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Valery Y. Glizer Vladimir Turetsky Leonid Fridman Josef Shinar 《Journal of The Franklin Institute》2012,349(2):638-657
In order to construct the guidance strategy in a realistic nonlinear noise-corrupted interception endgame against a maneuverable target, a linearized zero-sum differential game is considered. Assuming perfect information in this game, sufficient conditions are established, which guarantee that a continuous interception strategy with memory (history-dependent) has the maximal capture zone. Two examples of such a strategy are analyzed: a modified super-twisting second-order sliding mode control and a modified integral sliding mode control. Simulation results of the original nonlinear interception endgame demonstrate that these strategies considerably reduce the chattering created by the classical game optimal bang-bang strategy without deteriorating the homing performance. 相似文献
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In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross-sectional studies. The authors further compare the observed achievement gaps across three distinct dimensions (content areas, grades, and states) and report patterns of EL–non-EL achievement gaps within and across states. The study findings suggest that linguistic barriers and long-term EL designation may contribute to the observed achievement gaps. The findings further suggest that the differences in the stringency of state reclassification criteria may influence the reported size of the EL and non-EL achievement gaps between states. 相似文献
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David Nicholas Anthony Watkinson Cherifa Boukacem‐Zeghmouri Blanca Rodríguez‐Bravo Jie Xu Abdullah Abrizah Marzena Świgoń Eti Herman 《Learned Publishing》2017,30(2):157-166
Early career researchers (ECRs) are of great interest because they are the new (and biggest) wave of researchers. They merit long and detailed investigation, and towards this end, this overarching paper provides a summary of the first‐year findings of a 3‐year, longitudinal study of 116 science and social science ECRs who have published nearly 1,200 papers and come from 7 countries and 81 universities. ECRs were interviewed in their own languages face‐to‐face, by Skype, or telephone. The study focused on the attitudes and behaviours of ECRs with respect to scholarly communications and the extent to which they are adopting new and disruptive technologies, such as social media, online communities, and Open Science. The main findings include: publishing in high‐impact factor journals is the only reputational game in town; online scholarly communities, and ResearchGate in particular, are gaining ground; social media are beginning to have an impact, especially in the dissemination arena; outreach activities have become more important; libraries are becoming increasingly invisible to ECRs; Open Science is not gaining traction; and more transformational ideas are being expressed, especially in the US and UK. 相似文献
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Theory of Mind Is Contagious: You Catch It from Your Sibs 总被引:10,自引:0,他引:10
This study investigated the relation between family size and "theory of mind." Results from an experiment with 3- and 4-year-olds showed that children from larger families were better able than children from smaller families to predict a story character's mistaken (false-belief based) action. Results from a second experiment on children with exactly 1 sibling failed to show any superiority of older over younger siblings in promoting earlier understanding of belief. The data are interpreted as suggesting that sibling interaction provides a rich "data base" for building a theory of mind, and this is discussed in relation to other studies showing that particular kinds of interaction between sibling and child, or caregiver and child, have a beneficial effect on the understanding of false belief. 相似文献
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This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts. 相似文献