钠离子软化水系统的自动控制

在许多工业生产过程中都不能直接应用硬水,对此,常常需要一个硬水软化系统,如纺织印染行业更是如此。该系统通常采用钠离子交换器,控制方法则采用继电控制。本文所述的是如何用可编程控制器（PLC）控制钠离子软水系统,从而提高系统运行的可靠性问题。     

Efficient point-by-point engine calibration using machine learning and sequential design of experiment strategies

Modern engines are controlled by electronic control units, which operate all the engine actuators based on the signals from various sensors in the engine. Traditionally, the control parameters of the actuators are obtained through huge amount of trial-and-error experiments. However, using traditional approach to calibrate these parameters becomes more challenging with the increasing incorporation of new technologies into advanced engines. In order to reduce the number of experiments required in the calibration process of modern engines, a novel point-by-point engine calibration approach based on machine learning methods is proposed in this study. It is an iterative procedure that, for a given operating point, sequential design of experiment (DoE) strategy is utilized to measure the responses of different engine sensors corresponding to different actuator signals, and a machine learning algorithm called initial-training-free online extreme learning machine is utilized to incrementally learn the relationship between the sensors and actuators based on the measurement acquired. In each iterative cycle, meta-heuristic optimization is performed on the machine-learning-based model to search for the best parameters, which are then used as the initial parameters for generating DoE plan of the next cycle. The iteration is repeated until the optimal parameters of that operating point are found. To verify the effectiveness of the proposed approach, experiments on both simulation engine in commercial software and real engine in test bench have been conducted. The results show that the engine calibration can be carried out with significant fewer experiments and time by using the proposed approach.     

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior

Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children.     

Zhang Jian： A Rising Ballet Star of China

No matter how many roles you have played on stage, Your love for ballet has remained unchanged. When melodious music permeates in the ballroom, When spotlights catch your lithe gures, You tiptoe the boundless stage, You touch the face of music. Unfolding your arms, you emabrace the sky, Raising your legs, you y over the stage.The angel-like, noble characters your have played Makes you known to the world – a proud dancing star of China. Classic romance ows in your blood. Spirit of dance gl…     

介质中模式耦合问题的分析

本文提出光在介质中传播时所产生的模式耦合的根本原因在于光作用于介质从而使介质的介电常数发生变化即介质的折射率发生变化.     

Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3–6 years)

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The aim of this paper will therefore be to establish whether there is a relationship between curricular planning and curricular practices, studying how nine early childhood education teachers using an ICT resource plan their actions and execute them. For the research, we obtained video recordings of classroom practices and interviewed the teachers just before they went into class. By applying qualitative data analysis, we have been able to identify the elements taken into consideration when the teachers make decisions in lesson, their conceptions about ICT, and the types of activity that are held in all the classes. The results confirm the conclusions reached by previous studies on the relationships between planning and doing, in the sense that the activities, understood to be teaching strategies, are the ones that link the design of what is to be done and direct action. Likewise, the results ratify prior research on the role of materials and resources as aspects that teachers can rely on for support in the management and presentation of classroom tasks and content. The introduction of ICT does not modify the teachers’ curricular planning and development.     

A narrative review of Greek myths as interpretative metaphors in educational research and evaluation

This paper reviews a series of Greek myths put forward as cultural narratives that could be used as metaphors or interpretative similes for explanatory and evaluative purposes in educational research and evaluation. These myths have been used in educational research literature, and most of them were found by carrying out an exhaustive search of that literature. In particular, the paper discusses Procrustes, referring to the use of arbitrary evaluative standards; the myth of Mentor, the embodiment of the researcher as facilitator/improver for new, inexperienced researchers; Prometheus, or the archetype of the self-sacrificing researcher; Periphetes, representing the evaluator who is cruel through incompetence; Sisyphus, symbolising the researcher’s anxiousness to achieve his goals; and Ulysses, an archetype for qualitative research.These myths are still absolutely relevant today, after more than 20 centuries, and can be used as powerful explicative frameworks of phenomena in the field of educational research and evaluation. By using myths to interpret educational phenomena, one reconnects contemporary qualitative educational enquiry with its ancient predecessor forms of meaning making.