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61.
This paper presents an adaptive strategy for controlling chaotic systems. By employing the phase space reconstruction technique in nonlinear dynamical systems theory, the proposed strategy transforms the nonlinear system into canonical form, and employs a nonlinear observer to estimate the uncertainties and disturbances of the nonlinear system, and then establishes a state-error-like feedback law. The developed control scheme allows chaos control in spite of modeling errors and parametric variations. The effectiveness of the proposed approach has been demonstrated through its applications to two well-known chaotic systems: Duffing oscillator and Rössler chaos. 相似文献
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In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century. 相似文献
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For many years now, most countries of the world have increasingly valued the headteacher as a powerful force in facilitating school and staff development. Such recognition has resulted in widespread training programmes—even in the poorest countries. In Spain, however, there has been, until very recently, considerable ambiguity over the role of the headteacher. This uncertainty is manifested in the appointment system of headteachers and the lack of commitment to training. This paper seeks to show the reasons for this situation, through an evaluation of recent legislation, the impact of Franco's legacy on education and the current preoccupation with democratic government at all levels. The paper highlights important changes of attitude towards the role of the head now taking place, mainly at local levels, and encourages the government to ensure that examples of effective training, emanating from these ideological shifts, are recognised and contained within national programmes. 相似文献
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Luísa Faria Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》1997,12(1):51-62
This study presents the building of an instrument to measure personal conceptions of intelligence based upon Dweck research, and some exploratory evidence. The instrument is directed to adolescents, has got more items than the original one and incorporates new aspects, such as the importance of effort and ability in relation with personal conceptions of intelligence. The results of a factor analysis evidenced the existence of two distinct factors — a static and a dynamic one — that explain together 31.7% of the total variance. The internal consistency of the scales evidenced alpha coefficients between .74 and .80. The results of a test-retest reliability study (with a month interval) proved to be better for the static scale than to the the dynamic one, as well as the results of an external validity study (correlations with grade point average). Some differential exploratory studies showed differences in personal conceptions of intelligence related to school grades (5th to 11th): the scores increased from the 5th to the 11th grade, showing that older students were less “static” (more “dynamic”), and also related to the socio-economic status (high vs. low): the higher SES subjects appeared less “static” (more “dynamic”) than the lower SES subjects. 相似文献
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Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
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