Researches on the Technology of Measuring Grain Moisture based on 555 Integrated Circuit

Grain is the material basis of human existence and development. Food quality has an important effect on people’s physical health for our country. Moisture content of grain has been an important factor in affecting food quaility. Every year, a substantial part of the food production is lost because of too much water contained in the food without drying. According to the annual statistics of the country’s harvest, loss of food due to drying time caused by water take up 500 - 10000000 tons, according to approximate 1.5% - 3% of the total grain output.With the development of science and technology, grain moisture detection, especially the real-time and accurate detection, has attracted more and more purchase, production, processing, storage, transportation, and attention from various aspects. Under this problem context, hardware-circuit-control system of grain moisture detection based on ATmega128 has been investigated and designed.

«От автора» к читателю «Братьев Карамазовых» Тайна, чудо и авторитет – герменевтическая перспектива в предисловии романа

“From the Author” to the Reader of The Brothers Karamazov. Mystery, Miracle and Authority – Hermeneutic Perspectives in the Preface to the Novel. The paper offers new aspects to the critical reading of the widely interpreted preface “From the Author” in Dostoevsky’s novel The Brothers Karamazov. Giving a synthesis of the historical, narratological and rethorical perspectives in the interpretation of the given text, this new approach enters a systematic metapoetic explanation. The semantic units examined lead to the triple motif construction, familiar from “The Grand Inqusitor” – mystery, miracle and authority. It is mystery that stands at the focus of the examination within the problem context of cognition, understanding, interpretation. The internally contradictory idea of elucidating something which is still unclear is projected upon such time concepts as pred – post, beginning – end, the actual moment and processuality. These motifs make reference both to the modelled reality and the modelling literary discourse, metapoetically setting a reading strategy for the recipient.

Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Fermi problems are useful for introducing modelling in primary school classrooms, although teachers’ difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.

Interpret and Communicate

Having evaluated all the measures and selected the best model for this case, and much of the machine learning process has been clarified, our understanding of the problem context is still relatively immature. That is, while we have carefully specified the problem, we still do not fully understand what drives that target. Convincing management to support the implementation of the model typically includes explaining the answers to “why,” “what,” “where,” and “when” questions embedded in the model. While the model may be the best overall possible model according to selected measures, for the particular problem related to hospital readmissions, it is still not clear why the model predicts the readmission of some patients will be readmitted and that others will not. It also remains unknown what features drive these outcomes, where the patients who were readmitted come from, or whether or not this is relevant. In this case, access to time information is also unavailable––when, so it is not relevant, but it is easy to imagine that patients admitted in the middle of the night might have worse outcomes due to tired staff or lack of access to the best physicians. If we can convince management that the current analysis is useful, we can likely also make a case for the collection of additional data. The new data might include more information on past interactions with this patient, as well as date and time information to test the hypothesis about the effect of time-of-admission and whether the specific staff caring for a patient matters.

Two-year-olds use past experiences to accomplish novel goals

Memory-guided planning involves retrieving relevant memories and applying that information in service of a goal. Previous studies have shown substantial development in this ability between the ages of 3 and 4 years. We investigated the emergence of memory-guided planning by asking whether 2-year-olds could draw on episodic memories of past experiences to generate and execute plans. In Experiments 1 and 2, 2-year-olds successfully did so, and this ability developed significantly across the 3rd year. Furthermore, in Experiment 3 (n=19, d=.63), 2-year-olds successfully applied episodic memories to guide plans in a novel problem context, suggesting flexibility in this ability. Together, these results suggest that some form of memory-guided planning emerges in the 3rd year of life and may form the cognitive basis for episodic prospection later in development.

Sustainability Assessment of Public Transport, Part I—A Multi-Criteria Assessment Method to Compare Different Bus Technologies

This article departs from the perspective of Swedish regional transport authorities and focuses on the public procurement of bus transports. Many of these public organizations on the county level have the ambition to contribute to a transition involving the continued marginalization of fossil fuels and improved sustainability performance. However, there are several renewable bus technologies to choose between and it can be difficult to know what alternative (or combination) is preferable. Prior research and the authors’ experiences indicate a need for improved knowledge and supportive methods on how sustainability assessments can support public procurement processes. The purpose of this article is to develop a multi-criteria assessment (MCA) method to support assessments of public bus technologies’ sustainability. The method, which was established in an iterative and participatory process, consists of four key areas and 12 indicators. The article introduces the problem context and reviews selected prior research of relevance dealing with green or sustainable public procurement and sustainability assessments. Further on, the process and MCA method are presented and discussed based on advice for effective and efficient sustainability assessments. In the companion article (Part II), the MCA method is applied to assess several bus technologies involving biodiesel, biomethane, diesel, electricity, ethanol and natural gas.

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

Unlike previous research, this study analyzes the strategies of pre-service early childhood teachers when solving multi-digit division problems and the errors they make. The sample included 104 subjects from a university in Spain. The data analysis was framed under a mixed-method approach, integrating both quantitative and qualitative analyses. The results revealed that the traditional division algorithm was widely used in problems involving integers, but not so frequently applied to problems with decimal numbers. Often, number-based and algebraic strategies were employed as an alternative to the traditional algorithm, as the pre-service teachers did not remember how to compute it. In general, number-based strategies reached more correct solutions than the traditional algorithm, while the algebraic strategies did not usually reach any solution. Incorrect identifications of the mathematical model were normally related to an exchange of the dividend and divisor roles. Most pre-service teachers not only failed to compute the division, but also to interpret the obtained solution in the problem context. The study concludes that, during their schooling, students accessing the Degree in Early Childhood education have not acquired the necessary knowledge and skills to solve multi-digit division problems, and thus the entrance requirements at the university must be rethought.