Event-based discrete-time multi-agent consensus over signed digraphs with communication delays

The ability to ensure the desired performance of the cooperative-antagonistic multi-agent networks (MANs) in the presence of communication constraints is an important task in many applications of real systems. In this paper, under the proposed event-triggered condition (ETC), different types of consensus are obtained under different network topology. We concentrates on the event-based bipartite consensus. It is shown that under the proposed ETC (i) the addressed cooperative-antagonistic network with arbitrary communication delays reaches bipartite consensus provided that the network is balanced; (ii) the network model reaches zero if the network is unbalanced. Further, to avoid the continuously verifying the triggering condition, a self-triggered algorithm is proposed for realizing the bipartite consensus of the network model. A numerical example is given to illustrate the effectiveness of the theoretical results.     

Massification of higher education and youth transition: skills mismatch,informal sector jobs and implications for China

This study adopts a nationwide survey data set between 2005 and 2013 (Chinese General Social Survey) to explore the influence of the massification of higher education on the transition of Chinese youth into the labour market. Data analysis reveals two major findings. First, the economic returns to college education of recent cohorts of university graduates (those who have graduated from universities not more than 3 years ago) are lower than the cohorts who graduated in 2005 and 2006. Second, recent cohorts of college graduates are likely to work in the urban informal sector, unlike their senior counterparts. These findings could partially be explained by skills mismatch in the labour market but a comprehensive understanding of graduate unemployment in China could be obtained by bringing the broader political economy perspective into the analysis.     

Re-examining the effects of adding relevance information in a relevance feedback environment

This paper presents an investigation about how to automatically formulate effective queries using full or partial relevance information (i.e., the terms that are in relevant documents) in the context of relevance feedback (RF). The effects of adding relevance information in the RF environment are studied via controlled experiments. The conditions of these controlled experiments are formalized into a set of assumptions that form the framework of our study. This framework is called idealized relevance feedback (IRF) framework. In our IRF settings, we confirm the previous findings of relevance feedback studies. In addition, our experiments show that better retrieval effectiveness can be obtained when (i) we normalize the term weights by their ranks, (ii) we select weighted terms in the top K retrieved documents, (iii) we include terms in the initial title queries, and (iv) we use the best query sizes for each topic instead of the average best query size where they produce at most five percentage points improvement in the mean average precision (MAP) value. We have also achieved a new level of retrieval effectiveness which is about 55–60% MAP instead of 40+% in the previous findings. This new level of retrieval effectiveness was found to be similar to a level using a TREC ad hoc test collection that is about double the number of documents in the TREC-3 test collection used in previous works.     

Low-cost,disposable microfluidics device for blood plasma extraction using continuously alternating paramagnetic and diamagnetic capture modes

Blood plasma contains biomarkers and substances that indicate the physiological state of an organism, and it can be used to diagnose various diseases or body condition. To improve the accuracy of diagnostic test, it is required to obtain the high purity of blood plasma. This paper presents a low-cost, disposable microfluidics device for blood plasma extraction using magnetophoretic behaviors of blood cells. This device uses alternating magnetophoretic capture modes to trap and separate paramagnetic and diamagnetic cells away from blood plasma. The device system is composed of two parts, a disposable microfluidics chip and a non-disposable (reusable) magnetic field source. Such modularized device helps the structure of the disposable part dramatically simplified, which is beneficial for low-cost mass production. A series of numerical simulation and parametric study have been performed to describe the mechanism of blood cell separation in the microchannel, and the results are discussed. Furthermore, experimental feasibility test has been carried out in order to demonstrate the blood plasma extraction process of the proposed device. In this experiment, pure blood plasma has been successfully extracted with yield of 21.933% from 75 μl 1:10 dilution of deoxygenated blood.     

Students' experiences with popular music: the case of Beijing,China

Since the 1980s, the establishment of a socialist market economy has quickened the pace of China's economic development; at the same time, increased modernization and globalization have influenced, to varying degrees, the development of music and music education. With reference to 12 secondary schools in Beijing, this empirical study examines Chinese students' preferences for popular music in their daily lives, and in what ways and to what extent they prefer to learn popular music in school. Data were drawn from survey questionnaires completed by 2,423 secondary students in the 12 schools, together with follow-up interviews with 55 of these students, between March and May 2012. This study provides empirical data that both supplements and challenges existing literature on popular music and music education in a Chinese context. It also highlights a discussion on the complex relationships between students and teachers and between Chinese authorities and teachers regarding the introduction of popular music into school music education.     

Blended learning model on hands-on approach for in-service secondary school teachers: Combination of E-learning and face-to-face discussion

The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The following dependent variables were compared: degree of leaners’ knowledge, self-efficacy and satisfaction with the training course. The results indicated that the experimental, blended learning group showed a significantly higher level of knowledge of hands-on approach and overall satisfaction with the course. However, the self-efficacy and others items related to learner’s learning satisfaction were similar between two groups. Moreover, the findings indicated that access, flexibility, cost effectiveness, improving interaction, formation of teacher network and involving of administrators, instructors and school leaders were factors which contributed to the success of blended learning model. Further implications and suggestions for the blended learning model are presented.     

The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students

Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the “flipped classroom” format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome‐based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non‐participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow‐up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317–327. © 2016 American Association of Anatomists.     

A comparative analysis of cognitive profiles: Monozygotic and dizygotic reading-disabled twins

Previous twin studies have provided evidence for genetic influences on reading disability (RD) or normal reading ability. The existence of subtypes of RD — each with its characteristic cognitive profile — has been suggested. Whether the etiology of the particular subtypes is genetic is uncertain. The present study examined within-pair comparisons of cognitive profiles (with respect to composites of general reading, symbol processing speed and sequential memory) in RD and control twins. Twin profile analysis were applied to these cognitive composites on 120 pairs of RD and control twins. Results showed a greater monozygotic (MZ) than dizygotic (DZ) resemblance in profiles indicating that individual differences in the patterning of cognitive abilities related to reading are genetically influenced.     

Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong

This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong.     

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated.