Finite-time multi-switching synchronization behavior for multiple chaotic systems with network transmission mode     

Xiangyong Chen  Jinde Cao  Ju H. Park  Tingwen Huang  Jianlong Qiu 《Journal of The Franklin Institute》2018,355(5):2892-2911

By considering network transmission mode, this paper addresses the finite-time multi-switching synchronization problem for two kinds of multiple chaotic systems. For multiple same-order chaotic systems, we construct the general switching rules and analyze the existence of switching cases. The presented schemes guarantee the states of each derive system to be finite-timely synchronized with the desired states of every respond system in the different transmission paths and switching sequences. For multiple different order chaotic systems, we analyze a special multi-switching hybrid synchronization behavior, where part of the states are completely synchronized and the others belong to combination synchronization. Moveover, the easily verifiable criterion is derived for such synchronization. Finally, numerical examples are given to show the effectiveness of the presented theoretical results.  相似文献   

A Katz-centrality-based protocol design for leader-following formation of discrete-time multi-agent systems with communication delays     

M.J. Park  O.M. Kwon  J.H. Ryu 《Journal of The Franklin Institute》2018,355(13):6111-6131

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Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida     

Rebecca L. Brower  Chenoa S. Woods  Tamara Bertrand Jones  Toby J. Park  Shouping Hu  David A. Tandberg 《Community College Journal of Research & Practice》2018,42(2):112-128

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.  相似文献   

Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard     

Eunsung Park  Dirk Ifenthaler  Roy B. Clariana 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):98-125

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