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| baseline training and development academy: Hiding Inside the Baseline MR Bobby Aaron Blair, MR Barry Buss, 2014-02-21 Hiding Inside The Baseline is a heartfelt all american gay tennis story about former junior and collegiate tennis star and world ranked player turned acclaimed international coach Bobby Blair. This riveting story chronicles the fear, turmoil, struggles and devastating consquences of hiding in the closet as a gay athlete and coach in the 1980's and 1990's. This story has the star power and life lessons to empower and inspire LGBT athletes to live their truth, while also encouraging family, friends, teachers, coaches, sponsors and the fans to better understand the importance to accept and embrace all peope as they strive to achieve their goals personally and professionally while living their truth. This story encourages all readers to be on the right side of history by illustrating the importance that equality and acceptance for all makes the world a better place. |
| baseline training and development academy: Agriculture, Nutrition, and Gender Linkages (ANGeL) Baseline Study Tauseef, Salauddin, Sufian, Farha D., Parvin, Aklima, Haque, Nusrat Z., Ghostlaw, Julie, Ahmed, Akhter, 2017-06-09 1.1 Background Bangladesh has made commendable progress in domestic food production through public investments in agricultural research and extension, public and private investments in irrigation, and liberalization of agricultural input markets. In the early 1970s, Bangladesh was a food-deficit country with a population of about 75 million people. Today, the population has more than doubled, and the country is nearly self-sufficient in rice production, which has tripled over the past three decades. However, Bangladesh’s performance in improving child and maternal nutrition has been less satisfactory. Despite its success in reducing child stunting, the rate of stunting in Bangladesh (36 percent in 2014) remains high (NIPORT 2015). Bangladesh also continues to struggle with deficiencies in micronutrients such as iron, zinc, iodine, and vitamin A. Such deficiencies reflect poor diets that are rice-dominated, monotonous, and lacking diversity (Ahmed et al. 2013). Anemia (in part due to iron deficiency) is estimated to affect 26 percent of nonpregnant, non-lactating women, whereas 42 percent suffer from iodine deficiency. About 28 percent women of reproductive age are underweight (NIPORT 2015). In preschool children, the rates of anemia, iodine, and vitamin A deficiencies are 33 percent, 40 percent, and 20 percent, respectively (ICDDR,B 2013). Therefore, government policies and strategies underscore the importance of strengthening the linkage between agriculture and nutrition. Agriculture provides a source of food and nutrients, contributes to income, and affects food prices. Exploring agriculture and nutrition linkages in Bangladesh using data from a multi-round district level panel, a study finds that rice yields are associated with earlier introduction of complementary foods to young children, as well as increases in their weight-for-height (Heady and Hoddinott 2016). Agriculture can also have effects on women’s health, nutrition, empowerment and time allocation, which can have important consequences for their ability to care for family members. Given these links, agriculture has the potential to be a strong driver of nutrition. However, that potential is not being fully realized in Bangladesh because, traditionally, nutrition and agricultural policies have been uncoordinated. Low status of women and gender gaps in health and education contribute to chronic child undernutrition (Smith et al. 2003) and food insecurity (von Grebmer et al. 2009), even when other determinants of food security, such as per capita incomes, improve. According to an IFPRI study, women are key actors within the food system, but are historically disempowered in Bangladesh in terms of leadership in the community, control of resources, and control of income (Sraboni, Quisumbing, and Ahmed 2014a). The lack of women’s empowerment weakens the links between agriculture and nutrition. Despite increases in 2 women’s participation in agriculture in Bangladesh in recent years (Asaduzzaman 2010), women face persistent obstacles, particularly due to social and economic constraints, which limit their further inclusion in agriculture. Women have limited control over agricultural assets, as well as limited mobility to go to markets to sell agricultural produce, often relying on husbands and sons to take produce to market. 1.2 Motivation for the Study IFPRI research in Bangladesh, using data from a nationally representative household survey conducted by IFPRI, reveals that women’s empowerment plays a key role in improving household food security and dietary diversity of children, women, and other household members (Sraboni et al. 2014b; Malapit et al. 2015). The study also shows that agricultural production diversity is associated with dietary diversity (Sraboni et al. 2014b). Further, IFPRI research in Bangladesh shows that nutrition behavior change communication (BCC) training imparted to women and men in rural households leads to significant improvements in child nutrition and complementary feeding practices (Ahmed et al. 2016; Menon et al. 2016). Motivated by research-based evidence, IFPRI researchers developed a concept note to strengthen the agriculture-nutrition-gender nexus in Bangladesh and presented it to the Ministry of Agriculture (MOA), Government of the People’s Republic of Bangladesh in June 2014. Based on the concept note, an inter-ministerial committee of the Government of Bangladesh approved a pilot research project entitled, “Orienting Agriculture Toward Improved Nutrition and Women’s Empowerment”, also known as “Agriculture, Nutrition, and Gender Linkages”(ANGeL), for implementation by the MOA, with technical assistance from IFPRI and Helen Keller International (HKI), and an evaluation led by IFPRI. The Minister of Agriculture officially launched the pilot project in October 2015. The project is jointly funded by the Government of Bangladesh and USAID. 1.3 The Baseline Report As part of the evaluation of the ANGeL Project, IFPRI carried out a baseline survey of project participants and a comparison group of households just before the start of project interventions. This report presents the results of the ANGeL baseline survey. It is organized in nine sections. Section 2 describes the salient features of the ANGeL Project. Section 3 presents the progress of the ANGeL Project to date. Section 4 describes the baseline survey. Section 5 gives a profile of the survey households. Section 6 provides the land tenure status of sample households and findings on agricultural production and practices. Section 7 presents patterns of food consumption and nutrition. Section 8 provides findings on women’s empowerment. Section 9 summarizes the main findings and provides conclusions. |
| baseline training and development academy: Navy Medicine , 2005 |
| baseline training and development academy: Basic Cadet Training , 1994 |
| baseline training and development academy: Youth Employment and Training Programs National Research Council, Division of Behavioral and Social Sciences and Education, Commission on Behavioral and Social Sciences and Education, Committee on Youth Employment Programs, 1985-02-01 Do government-sponsored youth employment programs actually help? Between 1978 and 1981, the Youth Employment and Demonstration Projects Act (YEDPA) funded extensive programs designed to aid disadvantaged youth. The Committee on Youth Employment Programs examined the voluminous research performed by YEDPA and produced a comprehensive report and evaluation of the YEDPA efforts to assist the underprivileged. Beginning with YEDPA's inception and effective lifespan, this report goes on to analyze the data it generated, evaluate its accuracy, and draw conclusions about which YEDPA programs were effective, which were not, and why. A discussion of YEDPA strategies and their perceived value concludes the volume. |
| baseline training and development academy: Training Across Multiple Locations Stephen Krempl, R. Wayne Pace, 2001-05-14 A guide about how to effectively design, build and assess a training organization that is spread across multiple locations. It provides a model to guide the development of the system, a questionnare to review the various locations and suggestions to ensure plans can be executed. |
| baseline training and development academy: The Sustainability and Climate Change Curriculum Outdoors: Key Stage 2 Deborah Lambert, Sue Waite, Michelle Roberts, Alun Morgan, 2024-03-14 Provide quality curriculum-linked outdoor education in sustainability and climate change for pupils aged 7-11 with the authors of the bestselling National Curriculum Outdoors series. Designed to bring contemporary issues to life, this book contains everything you need to embed sustainability and climate change into your science curriculum, including key subject knowledge, case studies and a complete set of progressions for Key Stage 2. The detailed lesson plans are based around outdoor activities and are all in line with the Science National Curriculum. The book covers the following: - essential curriculum concepts - how to teach species identification - how to encourage pupils to care for the natural world - full curriculum-aligned lesson plans of outdoor activities, crafted to engage children in their local and global environments - ways to progress pupil's learning through leadership, both in a model science curriculum and through the reformation of their own school grounds. Situating this teaching outside the classroom ensures that the developing concepts and knowledge are grounded in the real world, and outdoor learning also has proven benefits for children's mental health and wellbeing. The guidance and templates for development planning are underpinned by current research, while vivid case studies bring these ideas to life. |
| baseline training and development academy: Armor , 2009 |
| baseline training and development academy: Employee Training and Development Raymond A. Noe, 2005 Seeks to find a balance between research and company practices. This text provides students with a background in the fundamentals of training and development - needs assessment, transfer of training, designing a learning environment, methods, and evaluation. |
| baseline training and development academy: Elevating Learning & Development (paperback) Nick van Dam, 2018-09-04 The defining attributes of the 21st-century economy and fourth industrial revolution are innovation, technology, globalization, and a rapid pace of change. Therefore, an organization's capacity to enhance the capabilities of its workforce and create a culture of continuous learning are vital to remaining competitive. These trends make an effective learning-and-development (L&D) function more critical than ever. This compendium of articles, from L&D professionals at McKinsey & Company, discusses every facet of professional development and training-from ensuring that L&D's efforts are closely aligned with business strategy to elements of advancing the L&D function, designing learning solutions, deploying digital learning, executing flawlessly, measuring impact, and ensuring good governance. For L&D professionals seeking to hone their organization's efforts, Elevating Learning & Development: Insights and Practical Guidance from the Field is the ideal resource. |
| baseline training and development academy: It's Always about Leadership Dennis Rubin, 2018-04-13 Mission-Critical Rules for Successful Fire Rescue Leadership One of the most demanding and stressful management jobs in existence, fire rescue leadership requires a set of clear and distinct skills. Given today’s work environment, everyone from the chief down to the newest recruit should be strong, courageous leaders. Every aspect of a successful operation relies on capable leadership at all levels. It’s Always about Leadership is written by an active firefighter for his fellow fire-rescue service members. Author Dennis L. Rubin discusses his 13 rules for leadership, which he has developed over a 35-year career in fire service. Alongside these rules, Chief Rubin has curated case studies and created critical learning points, self-improvement plans, and discussion questions for learning reinforcement and to assist real-world applications. Key features: --Leadership tools with real-life applicability --Time-tested advice on navigating challenges and scenarios typical to fire service life --Experience and perspective from a multi-decade fire service leader |
| baseline training and development academy: Whither Opportunity? Greg J. Duncan, Richard J. Murnane, 2011-09-01 As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America. |
| baseline training and development academy: Resources in Education , 1998 |
| baseline training and development academy: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| baseline training and development academy: Transforming School Leadership and Management to Support Student Learning and Development Edward T. Joyner, Michael Ben-Avie, James P. Comer, 2004-05-12 This comprehensive field guide will be an essential resource for every school leader charged with fostering the healthy development and academic success of students. |
| baseline training and development academy: Departments of Veterans Affairs and Housing and Urban Development, and Independent Agencies Appropriations for 1991 United States. Congress. House. Committee on Appropriations. Subcommittee on VA, HUD, and Independent Agencies, 1990 |
| baseline training and development academy: The Impact of School Infrastructure on Learning Peter Barrett, Alberto Treves, Tigran Shmis, Diego Ambasz, 2019-02-04 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE) |
| baseline training and development academy: Talent Identification and Development in Sports Performance Nuno Leite, Alberto Lorenzo Calvo, Julio Calleja-Gonzalez, Bruno Gonçalves, Sean Cumming, 2022-01-13 |
| baseline training and development academy: Departments of Veterans Affairs and Housing and Urban Development, and Independent Agencies Appropriations for 1991: Federal Emergency Management Agency United States. Congress. House. Committee on Appropriations. Subcommittee on VA, HUD, and Independent Agencies, 1990 |
| baseline training and development academy: Setting Public Management Research Agendas , 1980 |
| baseline training and development academy: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1986 , 1990 |
| baseline training and development academy: Large Scale School Reform and Social Capital Building Ian R. Haslam, Myint Swe Khine, Issa M. Saleh, 2013-06-26 This book introduces and explores the nature of large scale reform, and offers a fresh insight into the importance of social capital and professional development leadership for teachers and school management. It synthesizes research on the role of the professional development leader and the importance of social capital in schools, and examines its potential to impact large scale, system-wide, reform projects. The text presents a range of international examples and theories from renowned researchers and educationists, which illustrate the challenge of raising the prominence of education social capital in schools. Considering crucial research that informs effective adult learning interventions, underlying themes supporting constructivist and transformative interventions are identified and woven into the narrative. Factors and variables needed to encourage and implement initiatives are examined, and each section is accompanied by case studies from around the world. The book is split into five sections and twelve parts which include: -The Lesson of Large Scale Reform for Leadership Development -Assessment of Wide Scale Educational Reform Initiatives -Developing Social Capital through National Education Reform -System Improvement through Professional Learning Communities Large Scale School Reform and Social Capital Building will be of interest to policy makers and system reform leaders, along with researchers and postgraduate students with a focus on continuous professional development, educational reform and school leadership. |
| baseline training and development academy: International Perspectives on Police Education and Training Perry Stanislas, 2013-10-30 Training and education constitutes the backbone of a significant amount of police activity and expenditure in developing the most important resources involved in policing work. It also involves an array of actors and agencies, such as educational institutions which have a long and important relationship with police organizations. This book examines the role of education and training in the development of police in the contemporary world. Bringing together specialist scholars and practitioners from around the world, the book examines training methods in the UK, the USA, Australia, Canada, China, France, Hungary , India, the Netherlands, St Lucia and Sweden. The book throws light on important aspects of public service policing, and new areas of public and private provision, through the lens of training and development. It will be of interest to policing scholars and those involved in professional and organizational development worldwide. |
| baseline training and development academy: The Elgar Companion to the Law and Practice of the International Maritime Organization Laura Carballo Piñeiro, Maximo Q. Mejia Jr, 2024-09-06 This Companion sheds light on the law and practice of the International Maritime Organization (IMO), which plays a key role in securing safe, secure, and efficient shipping on clean oceans. Laura Carballo Piñeiro and Maximo Q. Mejia Jr. bring together a diverse range of international experts to outline the development and impact of the IMO as an institution. |
| baseline training and development academy: Oxford Textbook of Children's Sport and Exercise Medicine Neil Armstrong, Willem Van Mechelen, 2023 The 4th edition of the Oxford Textbook of Children's Sport and Exercise Medicine is the definitive single-volume reference in the field presented in four sections Exercise Science; Exercise Medicine; Sport Science; and Sport Medicine. |
| baseline training and development academy: Foreign Operations, Export Financing, and Related Programs Appropriations for 2006 United States. Congress. House. Committee on Appropriations. Subcommittee on Foreign Operations, Export Financing, and Related Programs, 2005 |
| baseline training and development academy: Social Development in the Philippines , 1976 |
| baseline training and development academy: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1954 , 2004 |
| baseline training and development academy: Mailing List (Infantry School (U.S.)) , 1993 |
| baseline training and development academy: Research Relating to Children , |
| baseline training and development academy: Making Appropriations for the Department of Defense for the Fiscal Year Ending September 30, 2007, and for Other Purposes United States. Congress, 2006 |
| baseline training and development academy: Handbook of Research on the Education of School Leaders , |
| baseline training and development academy: Assembly West Point Association of Graduates (Organization)., 1991 |
| baseline training and development academy: Fulfilling The Trust: 50 Years Of Shaping Muslim Religious Life In Singapore Norshahril Saat, 2018-07-30 Muslims constitute about half a million or 15 percent of Singapore's multiracial and multireligious population. In 1968, the Singapore Parliament passed the Administration of Muslim Law Act (AMLA), which led to the formation of Muis or the Majlis Ugama Islam Singapura (Islamic Religious Council of Singapore). The formation of Muis has brought about better administration of Muslim affairs in Singapore in meeting the religious needs of the Muslim community in areas like the issuance of fatwa (religious rulings), provision of halal food, management of haj (religious pilgrimage), collection and disbursement of zakat (charity tithe), running of madrasahs (religious schools) and having access to sound Islamic education. This was achieved with Muis having earned the trust and confidence of the community and ensuring the mutual facilitation of the community's, state's and society's needs.Fulfilling the Trust: 50 Years of Shaping Muslim Religious Life in Singapore is the first book that comprehensively studies the development of Muis' policies over the last 50 years since its founding in 1968. It offers an insight into the multi-faceted considerations and the overall context of the development of such policies, providing a wide-ranging and evaluative analyses of their evolution in the various work domains.The book argues that in order to better appreciate Muis' policies, one has to also understand the critical junctures, socio-historical context, diverse stakeholders and decision-makers' perspectives that led Muis to respond to issues and challenges in a certain way. This book is a valuable contribution to the community's cultural and experiential heritage, providing an indispensable resource for anyone or any institution wishing to pursue a constructive role for religious communities to equally contribute towards the betterment of a thriving plural society ensconced within a secular-based polity. |
| baseline training and development academy: List of U.S. Army Research Institute Research and Technical Publications U.S. Army Research Institute for the Behavioral and Social Sciences, 1994 |
| baseline training and development academy: List of U.S. Army Research Institute Research and Technical Publications, October 1, 1994 to September 30, 1999 , 2000 |
| baseline training and development academy: Artificial Neural Networks and Machine Learning – ICANN 2019: Text and Time Series Igor V. Tetko, Věra Kůrková, Pavel Karpov, Fabian Theis, 2019-09-09 The proceedings set LNCS 11727, 11728, 11729, 11730, and 11731 constitute the proceedings of the 28th International Conference on Artificial Neural Networks, ICANN 2019, held in Munich, Germany, in September 2019. The total of 277 full papers and 43 short papers presented in these proceedings was carefully reviewed and selected from 494 submissions. They were organized in 5 volumes focusing on theoretical neural computation; deep learning; image processing; text and time series; and workshop and special sessions. |
| baseline training and development academy: Participatory Approaches to Development Trinidad S. Osteria, Jonathan Y. Okamura, 1986 |
| baseline training and development academy: Treasury, Postal Service, and General Government Appropriations for Fiscal Year 2002 United States. Congress. House. Committee on Appropriations. Subcommittee on the Treasury, Postal Service, and General Government Appropriations, 2001 |
| baseline training and development academy: Treasury, Postal Service, and General Government Appropriations for Fiscal Year 2002: Executive Office of the President and funds appropriated to the President and independent agencies United States. Congress. House. Committee on Appropriations. Subcommittee on the Treasury, Postal Service, and General Government Appropriations, 2001 |
新手一枚，大佬能解释下机器学习中什么是baseline吗？ - 知乎
有时候，你选择的 baseline 是你要研究的更广阔的框架下的一个特例，而你自己实现了框架下的其它方法，此时为了让系统之间只有一处不同，你可能会主动选择在框架下重新实现 baseline。 …
SOTA，benchmark和baseline分别是什么意思？ - 知乎
baseline指的是一个基准，也叫基线，简单来说就是用来对比的一个参照对象，人们往往通过用和baseline比较性能的方式来凸出自己新提出的算法的优势。 在机器学习领域，baseline通常是 …
数据集的benchmark和baseline指的是什么，一般有 ... - 知乎
Mar 27, 2019 · baseline：baseline则是证明所提出的模型好坏的一个基准。 比如 ResNet 的提出需要证明它的优势在哪里，通过是与之前所提出的方法（如 VGG ）在同一个数据集（也就 …
baseline和benchmark有什么区别？ - 知乎
baseline主要关注自己提出的方法，比如最原始最简单的方法出来的结果（参照物）。 然后再这个基础上改进，增加各种组件，可以看出提升了多少，通过baseline我们可以知道这个方法能不 …
CS的人常说的baseline model是什么意思？ - 知乎
May 1, 2018 · baseline是一种使用简单的启发式探索，统计规则，随机规则或该领域中先前常用的算法对已知问题及其数据集进行预测的方法。 它通常在正式的工作之前进行，为后面的工作 …
baseline,backbone和benchmark的区别是什么？ - 知乎
Apr 16, 2019 · baseline的目的是比较提出算法的性能或者用以彰显所提出的算法的优势。 --------搬运结束-------- 可以这么认为：baseline是模型至少能够达到的效果；benchmark是目前的模型 …
深度学习如何选择合适的baseline？ - 知乎
一般是将老模型在自己的环境下跑一遍做 baseline ，因为模型收 初始值 ， 机器环境 还是影响比较大，所以一般都是在同一个环境下做对比比较有意义（例如新旧模型都在同一个环境下）。当 …
什么是基线回归（baseline regression）？ - 知乎
这里baseline regression应该也是指的一种作为baseline的回归方法，即作为对照组的回归方法，文中的改进算法要和它对比，至于具体是选取ols还是其他的，还是看文章要和谁比。
中文到底有没有基线（baseline）的概念？ - 知乎
基线（baseline）是西文字体设计与排版的概念，源自西文字母的主体底部对齐的位置。 汉字以一字见方的正方形框架为基准定位，笔画在字框内居中并充满字框，原则上并不存在基线，只有 …
深度学习论文中的baseline方法如何调参？ - 知乎
baseline在论文中就是对比效果用的。比如你用了什么什么方法之后效果比baseline好了多少，说明你的方法有用。例如，你提出了一个新的模型。在这时候要权衡你的输入维度规模和模型参数 …
新手一枚，大佬能解释下机器学习中什么是baseline吗？ - 知乎
有时候，你选择的 baseline 是你要研究的更广阔的框架下的一个特例，而你自己实现了框架下的其它方法，此时为了让系统之间只有一处不同，你可能会主动选择在框架下重新实现 baseline。 如果你是参 …
SOTA，benchmark和baseline分别是什么意思？ - 知乎
baseline指的是一个基准，也叫基线，简单来说就是用来对比的一个参照对象，人们往往通过用和baseline比较性能的方式来凸出自己新提出的算法的优势。 在机器学习领域，baseline通常是一个广 …
数据集的benchmark和baseline指的是什么，一般有 ... - 知乎
Mar 27, 2019 · baseline：baseline则是证明所提出的模型好坏的一个基准。 比如 ResNet 的提出需要证明它的优势在哪里，通过是与之前所提出的方法（如 VGG ）在同一个数据集（也就 …
baseline和benchmark有什么区别？ - 知乎
baseline主要关注自己提出的方法，比如最原始最简单的方法出来的结果（参照物）。 然后再这个基础上改进，增加各种组件，可以看出提升了多少，通过baseline我们可以知道这个方法能不能work，有 …
CS的人常说的baseline model是什么意思？ - 知乎
May 1, 2018 · baseline是一种使用简单的启发式探索，统计规则，随机规则或该领域中先前常用的算法对已知问题及其数据集进行预测的方法。 它通常在正式的工作之前进行，为后面的工作的效果提供一 …
