能、课程设置、创新能力以及合作能力5个方面综合量化高校体育教师的胜任力,旨在为组织全面评价以及甄选高校体育教师人才提供一种切实可行的科学方法.     

基于属性测度的客观权TOPSIS法及应用

根据属性测度与相似系数的相关理论,提出了客观权TOPSIS法.运用该方法对中国和世界部分发达国家健康保障水平的综合评价分析表明：客观权TOPSIS法能克服不确定主观权的影响,使评价结果更客观准确.     

复合型指挥军官胜任特征组合评价模型及实证研究

针对复合型指挥军官胜任特征评价问题,建立了胜任特征评价指标体系,提出了一种新的组合评价模型:基于信息熵的思想,以每个指标上专家对评价对象的评价结果间差异程度确定此指标上该专家的分值权重,得出评价对象在该指标上的得分,提高评价对象在每个指标上得分的合理性;采用层次分析法确定评价指标权重,利用评价对象间的灰色关联系数来构建评价矩阵,提高评价结果的准确性.最后,给出一个实例证明了模型的可行性和有效性.     

基于大数据的在线课程熵权Topsis评价模型研究

为推动供给侧课程评价改革、提高在线课程质量,构建了基于大数据的在线课程评价模型,从课程资源构建、学习过程和教学成效3个方面评估在线课程质量,丰富了在线课程评价的理论模型和指标体系.利用因子分析和熵权法计算评价指标的权重,并将加权重的TOPSIS多属性决策排序跟专家综合打分评价结果做相关性分析,两者呈显著的正相关关系.模...     

Linear birth and death models and associated Laguerre and Meixner polynomials

We study birth and death processes with linear rates λ_n = n + α + c + 1, μ_{n + 1} = n + c, n 0 and μ₀ is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ₀ = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations.     

Distributive and Multiplication Modules and Rings

We study rings in which every ideal is a finitely generated multiplication right ideal.     

Affine-inscribed and affine-circumscribed polygons and polytopes

Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ³, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved that every compact convex set in ℝ³ (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder with directrix P. Bibliography: 29 titles. Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298. Translated by B. M. Bekker.     

Partitions and pairwise sums and products

A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions.     

Ritz and harmonic Ritz values and the convergence of FOM and GMRES

The Ritz and harmonic Ritz values are approximate eigenvalues, which can be computed cheaply within the FOM and GMRES Krylov subspace iterative methods for solving non‐symmetric linear systems. They are also the zeros of the residual polynomials of FOM and GMRES, respectively. In this paper we show that the Walker–Zhou interpretation of GMRES enables us to formulate the relation between the harmonic Ritz values and GMRES in the same way as the relation between the Ritz values and FOM. We present an upper bound for the norm of the difference between the matrices from which the Ritz and harmonic Ritz values are computed. The differences between the Ritz and harmonic Ritz values enable us to describe the breakdown of FOM and stagnation of GMRES. Copyright © 1999 John Wiley & Sons, Ltd.     

Beliefs and beyond: affect and the teaching and learning of mathematics

The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education.