An Approach to Emissions Minimization in Power Dispatch     

Alexander S. Vertis  Lawrence Eisenberg 《Journal of The Franklin Institute》1973,296(6):443-449

Pollution control strategies currently in use by electric power systems are reviewed and a new minimum emission dispatch (MED) method is developed. This new method minimizes overall emission levels at an increased cost in large-scale power systems while simultaneously accommodating local pollution level requirements, as well as economic constraints.  相似文献   

Liaison librarian tiers: levels of service          下载免费PDF全文

Nita Ferree  Nancy Schaefer  Linda C. Butson    Michele R. Tennant 《Medical Library and Historical Journal》2009,97(2):145-148

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RHONN identifier-control scheme for nonlinear discrete-time systems with unknown time-delays     

Jorge D. Rios  Alma Y. Alanis  Carlos Lopez-Franco  Nancy Arana-Daniel 《Journal of The Franklin Institute》2018,355(1):218-249

This work presents a neural identifier-control scheme for uncertain nonlinear discrete-time systems with unknown time-delays. This scheme is based on a neural identifier to get a model of the system and a discrete-time block control technique based on sliding modes to generate the control law. The neural identifier is based on a Recurrent High Order Neural Network (RHONN) trained with an Extended Kalman Filter (EKF) based algorithm. Applicability is shown using real-time test results for linear induction motors. Also, a Lyapunov analysis is added in order to prove the semi-globally uniformly ultimately boundedness (SGUUB) of the proposed neural identifier-control scheme.  相似文献   

The relationship between motor skill proficiency and body mass index in children with and without dyslexia: a pilot study     

Logan SW  Getchell N 《Research quarterly for exercise and sport》2010,81(4):518-523

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Making the Connection Between Formal Human Resource Diversity Practices and Organizational Effectiveness: Behind Management Fashion     

Orlando C. Richard  Nancy B. Johnson 《Performance Improvement Quarterly》1999,12(1):77-96

ABSTRACT : Formal human resource diversity programs have experienced rapid growth; yet research on how these initiatives influence organizational effectiveness remains insufficient. This research explores formal diversity programs' influence on organizational effectiveness using universalistic and contingency frameworks. Our findings show that universally, diversity practices strongly and negatively relate to turnover. Organizations with innovative strategies coupled with formal diversity practices had improved productivity and market performance supporting contingency notions. Future research should employ both the universalistic and contingency theories in combination for a more in-depth understanding of construct relationships.  相似文献   

Look to the East to Gain a New Perspective, Understand Cultural Differences, and Appreciate Cultural Diversity   总被引：1，自引：0，他引：1  

Nancy K. Freeman 《Early Childhood Education Journal》1998,26(2):79-82

Childrearing and educational practices accurately reflect cultural values. Cross-cultural experiences highlight some ways attitudes about early childhood, parenting, and teaching are influenced by cultural experiences and expectations. The author's experiences in China illustrate interesting ways these programs are very different from their American counterparts. Some of the differences revolve around practices such as residential programs for young children, the nature of classroom interactions, and contrasting approaches to teaching the arts. Identifying and understanding the reasons for some of those differences can sensitize readers to broader issues of cultural pluralism and help teachers celebrate cultural diversity as they work with families from varied backgrounds.  相似文献   

Relationships between children's birthdates and classification as handicapped: Do they exist?     

Deborah C. May  Ray Brogan  Nancy Knoll 《Psychology in the schools》1993,30(2):187-191

For years researchers have debated the effect of school entrance age on student achievement and adjustment, and some researchers have attributed many school learning problems to students entering school too early. This study investigated the relationship between students' month of birth and learning disabilities, emotional disturbance, and speech and language delays in 1,951 identified students with these disabilities. Analysis did not find that the late-birthdate children were identified as having disabilities more often, as was suggested in earlier studies. The implications of this finding for school entry practices are presented.  相似文献   

Validation of Stanford-Binet intelligence scale: Fourth edition abbreviated batteries with college students     

Richard J. Nagle  Nancy L. Bell 《Psychology in the schools》1993,30(3):227-231

This study investigated the relationship between the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) abbreviated batteries and the complete battery among a group of college students to determine the suitability of SB:IV short forms in educational planning and counseling contexts when an ability estimate is needed. A sample of 38 college students was administered the full battery SB:1V, and scores for four abbreviated batteries were extracted from the complete battery according to instructions in the test manual. The four abbreviated batteries were SF2 (Vocabulary and Pattern Analysis), SF4 (SF2 plus Bead Memory and Quantitative), SF6a (SF4 plus Memory for Sentences and Comprehension), and SF6b (SF4 plus Memory for Digits and Comprehension). Analyses revealed that all short-form SASs were significantly lower than the Composite SAS derived from the complete battery. Correlations between the complete and short forms were all highly significant. Approximately one third of the sample showed discrepancies of at least three standard errors of measurement between the short-form and complete-battery Composite SAS. These findings suggest a lack of comparability between short-form and complete-battery SASs on the SB:IV. Further implications for the validity of these abbreviated batteries and future areas of research are discussed.  相似文献   

College student performance on the general ability measure for adults and the wechsler intelligence scale for adults‐third edition     

Kerry S. Lassiter  Nancy L. Bell  Melody B. Hutchinson  T. Darin Matthews 《Psychology in the schools》2001,38(1):1-10

This study examined the concurrent validity of the General Ability Measure for Adults (GAMA¹; Naglieri & Bardos, 1997) and the Wechsler Adult Intelligence Scale‐Third Edition (WAIS‐III; Wechsler, 1997). Sixty college students were administered both instruments in counterbalanced order. A comparison of the mean scores on the GAMA and WAIS‐III indicated that the sample obtained similar GAMA and WAIS‐III PIQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean FSIQ and VIQ scores. Although the GAMA IQ score was positively correlated with all WAIS‐III IQ and Index scores, this new instrument was more clearly associated with visual‐spatial reasoning, as defined by the WAIS‐III PIQ. The GAMA's accuracy in predicting performance on the WAIS‐III FSIQ and PIQ also was examined, with the GAMA underestimating WAIS‐III FSIQ and PIQ scores for participants falling within the Superior and Very Superior range of intellectual functioning. © 2001 John Wiley & Sons, Inc.  相似文献   

Relations Between Effective Emotional Self-Regulation, Attentional Control, and Low-Income Preschoolers' Social Competence with Peers     

C. Cybele Raver  Erika K. Blackburn  Mary Bancroft  Nancy Torp 《Early education and development》1999,10(3):333-350

Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk.  相似文献