Sentence examples for a framework of active from inspiring English sources

In a framework of active fault-tolerant control (FTC), three issues are addressed, including fault detection, controller reconfiguration for optimal guaranteed cost control, and tracking control.

Taking these aspects into consideration, we had developed a framework of active learning and used it to guide our instruction in engineering mathematics at UTM.

In a framework of active FTC, two basic issues are addressed: the fault detection employing only the measured input output information; the controller reconfiguration to achieve optimal output-feedback control in the presence of multiple faults.

In this paper, we propose a framework of an active knowledge service based on collaborative intent capture to assist product conceptual design.

The existing approaches to fault detection and diagnosis (FDD) and fault-tolerant control (FTC) in a general framework of active fault-tolerant control systems (AFTCS) are considered and classified according to different criteria such as design methodologies and applications.

However it is now of increasing interest to educators of various levels and disciplines (Gallagher et al. 1992; Kolodner et al. 2003) as it provides a structured framework of active and collaborative learning, in line with current understanding of learning as a constructive and co-constructive activity involving social interactions (Glaser and Bassok 1989; Palincsar 1998).

This paper proposes and implements an open framework of active auditory learning for a home service robot to serve the elderly living alone at home.

Using multiple data collection methods within a framework of children's active participation is consistent with global calls for participation and involvement of children and young people in health research and practice [ 27].

The development of community care models within the framework of active aging is a call and a challenge to which we should devote ourselves in all countries.

We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses.

This in-depth look at the thinking of 77 participants generated a framework of pedagogical knowledge for active-learning instruction in large biology classes.