Explore the vast range of titles available.

In order to solve the possible track deviation problem of autonomous underwater vehicle (AUV) in the course of linear track tracking, we developed a velocity three closed loop motion control algorithm combined with distance information, which is specially used for track tracking. This algorithm is based on line-of-sight guidance strategy and introduces a time-varying forward-looking distance to enhance the flexibility and response speed of the AUV. In the design of the control algorithm, we integrate the advantages of PID control, fuzzy PID control and parameter adaptive adjustment, so as to improve the adaptability and robustness of the algorithm. In particular, we use a range three closed loop speed control strategy, which means that the AUV dynamically adjusts its desired speed during sailing based on the real-time distance deviation from the end of the desired track segment. With this design, the AUV is able to slow down ahead of time and make low-speed turns, when necessary, effectively avoiding excessive course Angle adjustment. In addition, the parameter adjustment mechanism in the algorithm enables it to flexibly cope with various navigation conditions. In the case of large Angle turns, the AUV can still accurately travel along the intended track, significantly reducing the phenomenon of track deviation.

With the progression of marine exploration and exploitation, as well as the advancements in mechanical intelligence, the utilization of the unmanned surface vehicle (USV) and the design of their guidance system have become prominent areas of focus. However, the stern ramp recovery of the USV is still in its infancy due to its unique attitude requirements and automation design. Furthermore, few studies have addressed the impact of maritime disturbances, with most research limited to simulations. To enhance the efficiency and accuracy of stern ramp recovery, this paper presents the development and construction of a novel recovery system. By incorporating physical modeling of disturbance forces acting on USVs at sea, the practicality of the system is improved. Additionally, an optimized genetic algorithm is introduced in the navigation module to improve convergence rates and subsequently enhance recovery efficiency. A line-of-sight (LOS) algorithm based on average velocity is proposed in this paper to ensure the attainment of unique attitude requirements and to improve the effectiveness of stern chute recovery. This paper provides a detailed description of the independently designed USV hardware system. Moreover, simulations and practical experiments conducted using this experimental platform are presented, offering a new solution for the USV’s stern ramp recovery.

Reading instruction has been the subject of significant controversy for more than five decades, and Kappan has allowed advocates of many different types of reading instruction to make their cases in the magazine’s pages. Teresa Preston chronicles the history of the reading wars as they played out in Kappan. Researchers and scholars have debated the merits of phonics, wholeword, and whole-language approaches to reading, as well as the nature of research and instruction in general. But some have wondered how valuable the debate is to educators looking for guidance to help the children in their districts and schools.

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

As posited by the simple view of reading, listening comprehension and decoding are necessary for reading comprehension. Thus, the present study examined subcomponents of listening comprehension (i.e., vocabulary, morphology, and syntax) and their contributions to reading comprehension. The novel aspect of this study is that rather than examining listening comprehension as a global variable, the unique and shared variance of subcomponents of listening comprehension were examined in relation to English reading comprehension. Second language learners of English from Spanish-speaking backgrounds between the ages of 9 and 13 years completed tasks assessing vocabulary, morphological awareness, syntactic knowledge, word reading, and reading comprehension in English. As expected, regression analyses showed that all three subcomponents of listening comprehension contributed to reading comprehension. Additionally, commonality analyses showed that morphological awareness and syntactic knowledge shared significant amounts of variance with vocabulary. The interrelations among these variables have implications for assessment and intervention.

The Strategic Incremental Rehearsal (SIR) intervention, a modified version of Incremental Rehearsal, is an efficient flashcard procedure that has demonstrated effectiveness on sight word acquisition for children who exhibit reading difficulties. However, to date, the procedure has not been evaluated with children identified with a reading disability who have a history of receiving special education services. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade participants receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading.

Classification of line-of-sight (LOS) or non-LOS (NLOS) propagation is critical for most pulsed ultrawideband localisation systems. In this letter, first, the authors propose a two-dimensional (2D) LOS/NLOS classification scheme that uses skewness of the channel impulse/pulse response, which has not been used by existing work. The log-likelihood ratio of the 2D LOS/NLOS classification is used to determine the weights for localisation. Then, the authors derive an iterative Gauss–Newton method to solve the location of the target, which provides a higher accuracy than the Gauss–Newton method used in existing work. Finally, they investigate improved localisation by incorporating the statistics of NLOS bias as a result of LOS/NLOS classification into the cost function, and derive the statistics of the corresponding errors of location estimates. The proposed 2D LOS/NLOS classification scheme is compared with an existing 3D scheme to demonstrate its effectiveness.

For this reason, the effectiveness of the augmented reality provided with the constant time delay procedure in teaching the functions of the organs to childeren with intellectual disabilities was investigated in the present study. The study was conducted in the individual education setting of a private special education and rehabilitation center. Phases across behaviors, which is one of the single-case research designs, was used in the study. Findings: According to the study results, it was found that all participants acquired the target behaviors successfully and the participants retained the behaviors they acquired after the teaching of organs and their functions ended and they were able to generalize the behaviors they acquired to different materials. Discussion: Based on the results of the study, it can be argued that the Augmented Reality offered with the Constant Time Delay Procedure is effective in teaching science subjects to childeren with intellectual disabilities. To generalize the results obtained in the present study, it may be suggested that the same practice be performed with other experimenters and different age groups.

Print exposure is an important causal factor in reading development. Little is known, however, of the mechanisms through which print exposure exerts an effect onto reading. To address this gap, we examined the direct and indirect effects of print exposure on silent reading fluency among college students (n = 52). More specifically, we focused on phonetic decoding and sight word reading efficiency as potential mediators of the indirect effects of print exposure on silent reading fluency. Silent reading fluency was chosen as the outcome given that the natural reading experience occurs predominately in the silent mode. Results showed that the direct effect of print exposure on silent reading fluency was significant. Sight word reading efficiency partially mediated the indirect effect of print exposure on silent reading fluency. Phonetic decoding efficiency also partially mediated the indirect effect of print exposure on silent reading fluency, but only when followed by sight word reading efficiency to form a serial and joint mechanism (i.e., print exposure → phonetic decoding → sight word reading → silent reading fluency). Present findings highlight two mechanisms through which print exposure exerts an effect onto silent reading fluency, both of which involve sight word reading efficiency.

The purpose of this article is to rethink how sight words are categorized in early childhood classrooms. Three categories of words (regularly spelled, temporarily irregularly spelled, and permanently irregularly spelled) are presented as a way to think about the orthographic representations of words and how these representations interact with students’ grapheme–phoneme knowledge. Five kindergarten students were trained on explicit grapheme–phoneme mapping of 10 regularly spelled sight words during eight sessions lasting approximately 10 minutes each. Results demonstrated significant improvement from pretest to posttest on reading target words (p = 0.013, Cohen's d = 1.93) and nontarget words (p = 0.005, Cohen's d = 1.93). These preliminary findings indicate that the use of the categorization scheme based on student knowledge coupled with direct and explicit instruction of words that were previously taught as whole units may be an efficient and effective instructional method for securing regularly spelled sight words in memory.