To overcome the deficiencies of high computational complexity and low convergence speed in traditional neural networks, a novel bio-inspired machine learning algorithm named brain emotional learning （BEL） is introdu...To overcome the deficiencies of high computational complexity and low convergence speed in traditional neural networks, a novel bio-inspired machine learning algorithm named brain emotional learning （BEL） is introduced. BEL mimics the emotional learning mechanism in brain which has the superior features of fast learning and quick reacting. To further improve the performance of BEL in data analysis, genetic algorithm （GA） is adopted for optimally tuning the weights and biases of amygdala and orbitofrontal cortex in BEL neural network. The integrated algorithm named GA-BEL combines the advantages of the fast learning of BEL, and the global optimum solution of GA. GA-BEL has been tested on a real-world chaotic time series of geomagnetic activity index for prediction, eight benchmark datasets of university California at Irvine （UCI） and a functional magnetic resonance imaging （fMRI） dataset for classifications. The comparisons of experimental results have shown that the proposed GA-BEL algorithm is more accurate than the original BEL in prediction, and more effective when dealing with large-scale classification problems. Further, it outperforms most other traditional algorithms in terms of accuracy and execution speed in both prediction and classification applications.展开更多
Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of sui...Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.展开更多
Quadrotor unmanned helicopter is a new popular research platform for unmanned aerial vehicle(UAV),thanks to its simple construction,vertical take-off and landing(VTOL)capability.Here a nonlinear intelligent flight con...Quadrotor unmanned helicopter is a new popular research platform for unmanned aerial vehicle(UAV),thanks to its simple construction,vertical take-off and landing(VTOL)capability.Here a nonlinear intelligent flight control system is developed for quadrotor unmanned helicopter,including trajectory control loop composed of co-controller and state estimator,and attitude control loop composed of brain emotional learning(BEL)intelligent controller.BEL intelligent controller based on mammalian middle brain is characterized as self-learning capability,model-free and robustness.Simulation results of a small quadrotor unmanned helicopter show that the BEL intelligent controller-based flight control system has faster dynamical responses with higher precision than the traditional controller-based system.展开更多
Objective To observe the effects of repeated subconvulsive electrical stimuli to the hippocampus on the emotional behavior and spatial learning and memory ability in rats.Methods One hundred and eight male Wistar rats...Objective To observe the effects of repeated subconvulsive electrical stimuli to the hippocampus on the emotional behavior and spatial learning and memory ability in rats.Methods One hundred and eight male Wistar rats were randomized into 3 groups. Animals in group SE (n = 42) were given subconvulsive electrical stimulation to the hippocampus through a constant pulsating current of 100 μA with an intratrain frequency of 25 Hz, pulse duration of 1 millisecond, train duration of 10 seconds and interstimulus interval of 7 minutes, 8 times a day, for 5 days. In the electrode control group or CE group (n = 33), animals were implanted with an electrode in the hippocampus, but were not stimulated. Group NC (n =33) animals received no electrode or any stimulation. The emotional behavior of experimental rats was examined by activity in an unfamiliar open field and resistance to capture from the open field, while the spatial learning and memory ability was measured during training in a Morris water maze.Results The stimulated rats tested 1 month after the last round of stimulation displayed substantial decreases in open field activity (scale: 10. 4±2. 3, P<0. 05) and increases in resistance to capture (scale: 2. 85±0. 56, P < 0. 01 ). The amount of time for rats in group SE to find the platform (latency) as a measurement for spatial bias was prolonged (29±7) seconds after 15 trials in the water maze, P<0. 05). The experimental rats swam aimlessly in all four pool quadrants during the probe trial in the Morris water maze.Conclusions Following repeated subconvulsive electrical stimuli to the hippocampus, rats displayed long-lasting significant abnormalities in emotional behavior, increased anxiety and defensiveness, enhanced ease to and delayed habituation to startlement, transitory spatial learning and memory disorder, which parallels many of the symptoms in posttraumatic stress disorder patients.展开更多
The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classroom...The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.展开更多
Social and Emotional Learning(SEL)entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions,establish positive goals,demonstrate empathy,nurture relationships,and make responsib...Social and Emotional Learning(SEL)entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions,establish positive goals,demonstrate empathy,nurture relationships,and make responsible decisions.Recent advancements in SEL research propose different SEL approaches,drawing insights from social justice,anti-bias education,cultural responsiveness,and sustaining pedagogies.Varied SEL initiatives aim for impartial learning experiences,contributing to the growth of each student.In China,the commitment to equitable education stands as a crucial national policy.This paper consolidates global research on how SEL addresses educational equity,scrutinizes culturally responsive and transformative SEL to give the definition of equitable SEL,and offers recommendations for introducing equitable SEL in China.Integrating SEL into schools,families,communities,and society can cultivate comprehensive student development,fostering inclusivity and harmony in societal structures.Lastly,this paper advocates for increased scholarly focus on SEL development in China,encouraging more research and practical initiatives.展开更多
Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds...Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds to the issue of student well-being.Design/Approach/Methods:This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system,which have a bearing on the issue of student wellbeing.Findings:This article argues that while there are direct efforts to address student well-being,the direction Singapore is taking is to pursue a holistic education paradigm,in which education is engaging,joyful,meaningful,and values-based.This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose.While there are challenges associated with these changes,the Singapore experience suggests that the more we focus on holistic education,rather than interpret student well-being narrowly,the more wellness the students may actually and eventually experience.Originality/Value:This article brings to readers learning points from Singapore regarding student well-being,as the country grapples with change to develop a generation of young people,whose beings are and will continue to be well.展开更多
Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.The...Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.展开更多
基金Project(61403422)supported by the National Natural Science Foundation of ChinaProject(17C1084)supported by Hunan Education Department Science Foundation of ChinaProject(17ZD02)supported by Hunan University of Arts and Science,China
文摘To overcome the deficiencies of high computational complexity and low convergence speed in traditional neural networks, a novel bio-inspired machine learning algorithm named brain emotional learning （BEL） is introduced. BEL mimics the emotional learning mechanism in brain which has the superior features of fast learning and quick reacting. To further improve the performance of BEL in data analysis, genetic algorithm （GA） is adopted for optimally tuning the weights and biases of amygdala and orbitofrontal cortex in BEL neural network. The integrated algorithm named GA-BEL combines the advantages of the fast learning of BEL, and the global optimum solution of GA. GA-BEL has been tested on a real-world chaotic time series of geomagnetic activity index for prediction, eight benchmark datasets of university California at Irvine （UCI） and a functional magnetic resonance imaging （fMRI） dataset for classifications. The comparisons of experimental results have shown that the proposed GA-BEL algorithm is more accurate than the original BEL in prediction, and more effective when dealing with large-scale classification problems. Further, it outperforms most other traditional algorithms in terms of accuracy and execution speed in both prediction and classification applications.
文摘Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.
基金supported in part by the National Natural Science Foundation of China(No.61304223)the Specialized Research Fund for the Doctoral Program of Higher Education(No.20123218120015)+1 种基金the Fundamental Research Funds for the Central Universities(No.NZ2015206)the Aeronautical Science Foundation of China(No.2010ZA52002)
文摘Quadrotor unmanned helicopter is a new popular research platform for unmanned aerial vehicle(UAV),thanks to its simple construction,vertical take-off and landing(VTOL)capability.Here a nonlinear intelligent flight control system is developed for quadrotor unmanned helicopter,including trajectory control loop composed of co-controller and state estimator,and attitude control loop composed of brain emotional learning(BEL)intelligent controller.BEL intelligent controller based on mammalian middle brain is characterized as self-learning capability,model-free and robustness.Simulation results of a small quadrotor unmanned helicopter show that the BEL intelligent controller-based flight control system has faster dynamical responses with higher precision than the traditional controller-based system.
基金This study was supported by grants from the National Natural Science Foundation of China (No. 39870284) and the Tenth Five-Year Plan for Medical Projects of PLA (No. 01L028).
文摘Objective To observe the effects of repeated subconvulsive electrical stimuli to the hippocampus on the emotional behavior and spatial learning and memory ability in rats.Methods One hundred and eight male Wistar rats were randomized into 3 groups. Animals in group SE (n = 42) were given subconvulsive electrical stimulation to the hippocampus through a constant pulsating current of 100 μA with an intratrain frequency of 25 Hz, pulse duration of 1 millisecond, train duration of 10 seconds and interstimulus interval of 7 minutes, 8 times a day, for 5 days. In the electrode control group or CE group (n = 33), animals were implanted with an electrode in the hippocampus, but were not stimulated. Group NC (n =33) animals received no electrode or any stimulation. The emotional behavior of experimental rats was examined by activity in an unfamiliar open field and resistance to capture from the open field, while the spatial learning and memory ability was measured during training in a Morris water maze.Results The stimulated rats tested 1 month after the last round of stimulation displayed substantial decreases in open field activity (scale: 10. 4±2. 3, P<0. 05) and increases in resistance to capture (scale: 2. 85±0. 56, P < 0. 01 ). The amount of time for rats in group SE to find the platform (latency) as a measurement for spatial bias was prolonged (29±7) seconds after 15 trials in the water maze, P<0. 05). The experimental rats swam aimlessly in all four pool quadrants during the probe trial in the Morris water maze.Conclusions Following repeated subconvulsive electrical stimuli to the hippocampus, rats displayed long-lasting significant abnormalities in emotional behavior, increased anxiety and defensiveness, enhanced ease to and delayed habituation to startlement, transitory spatial learning and memory disorder, which parallels many of the symptoms in posttraumatic stress disorder patients.
文摘The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.
文摘Social and Emotional Learning(SEL)entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions,establish positive goals,demonstrate empathy,nurture relationships,and make responsible decisions.Recent advancements in SEL research propose different SEL approaches,drawing insights from social justice,anti-bias education,cultural responsiveness,and sustaining pedagogies.Varied SEL initiatives aim for impartial learning experiences,contributing to the growth of each student.In China,the commitment to equitable education stands as a crucial national policy.This paper consolidates global research on how SEL addresses educational equity,scrutinizes culturally responsive and transformative SEL to give the definition of equitable SEL,and offers recommendations for introducing equitable SEL in China.Integrating SEL into schools,families,communities,and society can cultivate comprehensive student development,fostering inclusivity and harmony in societal structures.Lastly,this paper advocates for increased scholarly focus on SEL development in China,encouraging more research and practical initiatives.
文摘Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds to the issue of student well-being.Design/Approach/Methods:This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system,which have a bearing on the issue of student wellbeing.Findings:This article argues that while there are direct efforts to address student well-being,the direction Singapore is taking is to pursue a holistic education paradigm,in which education is engaging,joyful,meaningful,and values-based.This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose.While there are challenges associated with these changes,the Singapore experience suggests that the more we focus on holistic education,rather than interpret student well-being narrowly,the more wellness the students may actually and eventually experience.Originality/Value:This article brings to readers learning points from Singapore regarding student well-being,as the country grapples with change to develop a generation of young people,whose beings are and will continue to be well.
文摘Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.
