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951.
This paper presents a new transformation by which the stability-equation method can be applied for analysis and design of sampled-data systems. New stability criteria applicable to systems with transfer function having both real and complex coefficients are presented. Several kinds of examples are considered with computer results given. 相似文献
952.
Y. Yilmaz 《Journal of The Franklin Institute》2007,344(5):489-494
The aim of this study is to present spatial estimates of Phragmen-Lindelof type for a dynamical system. We show that an appropriate measure of the solutions either tends to infinity by exponential rate or decays to zero by exponential rate. 相似文献
953.
Y.H. Ku 《Journal of The Franklin Institute》1982,313(4):233-244
A comparison is given of two exact methods for the analysis of nonlinear systems with stochastic input and stochastic parameters: the Taylor-Cauchy Transform method and the Volterra-Wiener Functional method. The final results check with each other. Examples are provided. 相似文献
954.
The Rosaceae is one of the five largest families of Xizang flora, consisting of
30 genera with 242 species, the total number of species is slightly less than those of
Compositae, Graminae, Leguminosae and Ericaceae in Xizang, amounting to 62.5% of
the total number of genera and 28% of the total number of species of the rosaceous flora
in China.
The four subfamilies of Rosaceae including primitive, intermediate and advanced
groups have been found in Xizang. These groups consist of 11 types of floristic ele-
ments, i.e. 4 genera belong to cosmopolitan, 9 genera belong to North Temperate, 3, E.
Asian-N. American, 3 Sino-Himalayan, 3 Sino-Japanesa, 2 Old World Temperate, 1
Temperate Asian, 2 Mediterranean-W. and O. Asian, 1 C. Asian, I Tropical Asian and 1
endemic to China. It is obvious that Rosaceae in Xizang comprises holarctic, Ancient Me-
diterranean and paleotropical elements, among which the temperate components are the
most dominant. The characteristics of the floristic composition of Rosaceae in Xizang
may be summarized as follows:
(1) Xizang abounds in both genera and species of the family which are diverse in
forms, including the primitive, intermediate and advanced groups, (2) The geographi-
cal elements are rather complex, mostly belonging to the temperate, among which the
Sino- Himalayan components and the elements endemic to China are dominant, (3) The
proportion of plants endemic to China and distributed in Xizang is much higher than
those endemic to Xizang itself, but there exist newly arisen species and infraspecific
forms or varieties which show that the speciation is apparently still active in Xizang.
The rosaceous flora of Xizang is a combination of old and new floristic elements, based
on the old floristic components, affected by the upheaval of the Himalayas, the differen-
tiation and speciation have been taking place in the long history.
The geographical distribution of Rosaceae in Xizang may be divided into 5 regions,
i.e. the northeastern, southeastern, southern, northwestern and northern. The rosaceous
plants are most abundant in the southeastern area, next in southern area, fewer in the
northeastern and very rare in the northwestern and northern regions. The general ten-
dency of the distribution of Rosaceae in Xizang is that the number of species gradually
decreases from the southeast to the northwest and the habit gradually changes from
trees, shrubs and herbaceous plants in the southeast to cushion-like scrubs and dwarf
perennial herbs in the northwest. These facts clearly show that the uplift of the Hi-
malayas has deeply affected the phytogeographical distribution of Xizang Rosaceae.
The rosaceous flora of Xizang has close relationships with those of the adjoring
regions, i.e. Yunnan and Sichuan. Besides, it is connected with floras of Nepal, Sikkim,
Bhutan nothern Buram and nothern India, but silghtly influenced by the Ancient Medi-
terranean flora. 相似文献
955.
R. M. Abdulaal A. M. Al-Bahi A. Y. Soliman F. I. Iskanderani 《European Journal of Engineering Education》2011,36(4):391-402
A project-based active/cooperative design course is planned, implemented, assessed and evaluated to achieve several desired engineering outcomes. The course allows freshman-level students to gain professional hands-on engineering design experience through an opportunity to practise teamwork, quality principles, communication skills, life-long learning, realistic constraints and awareness of current domestic and global challenges. Throughout successive design reports and in-class assignments, the students are required by the end of the semester to communicate, clearly and concisely, the details of their design both orally and in writing through a functional artefact/prototype, a design notebook, an A0 project poster and a final oral presentation. In addition to these direct assessment tools, several indirect measures are used to ensure triangulation. Assignments are based on customer expectations using a detailed checklist. This paper shows the direct and indirect assessment tools that indicated a high level of achievement of course learning outcomes and a high level of student satisfaction. 相似文献
956.
Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations. 相似文献
957.
Samuel D. Lustgarten Daniel M. Elchert Charles Cederberg Yunkyoung L. Garrison Y. C. S. Ho 《Journal of College Student Psychotherapy》2017,31(4):281-296
The extent to which clients understand the nature and anticipated course of therapy is referred to as informed consent. Counseling psychologists often provide informed consent documents to enhance the education of services and for liability purposes. Professionals in numerous health care settings have evaluated the readability of their informed consent documents, but no such peer-reviewed research exists for university counseling centers. This study evaluated the informed consent documents for psychotherapy from university counseling centers using three readability formulas (Flesch-Kincaid Grade Level, Flesch Reading Ease Score, and Simple Measure of Gobbledygook [SMOG] Grading). The findings support the authors’ exploratory hypotheses that informed consent documents in university counseling centers are rated as challenging to read for college students. Recommendations and implications for practice are discussed. 相似文献
958.
In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country’s official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position these Allophone students and their learning needs over the course of their year in teacher education. Findings showed mostly positive attitudes towards the students, and in some cases, apparent small changes in their perceptions of Allophone students in FSL classes but also revealed some uncertainty about the extent to which these positive positions led to recognition of the unique learning needs of this student population. Such findings raise questions about the potential for true inclusion of these students within the learning environment. 相似文献
959.
Yasmin Y. Ortiga 《British Journal of Sociology of Education》2017,38(4):485-499
This article demonstrates how neoliberal higher education has come to play a distinct role in the global market for migrant labor, where a growing number of developing nations educate its citizens for overseas work in order to maximize future monetary remittances. Located in the Philippines, this study shows how local colleges and universities attempt to impose an ideal notion of flexibility, quickly shifting academic manpower and resources to programs that would produce the ‘right’ types of workers to address foreign labor demands. Based on qualitative interviews with Filipino college educators and students, the article then discusses how such ‘flexible’ strategies undermine the job security of college faculty and lead to the constant restructuring of physical space within university campuses. Such changes negatively affect both students and teachers. 相似文献
960.
The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3- to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general cognitive skill, executive functioning, theory-of-mind, and emotion recognition. Shyness and empathic concern were assessed from video acquired during participation. Results demonstrated positive associations among distinct moral actions, as well as among distinct moral evaluation tasks, but few associations between tasks assessing moral actions and moral evaluation. Empathic concern and inhibitory control each emerged as important predictors of preschoolers’ moral functioning. 相似文献