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John OReilly 《Journal of The Franklin Institute》1979,307(3):193-202
The problem of least-squares state estimation of stochastic continuous-time linear systems is reconsidered. A concise derivation of the least-squares minimal-order estimator is presented using an innovations approach. An important result is the reinstatement of the problem in a least-squares estimation framework independent of deterministic observer theory. A second result is thus the clarification of previous approaches to the problem, particularly in relation to observer theory. 相似文献
3.
Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
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International travel is an essential part of the life of elite athletes, both for competition and training. It is also becoming increasingly common among recreational sportspersons. Long-distance travel is associated with a group of transient negative effects, collectively referred to as 'travel fatigue', which result from anxiety about the journey, the change to an individual's daily routine, and dehydration due to time spent in the dry air of the aircraft cabin. Travel fatigue lasts for only a day or so, but for those who fly across several time zones, there are also the longer-lasting difficulties associated with 'jet lag'. The problems of jet lag can last for over a week if the flight crosses 10 time zones or more, and they can reduce performance and the motivation to train effectively. Knowledge of the properties of the body clock enables the cause of the difficulties to be understood (an unadjusted body clock), and forms the basis of using light in the new time zone to promote adjustment of the body clock. Sleep loss and its effects are important components of jet lag, and attempts to promote sleep by the use of melatonin and other hypnotics are also relevant. Sleep loss is also found in those who undertake challenges that involve long periods where the normal consolidated sleep of 8 h length is not possible. Advice on sleep regimens in such circumstances is given. 相似文献
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Rebekka Darner Gougis Janet F. Stomberg Alicia T. O’Hare Catherine M. O’Reilly Nicholas E. Bader Thomas Meixner Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056
The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term. 相似文献
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Sport as a topic for museum collection, display, and interpretation has gradually developed over the last 100 years. However, until recently, there has been very little discussion or examination of the material culture of sport within the literature. Consequently, there is a misconception that sport in museums is relatively new, little is understood about the role and value of sporting heritage, and sporting collections are rarely used to inform historical study. In turn, the museum sector would benefit from more opportunities to work with sports historians whilst developing and delivering their sporting provision. Therefore, this paper examines the development of sport in museums, explores the current activity being developed in the field including the work of the Sport in Museums Network and the National Sporting Heritage Day, and offers practical information about how partnerships between academics and museum practitioners can be established to create a better understanding of the history and heritage of sport. 相似文献
8.
Ronan Van Rossem Marjolijn Vermande Beate Völker Chris Baerveldt 《British Journal of Sociology of Education》2015,36(5):669-688
Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class. 相似文献
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Age-related differences in response programming 总被引:1,自引:0,他引:1
Age-related differential effects on reaction time (RT) performance for movement complexity and response-response (R-R) compatibility were examined in children, adolescents, and young adults. A two-choice RT paradigm involved three different finger responses, and each finger movement response was paired with every other movement response. Movement complexity was manipulated by varying the digits activated and was measured as the mean RT for a particular movement across all choice pairs. R-R compatibility was manipulated by altering the pairing of choice alternatives and was determined by the mean RT comparison for each of the movements according to the paired choice alternative. Simple RTs were also obtained for all finger movement responses for comparison with the RTs achieved in choice situations. Age-related differences were found for both movement complexity and R-R compatibility. Mean RT and response consistency improved with age. Although higher overall speeds were found with age, adolescents were not significantly slower than young adults. Adolescents did, however, make significantly fewer response errors on movements differing in complexity. Bilateral versus unilateral control and number of fingers involved in the task were found to affect both movement complexity and the compatibility between response pairs. The relationship between the alternative and choice response was found to be a robust factor affecting R-R compatibility. Choice responses were significantly slower than simple responses, and the rank ordering of movement responses was identical within the two paradigms. 相似文献
10.
In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts. 相似文献