An iterative learning robust fault-tolerant control algorithm is proposed for a class of uncertain discrete systems with repeated action with nonlinear and actuator faults. First, by defining an actuator fault coefficient matrix, we convert the iterative learning control system into an equivalent unknown nonlinear repetitive process model. Then, based on the mixed Lyapunov function approach, we describe the stability of the nonlinear repetitive mechanism on time and trial indices and have appropriate conditions for the repeated control system’s stability in terms (...) of linear matrix inequality theory. Through LMI techniques, we have obtained satisfactory results and controller stability, and robustness against fault tolerance is also discussed in detail. Finally, the simulation results of the output tracking control of the two exemplary models verify the effectiveness of the proposed algorithm. (shrink)

On 19 October 2013, the Chinese government issued the Opinions on Further Regulation on Party and Political Leaders and Cadres Working Part-Time in Enterprises, also known as the 18th Decree, to regulate government officials’ employment with businesses. The 18th Decree is widely perceived as having had a significant impact on the use of independent directors with political backgrounds by firms, given the prevalence of this business practice. This paper examines the market reaction to the 18th Decree to ascertain the value (...) effect of political connections in China. We note a negative relationship between the political connections of independent directors and market reaction. We also note that the negative relationship between political connections and market reaction is moderated by ownership type and state of regional development. Specifically, we find that the negative relationship holds only for private firms in less developed regions. These results support our prediction that political connections add value to Chinese firms and that the value effect of political connection is contingent on institutional factors. (shrink)

Background Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors’ experience teaching in this program. Aim To explore the phenomenon of teaching and (...) learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Design Phenomenological qualitative research. Methods Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. Ethical consideration The study was approved by the Institutional Review Board. Findings Three themes emerged from the tutors' teaching perspectives, including the instructor’s motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Discussion Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students’ professions, and between different students’ professional maturities is observed. Conclusion Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication. (shrink)

Obviously, “To know” is different to “be informed”. For “to know”, we have a motivation to reach certain proposition we thought is meaningful to us; however, for “be informed”, we just passively receive propositions or we gain certain propositions without much deliberation in which these propositions may be useful to us. The proposition “Wang collected 19 wins in both MLB 2006 and 2007” seems information but not knowledge to us, in the sense that we just be given this proposition and (...) we exploited it to entertain our friends around us. However, in the case of I am a sport agent; “Wang collected 19 wins in both MLB 2006 and 2007” is surely knowledge but not just information for me, in the sense that I have a motivation to reach this proposition to do my work best. I “know” thatWang collected 19 and “inform” the team to consider his contribution to the New York Yankee. The Yankee of course “knows” Wang’s performance, I the sport agent “inform” the Yankee the fact of 19 just push the Yankee to reconsider this information seriously or tell them the significance of this information. What I want to tell them or remind them is what we said knowledge, not just information. Knowledge then has more elements than information does in our daily usage. It is less direct that there exists a distinction between the proposition of knowledge and that of information. The content of the two may be totally the same, the difference of the two may be vague; but the distinction of the two is necessary, at least they have different meanings in our daily usage. I think the epistemic reliabilism or externalism is not capable to bring out that point. The result leads to reliabilism any proposition that is just the information be qualified as the knowledge. But we think intuitively that the value of knowledge is more than the value of information, therefore, we need a better account of the knowledge which we are favorable. (shrink)

Entrepreneurship is the main engine of economic development. This paper aims to explore the impact of high executives’ entrepreneurial spirituality on the business performance in China under the background of “mass entrepreneurship and innovation.” By analyzing the relevant literature of entrepreneurship, the connotation and elements of ES are determined. According to the relevant research, we design the questionnaire of ES and business performance. The questionnaire was distributed to 100 private enterprise entrepreneurs by equidistant sampling, and 74 valid questionnaires were recovered. (...) According to the questionnaire, responsibility has the highest score, followed by innovation, proactiveness, and risk-taking. The ES of women is slightly higher than that of men. The entrepreneurs with higher education also have higher score in ES. After analyzing the impact of different elements of ES on enterprise performance using structural equation modeling and regression equation model, it is found that: ES has a positive impact on enterprise performance. Different factors of ES have different effects on business performance, and innovation and proactiveness play the greatest role. There is an inverted U-shaped relationship between innovation, risk-taking, and business performance. (shrink)