Exponential stability and stabilization of a class of uncertain linear time-delay systems     

Le V. Hien 《Journal of The Franklin Institute》2009,346(6):611-625

This paper presents new exponential stability and stabilization conditions for a class of uncertain linear time-delay systems. The unknown norm-bounded uncertainties and the delays are time-varying. Based on an improved Lyapunov-Krasovskii functional combined with Leibniz-Newton formula, the robust stability conditions are derived in terms of linear matrix inequalities (LMIs), which allows to compute simultaneously the two bounds that characterize the exponential stability rate of the solution. The result can be extended to uncertain systems with time-varying multiple delays. The effectiveness of the two stability bounds and the reduced conservatism of the conditions are shown by numerical examples.  相似文献   

International students in transnational mobility: intercultural connectedness with domestic and international peers,institutions and the wider community     

Ly Thi Tran  Lien Pham 《Compare》2016,46(4):560-581

International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.  相似文献   

浅议课堂教学中的移情效应     

塔·达丽加 《新疆职业大学学报》2008,16(3):43-44

本文主要论述了移情在课堂教学中的基本含义及其作用,并对教师如何合理应用移情解决学生疑难问题进行了探讨。  相似文献   

How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective     

Dang  Thi Kim Anh  Carbone  Angela  Ye  Jing  Vu  Thao Thi Phuong 《Higher Education》2022,84(2):415-434

Higher Education - In the higher education (HE) landscape worldwide, team teaching has become increasingly common. The growing prevalence of team teaching in HE has mainly been driven by the...  相似文献   

Me,my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China     

Kate Hoskins  Thu Thu  Yuwei Xu  Jie Gao  Junqing Zhai 《British Educational Research Journal》2023,49(3):455-475

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co-researchers to ask their child to photograph and/or draw pictures that represent their daily lived experiences over the lockdown period. We then asked parents to interview their children (24 in total, 13 in the UK and 11 in China), using the children's artwork as prompts, and finally we interviewed parents. Through the data collection process, parents captured their children's experiences and feelings since the coronavirus struck. The data was analysed using Foucault's theory of discourse to provide unique and comparative insights into children's experiences in the UK and China during this exceptional time. Ours is the first study to integrate parents' and children's views of Covid-19, drawing on parents as co-researchers. We argue that combining the data collection methods and drawing on parents as co-researchers enabled parents to gain insights into an understanding of their child's lived experiences throughout the pandemic that might otherwise have been unknown. These insights were often unexpected for parents, and have been grouped around themes of parental relief, anxiety and understanding.  相似文献   

Children’s epistemological views according to their learning centre preferences     

Aysel Berksoy Taşdan 《Education 3-13》2018,46(7):802-813

The purpose of the study was to investigate children’s epistemological beliefs in terms of their free play preferences in relation to learning centres. The study was conducted with 115 children coming from families with high socio-economic status (54 girls and 61 boys, 57 five years old and 58 six years old) during the 2015/2016 spring semester. The Epistemological Beliefs Scale for Children was administered to each child individually. In addition, all the children were shown pictures of science, drama, music, literacy, painting and mathematic centres prepared by two researchers and asked to choose the one they preferred for play during free time. Each child was interviewed by one researcher and each interview lasted approximately 15–20 minutes. According to the overall results of the study, children’s epistemological views tended to be dogmatic; however, some children thought more sceptically. Furthermore, children had a sophisticated thinking style in certain dimensions of knowledge while having immature reasoning in others. It was also found that the source of knowledge and hypothesising sub-dimensions of epistemological views indicated dogmatic thoughts. On the other hand, children had sceptical thoughts concerning the sub-dimension of change in knowledge.  相似文献   

Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth     

Thuy Thi Ngoc Bui 《Journal of Language, Identity & Education》2018,17(5):277-291

Drawing on the recent call for repositioning youth as creative and responsible agents in language and education research (e. g., McCarty & Wyman, 2009) and the notion of engaged ethnography (e.g., Davis & Phyak, 2015), the researcher engaged 16 minority student youth in a remote mountainous province in Vietnam in interrogating the realities of the current language policies (LP) while working actively with them to give rise to effective and responsive LP transformations. Youth’s resistance to the current LP, their critical awareness of their linguistic wealth, and their comprehensive recommendations for LP improvements greatly affirm themselves as resourceful and responsible agents in decision-making and pedagogical revitalizations. This article calls for respecting and recognizing youth’s power, voices, and rights, and invites them to deconstruct educational policies to promote multilingualism and effective educational change. Towards this end, I discuss implications to promote youth engagement in language education policies and practices.  相似文献