Robust stabilization of nonlinear time delay systems: A complete type functionals approach     

Omar Santos  Raúl Villafuerte  Sabine Mondié 《Journal of The Franklin Institute》2014

The robust stabilization of some classes of nonlinear delay systems with nominal linear delay system is addressed. The form of the controller is not an a priori proposal, but it is the result of a synthesis relying on the use of complete type Lyapunov–Krasovskii functionals, leading to distributed delay linear or nonlinear robust control laws. Simulation results of the stabilization of a chemical refining process demonstrate the good performance of the proposed approaches.  相似文献   

Determining Limb Volume by a Point-Gage,Water-Displacement Technique     

Mildred J. Little  George T. Jessup 《Research quarterly for exercise and sport》2013,84(1):239-243

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The Skilled Counselor Training Model: Skills Acquisition,Self‐Assessment,and Cognitive Complexity     

Cassandra Little  Jill Packman  Marlowe H. Smaby  Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.  相似文献   

BOOK REVIEW     

Emma Little 《教育心理学》2008,28(3):353-354

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Identifying the genealogical self     

Hannah Little 《Archival Science》2011,11(3-4):241-252

What is the connection between archives and identity? One of the main user groups of archives are family historians who often state that they undertake to find out about their ancestry in order to ??find out who they are??. But what does such a claim mean, where did it come from and what is the role of archives in this search for the self? This article explores these questions by examining two modern genealogical texts: Alex Haley??s Roots (1976) and the television programme, Who Do You Think You Are? (2004). These narratives show that archives can be part of the articulation of the self and that they have the potential to disclose the who beyond the private confines of the family to the reader or television audience. In this way, the archive has become a theatre of meaning, memory and self-identity, a performative space in which identities are enacted. The paper concludes by arguing that the connection between archives and identity can be a complex-layered performance that not only articulates the self but also has the potential to connect the self to the other. Such an exploration of the imaginative and performative aspects of archives within such genealogical storytelling is important if we are to further our understanding of the role of archives in contemporary Western society.  相似文献   

Examining positive emotions,autonomy support and learning strategies: Self-directed versus teacher-directed learning environments     

Schweder  Sabine  Raufelder  Diana 《Learning Environments Research》2022,25(2):507-522

Learning Environments Research - An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build...  相似文献   

Searching for blood in Chinese lacquerware     

Silvia Miklin-Kniefacz  Martina Griesser  Walther Parson  Václav Pitthard  Sabine Stanek 《文物保护研究》2014,59(5):S252-S253

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Professional community and the problem of high school reform   总被引：1，自引：0，他引：1  

Judith Warren Little 《International Journal of Educational Research》2002,37(8)

A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform.  相似文献   

I. Overview of the child study center     

Sara J. Little  Marilyn Savage  Kathleen Somers  A. Alleane Taylor  Franklin Tinney  Sherrill Werblood-Manges 《Annals of dyslexia》1974,24(1):106-121

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Childrens' conceptualisation of development. A comparative study of children aged 5 to 15 years in Australia,England, North America and Sweden: by Ronald & Juliette Goldman,Report from the Centre for the Study of Urban Education (no date) pp. 41 price A$2.7     

Angela Little 《International Journal of Educational Development》1982,2(1):100-101

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