Adaptive neural design frame for uncertain stochastic nonlinear non-lower triangular pure-feedback systems with input constraint

This paper dedicates to dealing with the adaptive neural design problem for uncertain stochastic nonlinear systems with non-lower triangular pure-feedback form and input constraint. On the basis of the mean-value theorem, the pure-feedback structure is first transformed into the desired affine structure, and then the well-known backstepping technology is applied to construct the actual input signal of the controller. Although the considered system has a fairly complex structure, a new adaptive neural tracking controller design frame is established via the flexible application of radial basis function (RBF) neural networks’ (NNs’) structural characteristics. The proposed design frame guarantees the control objective of this paper can be achieved. Finally, a simulation example is given to further illustrate the availability of the proposed control scheme.     

Exploration of technical and nontechnical employee attitudes toward participation in training

This study examined technical and nontechnical employee attitudes toward participation in training. A survey was administered to 337 self‐identified technical and nontechnical university employees. Our findings are as follows: (a) most employees prefer training that is less than 2 hours in length, (b) employees do not want training outside their regular shift, (c) employees strongly prefer hands‐on training, and (d) less than half were encouraged by their supervisor to apply what was learned in nontechnical training to their job.     

Parental contributions,school‐level finances and decentralization: an analysis of Nicaraguan autonomous school budgets

The Nicaraguan Autonomous School Programme is notable among the growing number of school governance decentralization reforms in the Americas in the degree of control given to parents, especially in decisions regarding the allocation of school resources. Much of schools’ discretionary spending was accumulated through various school charges. This paper analyses rare school‐level budget data to determine the proportion of resources that derived from parental contributions and other school‐based commercial activity. We find the contributions to be significant, highly varied, and correlated with income. The results have implications for many decentralization reforms that encourage local contributions as part of both their financing and accountability strategies.     

西方司法公正现实化的历史考察

司法公正现实化经历了一个从告知真理到发现真理的演进过程 ,其目标从实体公正与程序公正的统一、分化到并重 ;其模式由国家职权主义与当事人主义各自独立发展到二战以来的相互渗透。西方司法公正现实化源于人民对公正理念的执着追求和法官精英队伍的形成     

The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory

The objective of this study was to evaluate the effect of a dynamic software simulation on the understanding of the kinetic molecular theory by 7th graders. Students in the control group (n = 62) studied a curricular unit that addressed the differences in arrangement and motion of molecules in the three phases of matter. The experimental group (n = 71) studied the same unit combined with a few computer lessons using a software simulation. The results indicate that the students in the experimental group scored significantly higher than those in the control group. Nonetheless, while both groups of students improved their understanding of the kinetic molecular theory, the overall achievements were very low. These findings suggest that the simulation improved the understanding of the 7th graders; however, it was insufficient in itself to promote meaningful learning. Statistically significant gender differences were not observed. This paper concludes with a discussion of the educational implications of this study.     

Sample, Random and Variation: The Vocabulary of Statistical Literacy

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.     

Assessment of Students’ Understanding of Variation

Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment.