多智能体系统在有界输入下的速度一致性控制

研究了多智能体系统的速度一致控制问题。在对输入有界约束的条件下提出了一个新的控制协议,利用李雅普诺夫理论,分析了多智能体系统的稳定性,并给出了在有界控制协议下系统实现速度一致性的条件。最后,通过仿真表明所提控制协议的有效性。     

基于自适应控制的多智能体一致性跟踪系统设计

针对多智能体系统的一致性问题,基于自适应控制策略设计了多智能体一致性跟踪系统。该多智能体自适应一致性跟踪系统由硬件部分和软件部分组成。硬件部分包括自适应控制器模块与通讯模块;软件部分包括自适应控制模块和智能体调度模块,从而完成多智能体系统的一致性跟踪运行。实验结果表明,相比于传统的非自适应算法,所设计的多智能体自适应系统的一致性得到了显著改善,验证了该多智能体系统设计的有效性。     

具有状态时滞和死区的非线性多智能体系统一致性

本文研究了一种带有状态时滞和死区的非线性多智能体系统一致性控制问题。由于系统受死区的影响,本文设计了相应多智能体系统一致性控制器进行处理,并对控制器进行分类分析。其次本文通过假设来使函数满足Lipschitz条件以处理系统中的非线性因素。最后通过构造李雅普诺夫函数和使用牛顿莱布尼茨定理解决时滞对系统的影响,再根据对称矩阵和Kronecker积的性质,及Schur补引理证明了多智能体系统一致性。     

基于局部交互协议的二阶离散多智能体系统一致性

针对二阶动态多智能体系统,采用线性局部交互协议,研究了非平衡拓扑结构的多智能体系统在采样信息下的一致性。首先。建立了多智能体系统的数学模型并给出了预备知识,然后使用代数图论和矩阵知识,确定了系统达到一致时的收敛状态。最后,采用5个智能体组成的网络拓扑进行了数值仿真实验,验证了理论分析的正确性。     

基于模型简化法的多时延多智能体H∞一致性研究

为了解决线性多智能体系统的H∞一致性问题,针对多智能体系统存在干扰且含有多个输入时延的有向网络提出一致性协议,并对该协议进行理论分析。通过模型简化法与Lyapunov泛函法对连接拓扑图的邻接矩阵及拉普拉斯矩阵进行数据分析,并寻找一种控制器使该系统达到H∞一致性。在此基础上,为了满足含有多个时延的线性多智能体系统模型H∞的一致性,设计控制器参数与系统内部参数之间的数学关系。最后对某个含有多个输入时延的多智能体系统进行MATLAB仿真分析,验证了该一致性控制协议的有效性与普遍性。     

基于采样时间的二阶多智能体系统的量化一致性

为了解决在有向连接拓扑下基于采样数据的多智能体系统的量化一致性问题,运用矩阵理论,得到了概率量化器下连续时间的二阶多智能体系统关于采样数据和设计参数之间的量化一致性的充要条件,同时给出了当参数满足一致性条件且量化区间的长度区域为0时系统最终收敛的一致性值,最后通过数值仿真说明了所得结论的有效性.     

多智能体系统故障诊断仿真实验开发

利用Matlab开发了多智能体系统仿真实验,通过编写m文件求解故障诊断观测器增益矩阵,可以进一步加深对多智能体系统分布式故障诊断算法的理解。利用Simulink搭建的仿真实验,学生可以直观、清晰地学习故障诊断观测器在线故障诊断,并准确辨别出现故障的智能体以及完成准确故障诊断。将该开发的仿真实验应用到研究生课程教学中,取得了良好的教学效果。     

基于多智能体的可重构制造系统

按照面向智能体的程序设计思想,构建基于多智能体的可重构制造模型,把制造企业中各生产管理部门设计成独立的智能体,并借助多智能体系统开发平台JAFMAS来实现系统模型的运行.这一概念的提出,不仅符合制造模式的发展方向,还对多智能体技术的应用推广起到一定的促进作用.     

二阶多智能体系统的领导—跟随异步脉冲一致性

针对具有时延的二阶多智能体系统领导—跟随异步脉冲一致性问题,假设每个多智能体采样邻接点信息的时刻互不相同,针对无向切换网络拓扑的多智能体系统,提出一种切换拓扑下有领导者的异步脉冲一致性控制协议。首先对该协议进行理论分析;然后构造 Lyapunov 函数,并利用 Lyapunov 稳定性理论与树形转换法给出多智能体系统在该控制协议下达到异步一致的充分条件;最后提出实例并进行 MATLAB 仿真。仿真结果表明,在脉冲控制下跟随者与领导者误差渐进趋于零,验证了该一致性协议有效性。     

一阶双曲型偏微分多智能体系统的迭代学习控制

针对一类由一阶双曲型偏微分方程构建而成的多智能体系统的迭代学习控制(iterative learning control,ILC)问题,基于系统的拓扑网络结构,利用相邻智能体的信息,构建得到基于一致性的ILC协议,当该ILC律作用于系统时,系统的一致性误差在L_2空间有界;当系统的初值偏差为0时,系统的一致性误差能随着迭代学习次数的增加而趋于0。仿真算例验证了算法的有效性。     

基于Backstepping的双臂空间机器人惯性空间轨迹的鲁棒神经网络跟踪控制

讨论了基于BackStepping方法,载体位置与姿态均不受控制的双臂空间机器人跟踪惯性空间期望轨迹的控制问题．首先基于拉格朗日第二类方法,结合系统动量（动量矩）守恒关系,推导得到了系统动力学方程,并转化为系统状态方程．基于Backstepping方法,针对具有不确定性的双臂空间机器人系统,设计了鲁棒自适应神经网络控制规律,保证了具有不确定性的双臂空间机器人系统末端手爪在惯性空间跟踪期望轨迹的控制．仿真实验证明了该方法的有效性．     

天下兴亡 舆论有责——以苏联及东欧剧变为例

上世纪八十年代末到九十年代初苏联及东欧剧变一系列重大历史事件中,西方的新闻媒体操控了苏联的社会舆论以达到他们“和平演变”的目的,同时苏联政府本身政治上错误的决策和对新闻舆论的疏忽在其中又起了极端消极的作用。通过分析这些史实,提出在中国新闻舆论控制的必要性,并选一步针对中国新闻媒介舆论的特征和现状提出了相应的方法来达到有效合理的舆论控制。     

紧距离空间中的不动点与Caristi定理的一个应用

本文对[4]中紧距离空间中的一些不动点定理进行扩充,并按[1]中方法对弱膨胀映射的不动点定理给以新的推论.最后,还提到对Caristi定理的一个应用,主要结果是定理1,定理3与定理7——8.     

Re-entering my space: a narrative inquiry into teaching English as a foreign language in an imagined third space

The purpose of this study is to reflect on my experience of teaching English as a Foreign Language (EFL) in an inland Chinese university when I returned from Australia: I re-entered the space of EFL teaching, and experimented with a new model of teaching. In my experiment, I applied the concepts of third space and hybrid identity as a theoretical framework for teaching EFL. A personal narrative form is chosen to report and reflect on the experiment, as this is the form that directly expresses experience, allows for reflection on it, and is appropriate for studies of identity. Using anecdotes and reflection, I relate the observed responses of a cohort of Chinese EFL learners to this new EFL teaching model. From this account, reflections are drawn on the challenges that reform of traditional teacher-centred EFL methods in the Chinese cultural context brings to the learners, and by implication, the teacher, from the perspective of an insider (teacher) returning home from an outsider’s third space as a learner in another culture.     

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in the third space – a notional space where professional staff and academic staff with diverse and valuable skills work as equal professional partners on complex and multifaceted projects. This article looks at the evolution of the debates around professional staff. It considers how the notions of professionalism and professionalisation are being reconceptualised in the third space. Discussion progresses towards capability building and developmental opportunities of aspiring third space professional staff in higher education settings. Possible pathways of engaging with and empowering professional staff in designing their future careers and professional identities are considered. Building a community of research practices under the auspices of the Association for Tertiary Education Management (ATEM) and engaging postgraduate students in the university third space project work are proposed as potential areas for further research in the field of professional staff capability building.     

城市绿地系统的生态功能理论探索与实践--以重庆茶园新城区园林绿地系统规划为例

从城市绿地的生态机理入手，继而探讨了“绿心 绿网”的城市绿地布局模式，并通过重庆茶园新城区园林绿地系统规划实践，对城市绿地的生态学原理在绿地系统规划中的应用进行了探索。     

Interactive group activity: a socially mediated tool for opening an interpretive space in classroom research

An ongoing challenge in classroom research is to understand children’s perspectives on their learning. While learning is highly individual, it is also significantly social and this raises methodological challenges. An Interactive Group Activity (IGA) is one of several data collection strategies used during the action research phase of the Connecting Curriculum, Connecting Learning project (2010–2011) focusing on arts-based curriculum integration. This article concentrates on the IGA tool as a means of uncovering children’s meaning making following an extended period of learning. Of particular note is the use of an arts pedagogical device to introduce the IGA to children, a device that frames the purpose of the task. In effect, the IGA acts as a group assessment device underlining the socially mediated nature of children’s learning. This article describes how the IGA tool evolved, gives its form and structure, argues for its affordances and suggests possibilities for its wider use.     

高校智慧学习空间:内涵、发展与趋势

新媒体新技术支持下的高校各学科教与学的变革越发受到重视,作为教学载体的学习空间从传统型向智慧型的演化成为人们的关注焦点,是未来学习环境改革的重要方向。以对现有相关文献和应用实例的深入分析为基础,总结并提出了高校智慧学习空间的特征与结构模型;采用关键词共现分析等方法,对近年来高校智慧学习空间的建设与发展开展了探究;剖析了高校智慧学习空间在实际建设中存在的一些问题,并预测了其发展趋势。     

旅游资源与旅游空间整合开发策略研究——以重庆市大南山风景区旅游规划为例

以重庆市大南山旅游规划为例,探讨了大南山旅游发展如何在认知资源的基础上,针对各类资源对象采用不同方法,将资源和空间开发在规划编制中加以整合,从而实现大南山旅游发展从资源到空间和产品开发上的有效转化。