The adaptive learning and prediction of a highly nonlinear and time-varying bioreactor benchmark process is studied using Neur-On-Line, a graphical tool kit for developing and deploying neural networks in the G2 real ...The adaptive learning and prediction of a highly nonlinear and time-varying bioreactor benchmark process is studied using Neur-On-Line, a graphical tool kit for developing and deploying neural networks in the G2 real time intelligent environment,and a new modified Broyden, Fletcher, Goldfarb, and Shanno （BFGS） quasi-Newton algorithm. The modified BFGS algorithm for the adaptive learning of back propagation （BP） neural networks is developed and embedded into NeurOn-Line by introducing a new search method of learning rate to the full memory BFGS algorithm. Simulation results show that the adaptive learning and prediction neural network system can quicklv track the time-varving and nonlinear behavior of the bioreactor.展开更多
The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination a...The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.展开更多
文摘The adaptive learning and prediction of a highly nonlinear and time-varying bioreactor benchmark process is studied using Neur-On-Line, a graphical tool kit for developing and deploying neural networks in the G2 real time intelligent environment,and a new modified Broyden, Fletcher, Goldfarb, and Shanno （BFGS） quasi-Newton algorithm. The modified BFGS algorithm for the adaptive learning of back propagation （BP） neural networks is developed and embedded into NeurOn-Line by introducing a new search method of learning rate to the full memory BFGS algorithm. Simulation results show that the adaptive learning and prediction neural network system can quicklv track the time-varving and nonlinear behavior of the bioreactor.
文摘The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.
