On modeling and analyzing multi-agent systems using n-calculus     

于振华  蔡远利 《上海大学学报(英文版)》2007,11(1):58-63

Dynamic architecture of multi-agent systems （MAS） is important for critical systems. As the existing formal specifications of MAS cannot describe its dynamic architecture, a formal approach using n-calculus is presented, which is suited for the describing and analyzing of concurrent MAS with dynamic topology, n-calculus describes the belief-desireintention （BDI） model that represents agent＇s mental states and provides many useful facilities to analyze MAS model such as deadlock, behavior equivalence, and model checking. To illustrate the favorable representation capability of n-calculus, an example of dynamic multi-agent systems in e-commerce is provided. Finally, by using an existing n-calculus supporting tool, MAS model and some key behaviors properties are analyzed and verified.  相似文献   

Food for thought: learning to build local food security and community-based disaster resilience through garden networks     

Kimberley Reis PhD 《Environmental Education Research》2016,22(3):440-441

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Parent and Child References to Letters During Alphabet Book Reading: Relations to Child Age and Letter Name Knowledge     

William Lachner  Andrea Zevenbergen PhD  Jason Zevenbergen 《Early education and development》2013,24(4):541-559

Research Findings: The purpose of this study was to examine the frequency of extratextual references to letters made by parents and preschoolers during shared reading of an alphabet book. The frequency of letter references was also examined in relation to child age and knowledge of letter names. Participants consisted of 44 preschoolers and their primary caregivers. Videotaped book-reading data were transcribed verbatim and coded for their inclusion of 14 types of letter references (e.g., naming requests, labels, repetitions). Significant findings included the following: Parent labels were significantly correlated with child age; and child knowledge of letter names was significantly correlated with parent naming requests, corrections, and repetitions, and child answers and initiations. Practice or Policy: Findings are discussed in reference to the literature regarding parental sensitivity to child age and knowledge in educational interactions with their child.  相似文献   

Measuring Teacher–Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student–Teacher Relationship Scale–Short Form     

Nikolaos Tsigilis PhD  Athanasios Gregoriadis 《Early education and development》2013,24(5):816-835

Research Findings: The present study was designed to examine the factorial validity of the Student–Teacher Relationship Scale–Short Form (STRS-SF; R. C. Pianta, 2001 Hamre, B. K. and Pianta, R. C. 2001. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.. Child Development, 72: 625–638. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and its invariance across gender in the Greek educational context. The STRS-SF comprises 15 items that measure 2 dimensions of teacher–child relationships: Closeness and Conflict. Fifty-six kindergarten teachers completed the STRS-SF about their students (n = 336). A 2-factor model with correlated latent factors was postulated and tested. Confirmatory factor analysis procedures showed marginal fit to the data (comparative fit index [CFI] = .902, root mean square error of approximation [RMSEA] = .066). The fit of the model was further improved by adding 2 error covariances (CFI = .931, RMSEA = .056). Cronbach's alpha coefficient showed adequate internal consistency for Closeness (α = .72) and Conflict (α = .82). In addition, there was a moderate negative association between the 2 subscales (r = ?.38). Examination of STRS-SF invariance showed that it was manifested in the same way across gender. Practice or Policy: The findings of the present study, which was conducted in a cultural context different from the one in which the STRS-SF was developed, seem to support the instrument's factorial validity and equivalence across gender.  相似文献   

Two Are Better Than One: The Joint Influence of Maternal Preparedness for Parenting and Children's Self-Esteem on Academic Achievement and Adjustment     

Jaelyn Farris PhD  Jennifer E. Burke Lefever  John G. Borkowski  Thomas L. Whitman 《Early education and development》2013,24(3):346-365

Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study.  相似文献   

Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle With Behavior and Attention Problems     

Jill Haak PhD  Jason Downer  Ronald Reeve 《Early education and development》2013,24(5):728-747

Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Attention problems and early home literacy exposure both significantly predicted language and literacy outcomes when relevant covariates were controlled. There was also a significant interaction between behavior and attention problems and early home literacy exposure in predicting expressive language abilities. Specifically, early home literacy exposure was related to more advanced expressive language achievement for children with behavior problems. In contrast, children with attention problems performed below their peers on expressive language measures even when they received comparable early home literacy exposure. Practice or Policy: These findings suggest the need for further research on the differential role of early home literacy exposure on the development of early language and literacy skills in children with behavior and attention problems.  相似文献   

School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices     

Andrew T. Roach PhD  Thomas R. Kratochwill PhD  Jennifer L. Frank PhD 《Journal of educational and psychological consultation》2013,23(4):300-320

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Assessing the Acceptability of Problem-Solving Procedures by School Teams: Preliminary Development of the Pre-Referral Intervention Team Inventory     

Georgette Yetter PhD 《Journal of educational and psychological consultation》2013,23(2):139-168

The responses of 472 educators were used to develop the Pre-Referral Intervention Team Inventory (PRITI), a 24-item Likert scale. Principal axis analyses resulted in a one-dimensional structure with high internal consistency that explained 57% of the total variance. Acceptability of team procedures was strongly and positively correlated with a measure of team members' interaction practices and negatively related to professional stress. These results suggest that (a) pending further analyses and development, the PRITI may prove useful for assessing school staff acceptability perceptions of pre-referral team consultation procedures and (b) team process variables are important predictors of the acceptability of pre-referral team consultation procedures to educators. Directions for future research are proposed.  相似文献   

Exploring the Use of Computer Simulation to Evaluate the Implementation of Problem-Solving Consultation     

Markeda Newell PhD 《Journal of educational and psychological consultation》2013,23(3):228-255

The purpose of this study was to examine how school psychologists implemented the problem-solving consultation process within a computer-simulated school environment. Four school psychologists were recruited to complete three simulated consultation cases. The school environment was computer generated and all of the teachers and target students (clients) were computer generated. A qualitative case study design coupled with interviews was used in this study. Three themes emerged from the data analysis including (a) behavioral approach to problem conceptualization, (b) individualized approach to intervention design, and (c) minimal attention to plan evaluation. Implications for problem-solving consultation training as well as use of computer simulation are discussed.  相似文献   

Greening agricultural education at the tertiary level: a case study     

J. Rowe BSc PhD MIEEM 《The Journal of Agricultural Education and Extension》2013,19(3):105-113

Abstract

College curricula are broadening to take into account environmental imperatives, the relatively slow rate of economic and policy change, along with the welter of technical detail which has been generated by agricultural development, militate against successful systematic environmental teaching. This is particularly true within a private institution which must be seen to be serving the immediate needs of the agricultural business community. It is useful in this context to consider the ‘natural environment’ as comprising: the ‘immediate’ countryside, where ‘nature’ functions under differing degrees of managerial constraint; the global environment, where non-sustainable resource use takes its toll; and the environment of the organisation, where ‘environmental soundness’ of practice and products can be assessed. A teaching strategy is suggested where these three ‘environments’ are addressed at the levels of the functional, natural science-based: the societal, embracing legislative and structural responses to pressures; and the level of individual managerial responsibility. The relative emphasis on each element can be adjusted to reflect individual course aims, with modular core teaching networked into allied subject syllabi in a rolling process of adaptation and compromise. The latter should extend to the college’s own activities in land and business management to legitimise the teaching strategy.  相似文献