基于改进遗传算法的岛礁区航路规划模型

为解决船舶穿过岛礁区时危险度大、航行难、航路规划复杂等问题,提出应用实数路径点编码配合采取精英保留策略的遗传算法。考虑船舶的转向困难性、航程、人为指定经过路径点以及船舶安全性,建立适应度函数评价模型。在电子海图平台上提取障碍物特征多边形顶点坐标,规划出最佳航路。该算法能解决多约束条件下的多目标优化问题。对舟山岛礁区进行实例验证。结果表明,改进后的遗传算法能够解决岛礁区的复杂航路规划问题,且实现简单,收敛速度较快,也不易陷入局部极小值。随着自动控制技术的不断发展,可为船舶在岛礁区的自主航行提供理论支持。     

Primary pupils' creative writing: enacting identities in a Community of Writers

This paper focuses on a Community of Writers creative writing project where 25 primary school pupils from lower socio‐economic backgrounds took part in creative writing workshops over a 2‐week period at a higher education institution. Using practitioner enquiry and discourse analysis, this paper views identity as participation in ‘figured worlds’ and highlights the relationship between the children's creative writing outputs and their shifting identities (Holland et al., 1998 ). A case is made that children's authentic creative writing can be nurtured by a community that promotes intertextuality and ‘hybridity’ (Bakhtin, 1981 ) as well as balancing pedagogical ‘structure’ and ‘freedom’ (Davies et al., 2012 ) in order to provide textual space for writers to enact different identities. At a time when the global figuring power of performativity (Ball, 2003 ) actively restricts the ways in which teachers and children interact, this paper also presents an informed argument for the value of school–university research partnerships.     

Taking a risk to develop reflective skills in business practitioners

Critical reflection can support alternative decision-making in business practice. This paper examines the effectiveness of a risk-based pedagogy to engage practitioners in reflective thinking. Educators adopting a radical pedagogy in professionally accredited programmes face multiple challenges: learners often resist the process of self-reflection and stakeholders expect instrumental outcomes. A longitudinal study of human resource practitioners uses an interpretivist methodology to examine reflection through student-led learning and experiential activity. Findings show that a pedagogical method that overturns learner expectations stimulates dynamic discussion and reflection on experience. Implications are that effective risk-based teaching relies on establishing two conditions: (1) a scaffold structure which supports learner improvisation and (2) a lecturer willingness to continually orchestrate chance elements to maximise learning. This study contributes a practice-based understanding of the theoretical development of risk pedagogy, and adds new insights on the process of facilitating reflective skills to enable business practitioners to confront unpredictable work situations.     

开放实验计算机管理系统的设计

介绍了一种基于局域网的开放实验的计算机管理软件，实现了发布实验、预约实验、课表生成和成绩处理等功能，保证了教学有序的进行。     

Reflection in Higher Education: A Concept Analysis

Despite the widespread adoption of reflective practices across many fields of study, a critical analysis of the concept of reflection and its application within higher education has been lacking. This article provides an examination of several major theoretical approaches to reflection including those of Dewey; Loughran; Mezirow; Seibert and Daudelin; Langer; Boud, Keogh and Walker; and Schön. Commonalties in terminology, definitions, antecedents, context, process, outcomes, and techniques to foster reflection are addressed. The implications of the findings for higher education are explained.     

Internet下一代QoS信令研究

该文介绍了IETF下一代信令工作组NSIS（Next Step In Signaling）的QoS信令协议框架,分析了区分服务网络QoS信令模型-RMD（Resource Management in DiffServ）及其聚集预留状态管理算法。仿真实验证明,在负载较重的情况下,受网络时延抖动和信令分组丢失的影响,RMD难以保证聚集流的服务质量,并指出需要采用适当的分组调度策略以解决该问题。     

Staff development for raising attainment: a practitioner's view of what works

ABSTRACT

This paper offers a practitioner's view of how continuing professional development (CPD) can help raise achievement in schools. It is one of four papers in this issue linked to a research project in Stoke-on-Trent seeking to raise attainment in schools in deprived communicates. Based on over 20 years’ experience working in and with different schools in the UK, this paper frames a head teacher's perspective, outlining seven strategies she believes are key to improving school performance. These strategies are providing CPD opportunities to all staff rather than just those involved in teaching, planning CPD activities in the light of school development priorities, mentoring and coaching between staff, forming inter-school networks and partnerships, team teaching, peer review and continual assessment of CPD impact.     

Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings

With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two linguistically different educational settings: England and Wales. Semi-structured interviews were conducted with 13 practitioners (5 teachers, 4 teaching assistants, 3 special educational needs coordinators and 1 speech and language therapist) working in mainstream schools. Data were analysed using interpretative phenomenological analysis (IPA), which seeks to illuminate participants' lived experience. Three superordinate themes were extracted from the data: (1) perspectives on bilingualism in autism; (2) comparisons across two linguistically different settings; (3) creating inclusive learning environments. The results demonstrate that practitioners had concerns about the feasibility of bilingualism for some autistic pupils, and argued that exposure to two languages may have a negative impact on their development. Future research should focus on finding effective ways to identify and support learning needs among bilingual pupils to ensure that children who are ‘doubly different’ from their peers not only have access to educational provision, but also have opportunities to harness and celebrate their differences.     

A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education

This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual learning, (1b) knowledge integration, (2a) perceived trustworthiness, (2b) appreciation within the team, and (3a) collective ownership of goals. Drawing on a written survey with n = 62 participants, the empirical study provides findings on three research questions. First, all dimensions of integration characteristics have been rated high on average. Second, the results of a one-way ANOVA establish that the main actor groups perceive the work in Transdisciplinary Development Teams as integrative with regard to previously stated characteristics. Third, the analysis of a manifest path model substantiates theoretically assumed effect relationships. Subsequently, transdisciplinary dimensions of integration characteristics appear suitable for assessing boundary-crossing collaboration in teacher education.