基于生物启发模型的自治水下机器人平面轨迹跟踪控制

针对自治水下机器人(Autonomous Underwater Vehicles,AUV)轨迹跟踪的速度跳变问题,根据AUV平面运动学模型,采用生物启发神经网络构造一种简单的虚拟变量,并结合Lyapunov函数设计出平面轨迹跟踪控制律,其控制效果能够达到全局渐进稳定,且能避免产生过大的力和力矩,满足AUV推进器的推力约...     

主题追踪在医药卫生体制改革舆情监测系统中的应用

介绍医药卫生体制改革舆情监测系统的基本框架,针对主题追踪环节的关键技术问题进行详细阐述,并提出采用改进KNN方法进行主题模型构建的思路。实验结果表明,医药卫生体制改革舆情监测系统中的主题追踪具有较好的准确率和召回率。     

跟踪管理视角下人力资源管理育人机制的新探索

目前我国人力资源管理获得了一定的发展,但就总体而言,尚处在起步阶段,人力资源管理制度在不同组织的建设、发展程度具有很大的不平衡性。人力资源管理制度建设远远不够完善和成熟,既有观念陈旧、理念不新等意识层面的问题,也有操作不科学、效益低下等实际层面的问题,其中,“育人机制”建设更是亟待加强。文章分析了目前我国人力资源管理在育人机制方面存在的种种不足,将经济领域的“跟踪管理”理念引入人力资源管理范畴,探索了这一理念在加强人力资源管理育人机制建设方面的作用和具体措施。     

基于四阶张量模型的纤维跟踪算法改进研究

基于扩散加权磁共振成像(DW-MRI)的闹白质纤维跟踪技术是目前活体获取脑神经微结构信息的重要手段.它可以帮助医学工作者进行精神类疾病的研究与治疗.本文对纤维跟踪算法进行了研究.在对StreamLine纤维跟踪算法进行了分析和讨论后,针对其存在噪音的问题,利用纤维连续的特征对其进行了简单的改进.而后,本文针对纤维跟踪在...     

基于Kinect的引体向上自动测试系统研发

目前,大多数中招体育考试还停留在老师手工计分,主观评判的阶段.部分考生对评分的公平性和准确性存在质疑,用机器评分代替教师评分已经成为一种趋势.本文将Kinect引入中招考试,检测引体向上动作是否符合标准.实验结果表明本方法检测引体向上快速、准确,实时性高,具有实用性.     

OP-ED National testing in mathematics: One province's predicament

Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented—in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14–16 year‐olds), and using the theoretical tools offered by Bourdieu, I argue that the objective practices of school mathematics create an environment through which students internalize the practices to develop a sense of self, a habitus. This habitus potentially is more or less empowering, depending on the experiences within these streamed settings.     

Reviews

This response to the comment of Abraham on Van Houtte’s study within the differentiation–polarization tradition discusses the difference between her quantitative study and the ethnographic tradition. The quantification of the polarization part of the theory—the anti‐school culture—makes it possible to merge the differentiation–polarization tradition with the research examining the consequences of educational stratification on students’ achievement. This is presented as the major contribution of Van Houtte’s research. In addition, the study strengthens the findings of the case‐study approach and consolidates the differentiation–polarization theory. The complementarity of both approaches—large‐scale multi‐site and case‐study—is stressed.     

School type and academic culture: evidence for the differentiation–polarization theory

Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into ‘anti‐school’ and ‘pro‐school’ cultures. Support for this differentiation–polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation–polarization theory. The findings suggest that the culture of pupils is less study‐oriented in technical/vocational schools than in general (grammar) schools. The differentiation–polarization theory also applies to school staffs: the staff culture is less academically‐oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils—their judgements on the teachability of pupils and the trust they place in pupils—are different.     

A Study of High School and College Subject Matter Patterns for Four Groups of University Students

Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they received immediate and delayed tests to recall text items, map features, and feature locations. The students were also required to rate their confidence in each response. Students remembered more text features and were more confident of their responses when cued by icons plus labels and by icons only. Students in these groups also recalled more map features and their locations on a map reconstruction task. Memory for feature information and pictorial retrieval cues appeared to activate memory for nonfeature information contained in the text.     

Foreword: a century of vocationalism

Several writers have argued that educational research should be educative; in the sense of being geared directly to improving educational practice. This is proposed on a variety of grounds--from appeals to the meaning of the word 'educational', through claims about the very nature of all social inquiry, to arguments that there is a need for a practical form of educational research that is distinct from social scientific work. This article suggests that while these arguments point to important distinctions among types of research, they do not formulate those distinctions soundly; and a more effective formu lation will be attempted. Moreover, in conclusion, it will be argued that research cannot be educative, only informative.