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Because of indeterminateness of the environment and delay of the communication, deep space spacecraft is required to be autonomous. Planning technology is studied in order to realize the spacecraft autonomy. First, a multi‐agent planning system (MAPS) based on temporal constraint satisfaction is proposed for concurrency and distribution of spacecraft system. Second, timeline concept is used to describe simultaneous activity, continue time, resource and temporal constraints. Third, for every planning agent in the MAPS, its layered architecture is designed and planning algorithm based on the temporal constraint satisfaction is given in detail. Finally, taking some key subsystems of deep space explorer as an example, the prototype system of MAPS is implemented. The results show that with the communication and cooperation of the planning agents, the MAPS is able to produce complete plan for explorer mission quickly under the complex constraints of time and resource.

The purpose of this paper is to study the stability analysis and optical solitary wave solutions of a (2 + 1)-dimensional nonlinear Schrödinger equation, which are derived from a multicomponent plasma with nonextensive distribution.

Based on the ansatz and sub-equation theories, the authors use a direct method to find stability analysis and optical solitary wave solutions of the (2 + 1)-dimensional equation.

By considering the ansatz method, the authors successfully construct the bright and dark soliton solutions of the equation. The sub-equation method is also extended to find its complexitons solutions. Moreover, the explicit power series solution is also derived with its convergence analysis. Finally, the influences of each parameter on these solutions are discussed via graphical analysis.

The dynamics of these solutions are analyzed to enrich the diversity of the dynamics of high-dimensional nonlinear Schrödinger equation type nonlinear wave fields.

The purpose of this paper is to apply analysis of public discourses on Ze Xiao to explore and interpret the power relationships shaping inequality in admission to public junior high schools in urban China.

This study first introduces the rise of Ze Xiao as an educational phenomenon in China. It then elucidates power relationships in public school admission by analyzing continuities and changes in stakeholders’ interaction in public school admission. It concludes by discussing educational reform for equal public school admission in urban China. Data were collected from written and spoken texts about public school admission, including newspaper articles from the 1980s to the 2000s, policy documents and interviews with relevant stakeholders.

Findings demonstrate that multi-layered power relationships caused diverse inequalities in admission to public secondary education in urban China. These are represented by political and institutional privileges and an imbalance in education development during the social transition from a profit-driven approach in the 1990s to a balance-centered one after 2000. Arguably, there is a necessity to further promote a systematic reform to terminate the privileges and imbalance for an equal and balanced public secondary education in urban China post-2015.

This study attempts to make a contribution toward reconstructing the meaning of inequality in admission to public junior high schools in urban areas by revealing the power relationships among stakeholders constituted through their interactions in public education during the different stages of socio-economic development in urban China.

Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the purpose of this study was to understand the relationship between teacher leadership and teacher well-being while exploring the mediating roles of trust in leaders and teacher efficacy in this relationship.

Using structural equation modeling (SEM) and bootstrap methods with valid answers from 1,144 teachers in 25 primary schools in 1 Chinese city, this study mainly answered three questions: Is there a significant relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of trust in leaders on the relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of teacher efficacy on the relationship between teacher leadership and teacher well-being?

This study reported a positive relationship between teacher leadership and teacher well-being. This study also found positive mediating roles for trust in leaders and teacher efficacy in the relationship between teacher leadership and teacher well-being in a high-accountability and hierarchical system like that of China.

This study provides an understanding of the transferability of teacher leadership theories across cultures and has practical significance for educational practice in high-accountability and hierarchical education contexts similar to that of China.