Convergent under-approximations of reachable sets and tubes: A piecewise constant approach     

Mohamed Serry 《Journal of The Franklin Institute》2021,358(6):3215-3231

In this paper, a method to under-approximate finite-time reachable sets and tubes for a class of continuous-time linear uncertain systems is proposed. The class under consideration is the linear time-varying (LTV) class with time-varying integrable system matrices and uncertain initial and input values belonging to known convex compact sets. The proposed method depends upon the iterative use of constant-input reachable sets, which results in convergent under-approximations in the sense of the Hausdorff distance. As a consequence of the convergence, it is shown that interior points of reachable sets are attainable using piecewise constant inputs. The computational complexity of a zonotopic implementation of the proposed method is discussed and comparisons with existing under-approximation methods are established. Finally, the proposed approach is illustrated through two numerical examples.  相似文献   

Detection of monoclonal protein by capillary zone electrophoresis can be challenged by iodinated contrast agent interference: a case report     

Clment Capaldo  Mourad Cheddad El Aouni  Damien Laurelli  Cyril Leven  Jean-Luc Carr 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

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A dissipativity-based approach to traffic signal control for an over-saturated intersection     

Fadi Motawej  Rachid Bouyekhf  Abdellah El Moudni 《Journal of The Franklin Institute》2011,348(4):703-717

In this paper, using the energy concept, the control of traffic flow by traffic lights on an over-saturated single intersection is addressed. By regarding the flow entry of vehicles as the energy stored in the system, we show that the dissipative system theory can be applied. As a result, a state feedback control law is found in terms of the solution of an associated dissipation equation that renders the system non-accumulative, i.e., to get out of the over-saturation situation. The results of the simulations indicate that our control strategy guarantees a high degree of control benefit.  相似文献   

School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman     

Mahmoud Mohamed Emam  Hussain Alkharusi 《International Journal of Disability, Development & Education》2018,65(5):475-492

The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.  相似文献   

What Knapsack of Invisible Privileges Do Muslim ESL* University Students Wish to Possess?     

Mohamed Yacoub 《Journal of Language, Identity & Education》2017,16(6):408-415

Stephanie Vandrick published a piece in the Journal of Language, Identity and Education titled “No ‘Knapsack of Invisible Privilege’ for ESL University Students,” in which she reflected her thoughts on Peggy McIntosh’s groundbreaking list of the invisibly acquired privileges of Whites. Both pieces inspired this article, which brings up an unheard voice: Muslim ESL students who undergo situations that can indicate that public space of some cities in the United States are exclusive to the dominant culture and that any deviations are not welcome.

These days, with terrorist incidents happening in different places around the world and with the presidential executive order of banning Muslims, the situation has worsened. Here, based on my experience, I develop a list of privileges that Muslim ESL university students wish to possess. This article concludes with recommendations that can raise the awareness of educators and instructors who teach or supervise Muslim ESL students to take this issue into consideration.  相似文献   

Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences     

Mahmoud Mohamed Emam  Ali Mahdi Kazem  Abdulqawi Salim Al-Zubaidy 《Emotional and Behavioural Difficulties》2016,21(3):314-328

Children with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented.  相似文献   

The challenge of shaping socially responsible teachers*     

Carmen Mohamed 《Education 3-13》2019,47(1):74-88

It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children.  相似文献   

Combining Online Learning & Assessment in synchronization form     

Mohamed A. Amasha  Rania A. Abougalala  Ahmad J. Reeves  Salem Alkhalaf 《Education and Information Technologies》2018,23(6):2517-2529

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Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks     

Zulaikha Mohamed  Martin Valcke  Bram De Wever 《师资教育杂志》2017,43(2):151-170

This is the first report in a series of studies concerning student teachers’ readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2) integrating the ITCs in the curricula of teaching programmes, (3) exercising the ITCs through practicum at schools and (4) by teacher educators modelling the ITCs. In the present study, a student sample from four teacher education colleges (n = 226) was surveyed to explore the extent to which students felt ready-for-the-job. The study outlines the degree to which the characteristics of teacher education are associated with student teachers’ readiness-for-the-job. The results identify the critical areas to be developed in these prospective teachers before they can actually become ready-for-the-job, and especially the central role of their teacher educators in shaping their professional competence.  相似文献   

Stemming to improve translation lexicon creation form bitexts     

Mohamed Abdel Fattah  Fuji Ren  Shingo Kuroiwa 《Information processing & management》2006

Arabic is a morphologically rich language that presents significant challenges to many natural language processing applications because a word often conveys complex meanings decomposable into several morphemes (i.e. prefix, stem, suffix). By segmenting words into morphemes, we could improve the performance of English/Arabic translation pair’s extraction from parallel texts. This paper describes two algorithms and their combination to automatically extract an English/Arabic bilingual dictionary from parallel texts that exist in the Internet archive after using an Arabic light stemmer as a preprocessing step. Before using the Arabic light stemmer, the total system precision and recall were 88.6% and 81.5% respectively, then the system precision an recall increased to 91.6% and 82.6% respectively after applying the Arabic light stemmer on the Arabic documents.  相似文献