Life extending control of helicopter based on dynamic inversion

The purpose of using life extending control for Black Hawk UH-60 helicopter is to make a trade-off between the handling qualities and the service life of critical components. An increase in service life span results in enhanced safety and the reduction in maintenance costs. This paper presents a design methodology of life extending control for structural durability and high performance of mechanical system, which is based on an explicit dynamic inversion control scheme. A real-time nonlinear fatigue crack growth model is built to predict fatigue damage resulting from the impact of cyclic bending stress on rotor shaft, which serves as an indicator of service life. The 4-axis gain- scheduled flight controller, whose gains are adjusted as a function of damage and flight velocity, is designed to regu- late roll attitude, pitch attitude, vertical velocity and yaw rate. The nonlinear system simulation results show that the responses can meet the requirements on ADS-33 Level 1 handling qualities and that the 4-axis decoupling control is realized. As the damage increases, the tracking performance is slightly degraded, which results in smaller transients in bending moment response.     

智能航模遥控直升机电路的设计与智能控制

设计了智能航模遥控直升机的硬件电路,并对电路的设计要点做出分析;给出了程序控制框架,通过读取航模直升机上姿态传感器的数据,经过卡尔曼滤波后计算出直升机在空中的综合姿态,结合PID算法,实现航模遥控直升飞机的智能控制.该设计在智能航模直升飞机中得以验证,实验表明该系统降低了航模直升飞机的操作难度,减少了摔机的概率.     

对特级教师李镇西“全纳育人”的思考

特级教师李镇西的＂全纳育人＂基于＂生命影响生命＂的理念,目的在于建构尽可能大的成长共同体。李镇西＂全纳育人＂的类型包括女儿、学生、教师、家长;展开路径表现为先期育己、主动育人、人主动求育;愿景在于实现每一个生命的成长、发展及完善。     

新疆城市幼儿家长教育观念的调查与问题研究

家长对孩子的期望直接影响家长的教育行为,隐藏在家长对孩子期望背后的是家长的教育观念.本调查力求通过家长对孩子的能力期望调查,探明家长的教育观念,旨在为自治区城市幼儿园开展高效的家园合作提出相应的对策与建议.     

Parental Attitudes Regarding School-Based Sexuality Education in Utah

Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach to sexuality education that promotes abstinence and the use of condoms or contraception for prevention of unwanted pregnancy and sexually transmitted infection. To date, no survey of Utah parents has been conducted.

This study utilized an Internet survey to gather data from 344 Utah parents to analyze their preferences regarding school-based sexuality education, sexuality topics, and support for objectives from the National Sexuality Education Standards. The vast majority of Utah parents surveyed support a risk-reduction approach to sexuality education, a wide variety of sexuality topics, and the majority of National Sexuality Education Standards. Statistically significant differences were identified by parents’ education, income, attendance at religious services, and political affiliation. Results support that Utah laws and education policies should be reexamined to provide for instruction that aligns with professional recommendations, best-practice recommendations based on peer-reviewed research, parental attitudes, and the needs of Utah teens.     

Comparison between Chinese and American Infant Family Education

正I.Features of Chinese and American Infant Family Education As we know,with the development of the world,the parents are required to establish a new scientific concept about family education of infants which includes the remodeling of parents’roles,proper construction of infants’intelligence quality and proper attitudes towards infants’improper behaviors and habits.There are great different between Chinese and American culture,thus the infant family education are     

幼儿钢琴教学中应注意的问题

随着社会的不断发展,幼儿教育显得越来越重要,作为其中一支的幼儿钢琴教育,能充分发挥音乐教育的特有功能。在幼儿的钢琴教育中,教师扮演着举足轻重的作用,教师应该针对幼儿特殊的生理心理特点,不断丰富和改进教学方法和手段,同时注重家长的配合作用,从而促进幼儿身心的全面发展。     

Parental experiences of dealing with disputes in Additional Support Needs in Scotland: why are parents not engaging with mediation?

Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Education (Additional Support for Learning [ASL]) (Scotland) Act 2004 local authorities must establish and publicise procedures for identifying and meeting the needs of children requiring additional support for learning. The Act and Code of Practice advocate early intervention to prevent disagreements about the provision for additional support from escalating into more serious disputes, with local authorities required to provide information about, and access to, independent mediation for parents. In Scotland the ASL Act 2004 has resulted in four routes available for redress in the area of Additional Support Needs which include both mediation and litigation type processes: ? Informal mediation

? Formal mediation

? Adjudication

? Tribunal

This article uses case study information from parents in three local authorities in Scotland to explore why independent mediation is being under-used by schools and parents, and what factors influence this. Questions are raised regarding the large numbers of parents who are unaware of mediation, the attitudes towards and use of independent mediation by local authorities and the suitability of independent mediation, particularly when the dispute is over resources.     

The role and contribution of Nurture Groups in secondary schools: perceptions of children,parents and staff

Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided.     

Rethinking Critical Thinking: Indigenous students studying at university

Critical thinking is conceived in the theories as a skill that students consciously learn and practice while the teacher is positioned as the one who can teach students how to critique. However, one of the major insights gained through research conducted at a university in the Northern Territory is that students are already critiquing what they say and do in the classroom as they negotiate a position in relation to the lecturer as an authority. The research finds that critical thinking is not just a cognitive attribute, it is constituted through a practice that is always at work, albeit in hidden ways in the classroom. It is through this hidden practice of critique that indigenous students at this university speak and learn outside an assimilation to the power and knowledge of the non‐indigenous teacher.