Controllability of heterogeneous interdependent group systems under undirected and directed topology

The controllability problem of heterogeneous interdependent group systems with undirected and directed topology is investigated in this paper. First, the interdependent model of the heterogeneous system is set up according to the difference of individual characteristics. An extended distributed protocol with the external sliding-mode control is designed, under which it is shown that a heterogeneous interdependent group system is controllable when the corresponding communication topology is controllable. Then, using the network eigenvalue method, the driving individuals are determined for a heterogeneous system with undirected topology. Under directed topology, the maximum match method is utilized to confirm the driving individuals. Some sufficient and necessary conditions are presented to assure that the heterogeneous interdependent group system is structurally controllable. Via theoretical analysis, the controllability of heterogeneous interdependent systems is related to the interdependent manner and the structure of the heterogeneous system. Numerical simulations are provided to demonstrate the effectiveness of the theoretical results.

An Exploration of Teaching Class of Mixed Ability

There has been a long time of debate between the two teaching approaches of homogenous grouping and heterogeneous grouping.Here in the essay,we explored both of the two teaching approaches in Yunnan Province of China whereas the puzzle lies in the question of which method can achieve a relatively-better result in English classes of Yunnan.Some possible solutions are promoted based on the data and analysis collected from a survey.

A Coaching Program for Recently Licensed Young Drivers in the Netherlands： Which Drivers Are Attracted？

In line with European developments, a Dutch second phase coaching program, referred to as the DX- （Driver Xperience） program, was developed for young novice drivers to counteract their high accident risk. More specifically, the aim of the DX-program was to enable young drivers to make responsible decisions and develop positive attitudes regarding four levels of the driving task： combining life style and driving, planning and navigation, participating in different traffic situations and handling the vehicle. In this paper, the design principles of the program are described. The empirical study focused on the entry characteristics of the participating young drivers （n = 3,117） as compared to a reference group of young drivers （n = 345）. Results show that the DX-program attracted young drivers that, in some respects, showed a more risky profile than average young drivers in terms of speed violations, anger and the number of fines. In addition, four groups of participants with sharply differing driving styles could be distinguished. Implications for educational design and follow-up research are discussed within the theoretical framework of self-regulated learning.