There's more to french immersion than social class     

Mary Alice Julius Guttman 《Interchange》1983,14(1):17-22

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Heaviside's operators in engineering and physics     

Ernst Julius Berg 《Journal of The Franklin Institute》1924,198(5):647-702

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Scientific policy in the Netherlands     

H. W. Julius 《Minerva》1967,5(4):507-519

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The preparation of pure alloys     

Ernst Julius Berg 《Journal of The Franklin Institute》1924,198(6):794

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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   

A SEARCH FOR IDENTITY     

Julius Hobson 《Equity & Excellence in Education》2013,46(2):23-27

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Book reviews     

Julius Gould  Keith Pavitt  Samuel McCracken 《Minerva》1973,11(2):269-281

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Influence of Playback Techniques on Counselor Preformance     

Martin J. Markey  Ronald H. Fredrickson  Richard W. Johnson  Mary Alice Julius 《Counselor Education & Supervision》1970,9(3):178-182

Study was made of training impact of different electronic playback techniques on ratings of student counselor performance. Thirty-two upperclass university females were randomly divided into four playback treatment groups: (a) audio-video, (b) audio, (c) video, and (d) no playback received. Four underclass university females served as trained clients. All student counselors interviewed two different trained clients in two 20-minute sessions separated by a playback treatment period. All sessions were recorded by television cameras. Trained judges rated the second interview using the Counselor Evaluation Inventory, Nonverbal Behavior Scale, and Audio-Visual Counseling Scale. Two-way analysis of variance was used to compare scores on criterion instruments. Results indicated no judged differences among the playback treatment groups, nor could discriminant rankings be made among the various playback methods. Several explanations are discussed as to limited influence of playback media on early interview performance.  相似文献   

The influence of mentoring on the academic trajectory of a 17-year-old Black male college sophomore from the United Kingdom: a single case study     

Ramon B. Goings  Julius Davis  Joseph Britto  Dijaria Greene 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):346-368

There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K–12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.  相似文献   

Effectiveness of Programed Materials in Teaching a Secondary School Health Education Unit     

Julius B. Shevlin 《Research quarterly for exercise and sport》2013,84(3):704-707

Abstract

This study was designed to determine if intrinsically programed materials and techniques can be effectively used to teach a health education unit to secondary school students, and to compare levels of achievement resulting from the utilization of programed materials as opposed to traditional classroom methods. Twelve secondary school health education classes in New York City, involving 343 students, were divided into matched groups. Branched, self-teaching materials on the topic of alcohol education were presented to the experimental group to be studied at home for a 3-day period without recourse to classroom instruction. The control group was taught the topic in a 3-day unit utilizing traditional classroom teaching techniques. The results of the achievement test administered at the conclusion of the unit indicate that branched or intrinsically programed materials and techniques can be effectively used in the teaching of a secondary school health education unit and that in this particular investigation the experimental group learned significantly more than the control group.  相似文献