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1.
This paper is concerned with the problem of global asymptotical tracking of single-input single-output (SISO) nonlinear time-delay control systems. Based on the input-output feedback linearization technique and Lyapunov method for nonlinear state feedback synthesis, a robust globally asymptotical output tracking controller design methodology for a broad class of nonlinear time-delay control systems is developed. The underlying theoretical approaches are the differential geometry approach and the composite Lyapunov approach. One utilizes the parameterized co-ordinate transformation to transform the original nonlinear system into singularly perturbed model and the composite Lyapunov approach is then applied for output tracking. For the view of practical application, the proposed control methodology has been successfully applied to the famous nonlinear automobile idle-speed control system. 相似文献
2.
Exact solutions, based on couple-stresses plane strain theory of elasticity, are presented for the normal, shear and couple-stresses, displacements and rotations of an infinite-length (in z-axis) rectangular thin plate simply supported at two opposite edges (i.e.x=±L) and bent by a uniform load. Exact solutions reduce to classical values as l→0. Here l is defined as the new elastic material constant taking account of couple stresses. 相似文献
3.
Karen Burstein Craig J. Forsyth Raymond W. Biggar Sonya Hsu Steven Dick Paula Zeanah 《Journal of Criminal Justice Education》2017,28(3):411-427
Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields. 相似文献
4.
Ying-Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):539-557
This paper presents the development and evaluation of a web‐based lesson—Lesson Rainbow. This lesson features multiple representations (MRs), which purposefully deliver concepts in relation to distinctive disciplinary subject areas through story‐based animations that are closely related to learners’ life experiences. The researchers selected 58 2nd‐year junior high school students as the participants (32 males and 26 females). A quasi‐experimental method together with semi‐structured interviews was utilised. This research project was intended to investigate students’ conceptual progress, and to evaluate the use of MRs and of situated learning components in the design of Lesson Rainbow. The statistical results indicated that: (1) students’ science concepts significantly increased (t= 3.84, p < 0.01) through the use of Lesson Rainbow, and (2) students thought that the use of MRs in this web‐based lesson was an effective pedagogical tool inasmuch as it allows for the learning of specific theoretical viewpoints in addition to the necessary background information. Lesson Rainbow employing MRs helps learners to understand the meanings of, and interrelationships between, different kinds of external representations. This kind of design facilitates their understanding of the correspondence between abstract symbolic expressions and real‐world situations. 相似文献
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Shao-Chen Chang Ting-Chia Hsu Wei-Chen Kuo Morris Siu-Yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):148-165
Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non-immersive virtual reality (VR) guidance system combined with a two-tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two-tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two-tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively. 相似文献
8.
Ting-Chia Hsu 《Interactive Learning Environments》2019,27(2):272-285
This study examines four elements of learner motivation, attention, relevance, confidence, and satisfaction, in an EFL speaking course that uses the computer mediated communication (CMC) tool Google Hangouts. The study found that a preparatory concept mapping task before the CMC sessions improved students’ perceived attention, relevance, confidence, and satisfaction. However, follow-up reflective worksheets had no effect on perceived attention, relevance, confidence, or satisfaction. Instructors should use concept mapping in a pre-task to support learners engaged in CMC-based speaking activities with native and non-native speakers. When the students used concept mapping to prepare for the CMC-based speaking activities, they exhibited higher confidence in their oral practice activities with a native speaker. 相似文献
9.
The study explored how to best use scaffolds for supporting students’ inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students’ conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N?=?105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest–posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students’ understanding of scientific inquiry. The fading condition tended to better support the students’ development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds. 相似文献
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