参量匹配滤波器和向量自回归滤波器的等价性

分析了自适应匹配滤波器和向量自回归(VAR)时域白化滤波器. 结果表明,通过最小化用误差平方之和估计的均方误差得到的参量滤波器系数和通过相同阶数的多通道最小二乘法得到的VAR滤波器系数是等价的. 此外,还分析了VAR滤波器最小二乘估计器的渐进性能,分析了滤波器的运算量和杂波抑制性能.     

阵列天线微波成像多通道相位误差校正方法

采用阵列天线的微波成像系统会产生多通道幅相不一致性问题.针对使用阵列天线进行微波成像的应用,将回波模型中的多通道相位误差分为距离偏移误差和残余常数相位误差,并分析其对成像造成的影响,研究了使用回波中选定参考点目标进行相位误差校正的方法.最后通过微波成像国家重点实验室开发的地基实验系统数据验证了我们的分析和结论.     

日语听力教学中导入监控策略训练的实践研究

本研究将监控策略训练导入到听力教学中,旨在使学习者能够把握所听内容的整体,而不再拘泥于个别的生词。课堂实践的结果表明,通过监控策略训练, 学习者以词语意思为对象的问题减少, 以内容为对象的问题增加, 参照文章的范围有所扩大。     

利用灰色关联极限学习机预报日长变化

针对日长变化难以用精确模型进行预报的问题,将一种新型人工神经网络--极限学习机(extreme learning machine, ELM)用于日长变化预报中.首先针对时间序列预测问题中存在的嵌入维数选取和网络结构设计问题,提出一种基于灰色关联分析(grey relational analysis, GRA)的ELM算法(GRA-ELM),该算法将灰色关联分析输入节点选取嵌入到ELM网络的训练过程中,同时完成嵌入维数和隐层节点规模的确定.然后根据日长变化数据的特点对其进行预处理,建立一种能够高精度、近实时预报日长变化的GRA-ELM预报模型.最后将GRA-ELM模型的预报结果同标准ELM、反向传播神经网络、广义回归神经网络和地球定向参数预报比较竞赛的结果进行比较.结果表明,通过本方法得到的日长变化较其他方法在精度上有较大改善.     

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

This article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.     

Pedagogy and practice in STEM field experiences: intersections of student and mentor identity and impacts upon student outcomes

Practicums, internships and field experiences are essential components in many fields. These varied experiences embed both students and their mentors in immersive experiences. Such immersive experiences are essential for STEM students preparing for future jobs, yet little is known about how these research-intensive and immersive experiences impact the practice of teaching in the natural sciences. In order to evaluate the impact, opportunities and challenges associated with such experiences, our team collected and analysed end-of-semester reflections from five students and their faculty mentor. Thematic analysis related to inferences and implications about the impacts of the experience showed a need to formalize and further develop an understanding of both students’ self-identity and the cultural attitudes of the students and the mentor.     

‘Policy embodiment’: Alternative certification and Teach For America teachers in traditional public schools

A vociferous policy debate concerning Teach For America (TFA) and alternative certification programs can be heard in many countries where ‘Teach For … ’ initiatives are found. Yet limited scholarship has examined how TFA teachers must negotiate negative reactions from non-TFA teachers. Drawing on interview data with 27 TFA teachers in public schools in the Midwestern United States, this article uses a sociocultural policy analysis framework to explore how these teachers are positioned as embodiments of alternative certification policy and the larger organization, TFA. It further articulates the broad conceptual application of educational ‘policy embodiment’ beyond the TFA case study.     

科技型小微企业协同创新能力增进机制研究

网络与知识已成为提升科技型小微企业协同创新能力的关键,探索不同属性网络与知识促进协同创新能力提升是否存在差异?通过系统文献梳理,构建了协同创新网络、知识整合与协同创新能力之间关系的理论模型。以198家浙江科技型小微企业为样本,采用多元回归、结构方程、中介效应检验等方法对相关假设进行实证检验。研究结果表明：（1）协同创新网络中的异质性网络与同质化网络均能提升科技型小微企业协同创新能力,但前者的作用明显大于后者;（2）异质性知识整合在异质性网络与协同创新能力之间存在完全中介的作用,而同质化知识整合在同质化网络与协同创新能力之间存在部分中介效应。     

Taekwondo and Peace: How a Killing Art Became a Soft Diplomacy Vehicle for Peace

Abstract

Almost since its inception in 1955, taekwondo has been used as a form of soft diplomacy for the Republic of Korea (ROK) and then later by the Democratic People’s Republic of Korea (DPRK). Taekwondo demonstrations have been instrumental to bringing the ROK and DPRK back to the negotiating table, but how this has been possible has yet to be addressed. This research therefore addresses two questions: (1) What efforts early in taekwondo’s history facilitated its soft diplomacy efforts today? and (2) How do taekwondo organizing bodies teach and promote soft diplomacy today? Systematic literature reviews of taekwondo moral virtues, pedagogy, history, and organizing bodies’ constitutions as well as elite interviews were conducted with those directly involved with taekwondo diplomatic efforts to determine when and how taekwondo soft diplomacy tactics were initiated. This interdisciplinary, qualitative study elucidates that early taekwondo pioneers’ efforts were focussed on soft diplomacy and how their efforts play an ongoing role in ROK and DPRK rapprochement. Furthermore, taekwondo diplomacy has occurred at the governmental, organizational, and grassroots levels, indicating it may be the only sport used at all three levels of diplomacy.     

Interactive response system (IRS) for college students: individual versus cooperative learning

In this study, the researcher aimed to understand how students learned the targeted knowledge with an interactive response system (IRS) tool, and whether learners in two different learning modes: individual and group use of IRS, differed in their learning performance and knowledge retention after the IRS activity. These two kinds of IRS interaction were integrated into the course which included multiple choice questions for testing memorable knowledge and open-ended questions for enhancing organization and critical thinking ability via a methodology that involved 120 college students and included the analysis of tests, survey questionnaires and a course learning diary. Overall, the results were consistent with the consensus that students perceive the IRS as a positive addition to their classes, as its use increased course participation, fostered interaction, and promoted the general enjoyment of the class. The results revealed that the immediate learning performance of the learners who participated in the activity through group use of the IRS was better than that of the learners with individual IRS accounts; however, the individual IRS users seemed to have better learning retention of the learning contents, and showed significant improvement on the delayed tests. Furthermore, the study also confirmed that the IRS with collaborative work could promote the students’ academic and social-emotional performance because the collaborative learning allowed them to learn from peers’ opinions and to make judgments and co-examine the learning concepts again while finding the correct answer. This paper contributes data and analysis that highlight the pedagogical benefits of the implementation of an IRS, and supports the value of using the IRS for college education.