Error compensation on precision machine tool servo control system based on digital concave filter

0　ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｐｒｅｃｉｓｉｏｎｍａｃｈｉｎｅｔｏｏｌｉｓｆｕｎｄａｍｅｎｔａｌｅｑｕｉｐ ｍｅｎｔｔｏｆｕｌｆｉｌｌａｄｖａｎｃｅｄｔｅｃｈｎｉｑｕｅｓｏｆｍａｎｕｆａｃｔｏｒｙａｎｄｔｈｅｓｅｒｖｏｃｏｎｔｒｏｌｓｙｓｔｅｍｉｓｔｈｅｋｅｙｆａｃｔｏｒｂｅｃａｕｓｅｉｔｄｅｃｉｄｅｓｔｈｅｍａｃｈｉｎｉｎｇａｃｃｕｒａｃｙ ,ｓｕｒｆａｃｅｑｕａｌｉｔｙａｎｄｐｒｏｄｕｃｔｉｖｉｔｙｏｆｔｈｅｍａｃｈｉｎｅｔｏｏｌ.Ｄｕｅｔｏｓｏｍｅｍｅ ｃｈａｎｉｃａｌｓｔｒｕｃｔｕｒｅｒｅ…     

基于模糊模式识别的金属材料海水腐蚀形貌诊断系统

采用图像扫描方法获得了碳钢、低合金钢实海试片的腐蚀形貌图像,并对图像进行预处理及灰度分析;将所得样本的灰度值分布和对应的腐蚀形貌作为知识库的标准样本,用模糊模式识别理论建立了腐蚀形貌诊断系统,可以由扫描灰度值分布判断金属的表面腐蚀形貌．     

Does it really matter whether students' contributions are spoken versus typed in an intelligent tutoring system with natural language?

There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The speech facilitation hypothesis predicts that spoken input will increase learning, whereas the text facilitation hypothesis predicts typed input will be superior. The modality equivalence hypothesis claims that learning gains will be equivalent. Previous experiments that tested these hypotheses were confounded by automated speech recognition systems with substantial error rates that were detected by learners. We addressed this concern in two experiments via a Wizard of Oz procedure, where a human intercepted the learner's speech and transcribed the utterances before submitting them to the tutor. The overall pattern of the results supported the following conclusions: (1) learning gains associated with spoken and typed input were on par and quantitatively higher than a no-intervention control, (2) participants' evaluations of the session were not influenced by modality, and (3) there were no modality effects associated with differences in prior knowledge and typing proficiency. Although the results generally support the modality equivalence hypothesis, highly motivated learners reported lower cognitive load and demonstrated increased learning when typing compared with speaking. We discuss the implications of our findings for intelligent tutoring systems that can support typed and spoken input. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Expository multimedia comprehension in E-learning: Presentation format,verbal ability and working memory capacity

Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote, self-paced, E-learning scenario. Two hundred and thirteen first-year undergraduates read or watched videos about scientific expository content in three formats: digital text (written expository texts, navigated in seven screens), presentation video (audio explanation, with written keywords), and presentation video with dynamic decorative images (audio explanation, written keywords, and dynamic decorative and irrelevant images). In a face-to-face session, they completed working memory and verbal ability tests. Comprehension performance was similar for the three conditions. For the multimedia videos with dynamic decorative irrelevant images, comprehension depended on working memory capacity. Verbal ability was relevant for both expository text and videos.     

Varying tutorial modality and interface restriction to maximize transfer in a complex simulation environment.

[Correction Notice: An erratum for this article was reported in Vol 103(2) of Journal of Educational Psychology (see record 2011-10421-001). The name of the author Laura G. Torres was omitted.] In 2 experiments, 241 undergraduates with low domain knowledge viewed a tutorial on how to use Packet Tracer (PT), a computer-networking training simulation developed by the Cisco Networking Academy. Participants were then tested on retention of tutorial content and transfer using PT. Tutorial modality (text, narration, or narration plus text) was varied betweens subjects in both experiments, and simulation interface restriction (restricted or unrestricted) was varied between subjects only in Experiment 1. When PT's interface was unrestricted, students who received the narration tutorial performed better on the transfer task compared with students who received the text tutorial (statistically significant in Experiment 1 but not in Experiment 2). These findings extend the cognitive theory of multimedia learning (Mayer, 2005) by testing modality effects in new contexts and further specifying conditions of its applicability. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Multifunctional Magnetic Gd3+‐Based Coordination Polymer Nanoparticles: Combination of Magnetic Resonance and Multispectral Optoacoustic Detections for Tumor‐Targeted Imaging in vivo

To overcome traditional barriers in optical imaging and microscopy, optoacoustic‐imaging has been changed to combine the accuracy of spectroscopy with the depth resolution of ultrasound, achieving a novel modality with powerful in vivo imaging. However, magnetic resonance imaging provides better spatial and anatomical resolution. Thus, a single hybrid nanoprobe that allows for simultaneous multimodal imaging is significant not only for cutting edge research in imaging science, but also for accurate clinical diagnosis. A core‐shell‐structured coordination polymer composite microsphere has been designed for in vivo multimodality imaging. It consists of a Fe₃O₄ nanocluster core, a carbon sandwiched layer, and a carbocyanine‐Gd^III (Cy‐Gd^III) coordination polymer outer shell (Fe₃O₄@C@Cy‐Gd^III). Folic acid‐conjugated poly(ethylene glycol) chains are embedded within the coordination polymer shell to achieve extended circulation and targeted delivery of probe particles in vivo. Control of Fe₃O₄ core grain sizes results in optimal r₂ relaxivity (224.5 × 10^–3 m ⁻¹ s^‐1) for T₂‐weighted magnetic resonance imaging. Cy‐Gd^III coordination polymers are also regulated to obtain a maximum 25.1% of Cy ligands and 5.2% of Gd^III ions for near‐infrared fluorescence and T₁‐weighted magnetic resonance imaging, respectively. The results demonstrate their impressive abilities for targeted, multimodal, and reliable imaging.     

基于滞回耗能的Pushover分析方法的应用研究

重点研究了Pushover分析方法,在已有的研究基础上,通过一种基于滞回耗能的自适应Pushover分析,将滞回耗能引入到Pushover分析中,并且通过SAP2000软件对上述方法进行简化,在每一步加载都采用当前振型的加载方式来考虑高阶振型的影响（模态力为当前位移和质量的乘积）,并通过算例加以验证。     

上海里弄更新中原住民拆迁前后居住形态对比研究——以大中里为例

当前建筑学领域对城市更新前后的对比研究并不多,本文以城市居住形态学作为理论支撑,以社会学调研为主要研究方法,以上海老里弄之大中里的里弄原住民为研究主体,研究该群体搬迁前后的居住形态变化,希望能对今后上海老城区特别是上海里弄更新的相关政策与设计策略,总结分析出一些现实可行的建议。     

Presentation modality and indirect performance information: Effects on ratings, reactions, and memory.

The authors investigated whether raters integrate indirect (second-hand) information from an employee's co-worker with their direct observations when completing performance evaluations. Performance levels of direct and indirect information and presentation modality (auditory vs. textual) were manipulated (N=220). Results showed that indirect information was perceived to be of highest utility when the performance levels of the direct and indirect information were consistent. Confidence in performance ratings was lowest when the indirect source delivered negative performance feedback that was contrary to the rater's own positive observations. Indirect information was only reflected in the performance ratings when direct observations were positive. There was a significant 3-way interaction between performance level of the direct information, performance level of the indirect information, and presentation modality on memory for performance incidents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

纸盒包装设计中的结构与形态分析

纸盒包装为市场销售包装中应用最广泛的一种商品包装形式,通过对纸盒包装的结构和形态的分析,论述了纸盒包装设计中常见的结构形式和形体特征及其特点与应用,指出了纸盒包装的结构设计要力求完美、形态设计要崇尚新奇,这将为纸盒包装设计提供借鉴作用.