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61.
K. S. Yakovlev D. A. Makarov E. S. Baskin 《Scientific and Technical Information Processing》2015,42(5):347-358
In the article we solve path planning task for an agent being multirotor unmanned aerial vehicle (multicopter). We propose an approach of estimating path geometry constraints based on UAV flight dynamics model and control constraints. Than we introduce a new path finding method which takes into consideration those geometry constraints and study this method both theoretically and empirically. 相似文献
62.
K.A. Cherevyk 《Russian Education & Society》2016,58(12):779-788
This article analyzes the situation surrounding the education of the disabled in Kyrgyzstan. We provide a detailed discussion of the national legal and regulatory framework that guarantees the rights of persons with disabilities to education. We describe the actual situation in the country concerning access to education for this section of the population as well as other factors that impact it. 相似文献
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Educational Psychology Review - In his 1973 article The Structure of ill structured problems, Herbert Simon proposed that solving ill-structured problems could be modeled within the same... 相似文献
66.
Christina Hamme Peterson Sean B. Hall Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94
Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools. 相似文献
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Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26
Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position. 相似文献
69.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
70.
All universities in Australia are asked to develop various attributes in their degrees. From 2011, the Australian Qualifications Framework has stipulated some of these attributes for the various levels of qualifications. There are many challenges that face assuring the development of graduate attributes in a Bachelor of Arts as the degree typically has very few core units (if any), a wide choice of subjects, a limited prerequisite structure and, unlike many professional degrees, the BA does not have an external accrediting body. This paper describes an approach used to identify the pathway undertaken by each individual student in a History major of the Bachelor of Arts. This pathway was used to identify the graduate attributes that each student should have developed, as articulated by the lecturers. Student perceptions were then compared with the graduate attributes that were intended to be developed through each individual's combination of units studied. In summary, through analysing the two methods (student perceptions and unit pathway) we found that they concurred with respect to only three-quarters of the graduate attributes. Possible reasons for the discrepancies and future research are discussed. The need for multiple methods of providing evidence of the development of graduate attributes is confirmed. 相似文献