Adjacency matrix concepts for the analysis of the interconnection of networks     

William N. Anderson  Richard J. Duffin  George E. Trapp 《Journal of The Franklin Institute》1974,298(1):9-27

A mathematical theory is developed for an imagined device termed a “junctor”. A junctor could be used to interconnect two n-terminal networks giving rise to another n-terminal network. Actually a junctor is itself a simple network with three banks of n-terminals internally connected in some fashion by perfectly conducting wires. Adjacency matrices are formulated to analyze various junctors and their current flows. The main problem treated concerns conditions which would ensure that the junctor operation is associative.  相似文献   

Monsterous Plans? Standard English in the National Curriculum and Norwegian in the Mønsterplan     

Holly Anderson 《English in Education》1995,29(1):14-19

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The metallurgy of titanium     

Robert J. Anderson  B.S.  Met.E. 《Journal of The Franklin Institute》1917

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Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer     

Hee Seung Lee  Shawn Betts  John R. Anderson 《Journal of Experimental Education》2017,85(2):309-333

Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and then solved transfer problems that required adjustment of learned procedures. Experiment 1 demonstrated that verbal instruction helped learning by reducing learners' floundering, but its positive effect disappeared in the transfer. More importantly, students transferred better when they studied with examples that emphasized problem structure rather than solution procedure. Experiment 2 showed that verbal instruction was not necessarily more effective than nonverbal scaffolding to convey problem structure. Final understanding was determined by transparency of problem structure regardless of presence of verbal instruction. However, verbal instruction had a positive impact on learners by having them persist through the task, and optimal instructional choices were likely to differ depending on populations of learners.  相似文献   

Novel model reference adaptive control laws for improved transient dynamics and guaranteed saturation constraints     

Robert B. Anderson  Julius A. Marshall  Andrea L’Afflitto 《Journal of The Franklin Institute》2021,358(12):6281-6308

In classical model reference adaptive control (MRAC), the adaptive rates must be tuned to meet multiple competing objectives. Large adaptive rates guarantee rapid convergence of the trajectory tracking error to zero. However, large adaptive rates may also induce saturation of the actuators and excessive overshoots of the closed-loop system’s trajectory tracking error. Conversely, low adaptive rates may produce unsatisfactory trajectory tracking performances. To overcome these limitations, in the classical MRAC framework, the adaptive rates must be tuned through an iterative process. Alternative approaches require to modify the plant’s reference model or the reference command input. This paper presents the first MRAC laws for nonlinear dynamical systems affected by matched and parametric uncertainties that constrain both the closed-loop system’s trajectory tracking error and the control input at all times within user-defined bounds, and enforce a user-defined rate of convergence on the trajectory tracking error. By applying the proposed MRAC laws, the adaptive rates can be set arbitrarily large and both the plant’s reference model and the reference command input can be chosen arbitrarily. The user-defined rate of convergence of the closed-loop plant’s trajectory is enforced by introducing a user-defined auxiliary reference model, which converges to the trajectory tracking error obtained by applying the classical MRAC laws before its transient dynamics has decayed, and steering the trajectory tracking error to the auxiliary reference model at a rate of convergence that is higher than the rate of convergence of the plant’s reference model. The ability of the proposed MRAC laws to prescribe the performance of the closed-loop system’s trajectory tracking error and control input is guaranteed by barrier Lyapunov functions. Numerical simulations illustrate both the applicability of our theoretical results and their effectiveness compared to other techniques such as prescribed performance control, which allows to constrain both the rate of convergence and the maximum overshoot on the trajectory tracking error of uncertain systems.  相似文献   

Measure of opportunity: assessing equitable conditions to learn twenty-first century thinking skills     

Anderson  Ross C.  Beach  Paul 《Learning Environments Research》2022,25(3):741-774

Learning Environments Research - Many school change efforts aim to foster conditions for the development of students’ twenty-first century skills in an equitable and comprehensive way, but...  相似文献   

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start,Primary, and After-School Settings     

Dolores A. Stegelin  Denise Anderson  Karen Kemper  Jennifer Wagner  Katharine Evans 《Early Childhood Education Journal》2014,42(2):133-142

The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers.  相似文献   

Anatomy integration blueprint: A fourth‐year musculoskeletal anatomy elective model          下载免费PDF全文

Michelle D. Lazarus  Gordon L. Kauffman Jr.  Milind J. Kothari  Timothy J. Mosher  Matthew L. Silvis  John R. Wawrzyniak  Daniel T. Anderson  Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists.  相似文献   

Social Networking: Boundaries and Limits Part 1: Ethics     

Antonette Aragon  Suzan AlDoubi  Karen Kaminski  Sharon K. Anderson  Nelda Isaacs 《TechTrends》2014,58(2):25-31

The number of educators, administrators, and institutions that utilize social networking has increased dramatically. Many have adopted social networking in order to be up-to-date and connected with their students’ learning beyond the boundaries of the classroom. However, this increase in the use of social networking in academia presents many potential issues. In this paper, we address the growing prevalence of social networking in education and some of the issues. Next, we use social role theory to explore some pitfalls for educators using social networking. Finally, we suggest that foundational ethical principles from the field of psychology can provide a basis for developing guiding principles for use of social networking in education.  相似文献   

Chinese Family Groups' Museum Visit Motivations: A Comparative Study of Beijing and Vancouver     

Jiao Ji  David Anderson  Xinchun Wu  Changyun Kang 《Curator: The Museum Journal》2014,57(1):81-96

This comparative study explored Chinese family groups' dominant visit motivations in science museums and aquariums in order to understand the perceptions of these audiences, who are an under‐represented cultural demographic in the literature. In this study, 503 Chinese participants—131 in the China Science and Technology Museum, Beijing; 127 in the Beijing Aquarium, Beijing; 136 in Science World British Columbia, Vancouver; and 109 in the Vancouver Aquarium, Vancouver—completed a Family Group Visit Motivation Questionnaire. The results report four dominant visit motivations for these Chinese family groups. Significant differences in a fifth motivation, social interaction, were detected in comparing the Beijing and Vancouver Chinese family samples. Also, Chinese family groups were more likely to perceive science museums to be settings that can satisfy their educational and personal interest needs, compared to aquariums. This study provides insights for science museums and aquarium practitioners to better understand this audience demographic.  相似文献