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At present, there are more researches on the concept and development plan of intelligent mines, and less researches on the intelligent construction results and key technologies. Based on the 5-layer technical structure of intelligent mine construction, taking the intelligent construction of Daliuta Coal Mine as an example, the paper discusses the intelligent construction and effectiveness in terms of fully mechanized mining, excavation, transportation, power supply, water supply and drainage systems. A total of about 100 fixed mine positions are canceled, and more than 200 operators are reduced. The construction helps to reduce the labor costs by 40 million yuan/a, save the industrial water and electricity consumption by 30%, improve the equipment utilization by 5%, and increase the total workforce efficiency by 10%. It is pointed out that the key points of intelligent mine construction are broadening the network channel, unifying the interfaces of various subsystems, ensuring the associated equipment safe and reliable, and hiring professional personnel teams. This paper summarizes the current difficulties in the intelligent mine construction and discusses the key technologies to be tackled. The technologies include automatic coal cutting, personnel detection of mobile equipment, wireless sensing, centralized refueling, intelligent security inspection at the mine entrance and unmanned driving.

Improving the management of principals has been proven to be an effective strategy to reduce preschool teachers' turnover. However, relevant empirical evidence for preschool teachers is still insufficient. A total of 3623 preschool teachers from the Chinese mainland participated in the current study through random cluster sampling and were administered self‐report questionnaires to measure their principal's restrictive behavior, work–family conflict, effort–reward imbalance (ERI), and turnover intention. This study used serial mediation models to examine the direct relationship between the principal's restrictive behavior and preschool teachers' turnover intention, as well as the indirect relationship between the two variables through the independent and serial mediating roles of ERI and work–family conflict (including work‐to‐family conflict [WFC] and family‐to‐work conflict [FWC]). Results showed that among Chinese preschool teachers, (1) the direct relationship between the principal's restrictive behavior and turnover intention was significant; (2) ERI mediated the relationship between the principal's restrictive behavior and turnover intention; (3) WFC and FWC both mediated the relationship between the principal's restrictive behavior and turnover intention; and (4) a serial mediating effect of ERI and WFC/FWC was observed. The findings have theoretical and practical significance for interventions to reduce preschool teachers' turnover. Practitioner points: Principal's restrictive behavior is significantly positively correlated with preschool teachers' turnover intention.Effort–reward imbalance and work–family conflict play a serial mediation role in the relationship between the principal's restrictive behavior and preschool teachers' turnover intention.Both aspects of work–family conflict, namely work‐to‐family conflict (WFC) and family‐to‐work conflict (FWC), served as mediators in the serial mediation model mentioned above, but the mediation effect of FWC was greater. [ABSTRACT FROM AUTHOR]