Optimal-stopping control for airborne collision avoidance and return-to-course flight

This paper considers an aircraft collision avoidance design problem that also incorporates design of the aircraft’s return-to-course flight. This control design problem is formulated as a non-linear optimal-stopping control problem; a formulation that does not require a prior knowledge of time taken to perform the avoidance and return-to-course manoeuvre. A dynamic programming solution to the avoidance and return-to-course problem is presented, before a Markov chain numerical approximation technique is described. Simulation results are presented that illustrate the proposed collision avoidance and return-to-course flight approach.

Course cohesion : an elusive goal for tertiary education

A program’s development and implementation in a higher education institution is usually launched with great fanfare, goodwill and a huge effort on the part of the whole development team to ensure a worthwhile cohesive set of learning experiences aligned to the desired course learning outcomes. It is often not long before the glue starts to come unstuck arising from staffing changes, subtle migration of course resources, opportunistic inclusions of “off the shelf” or unit based innovative teaching and learning approaches, and perhaps general poor attention to detail with regard to the impact of new introductions and electives. This paper presents an initial investigation into the elusive goal of achieving course cohesion. The authors consider building cohesion into a course as it is being designed through identified cohesion factors and in sustaining course cohesion through active leadership.

Event-related brain potentials dissociate the developmental time-course of automatic numerical magnitude analysis and cognitive control functions during the first three years of primary school

In this study we set out to dissociate the developmental time course of automatic symbolic number processing and cognitive control functions in grade 1-3 British primary school children. Event-related potential (ERP) and behavioral data were collected in a physical size discrimination numerical Stroop task. Task-irrelevant numerical information was processed automatically already in grade 1. Weakening interference and strengthening facilitation indicated the parallel development of general cognitive control and automatic number processing. Relationships among ERP and behavioral effects suggest that control functions play a larger role in younger children and that automaticity of number processing increases from grade 1 to 3.

A gust-attenuation controller for fixed-wing UAVs during collision avoidance course

This paper presents a nonlinear gust-attenuation controller to stabilize velocities, attitudes and angular rates of a fixed-wing unmanned aerial vehicle (UAV) in the presence of wind gusts. The proposed controller aims to achieve a steady-state flight condition such that the host UAV can avoid airspace collision with other UAVs during the cruise flight. Based on the typical UAV model capturing flight aerodynamics, a nonlinear Hinf controller is developed with rapid response property in consideration of actuator constraints. Simulations are conducted for the Shadow UAV to verify performance of the proposed controller. Comparative studies with the proportional-integral derivative (PID) controllers demonstrate that the proposed controller exhibits great performance improvement in a gusty environment, making it suitable for integration into the design of flight control systems for cruise flight with safety guarantees.

Industry needs and course content in project management

The new competitive international business environment is characterised by constant change and uncertainty. This is particularly true in project-oriented industries such as construction where subcontracting and competitive tendering add new dimensions to an already uncertain working environment. Many management writers and practitioners argue that the changing business environment and the speed required to design, develop and market products and services will lead to increasing use of project management in the future. This means that project management skills will become a competitive weapon for those individuals and firms that properly develop them.

Future directions in course quality assurance

The Course Quality Assurance System at Queensland University of Technology (QUT) has as its centrepiece an exemplar of data visualisation known as the Individual Course Report (ICR). This report provides every course coordinator with an annual snapshot of their performance data evaluated against QUT and national benchmarks. In this article, the impact of the ICR is explored through the case study of one undergraduate course identified as underperforming. The case study features an innovative, ethnographic approach to working with course teams and highlights the importance of context, collaboration and appropriate support in creating evidence-based action plans for course improvement.

Incident investigation : on a collision course towards a national standardised approach

The investigation of rail incidents is a highly specialised and important area within the rail industry. Historically training for investigators has been disjointed, with no standard approach being applied consistently. Currently in Australia, rail incidents are investigated by the various rail operators and regulators of each State, with the more serious incidents investigated by the Australian Transport Safety Bureau (ATSB). However, it is hoped with the introduction of a National Safety Regulator for the industry, a standardised competency framework for rail incident investigators can be developed. Consequently, this will also lead to more standardised training across the industry for these specialised career paths. A previous scoping report published by the CRC for Rail Innovation highlighted a need within the industry for a standardised competency framework and training package. Based on the results of the scoping report, a comprehensive Training Needs Analysis for the rail industry was undertaken. This paper will examine potential barriers and facilitators that the industry may face when implementing this national training. Furthermore, based on the results of the Training Needs Analysis, differences and similarities in the needs of rail organisations as well as between operators and regulators will be examined.

Dichotomy in the design studio : adapting to new blended learning environments

Since the architectural design studio learning environment was first established in the early 19th century at the École des Beaux-Arts in Paris, there has been a complete transformation in how the discipline of architecture is practiced and how students of architecture acquire information. Digital technologies allow students to access information instantly and learning is no longer confined to the rigid boundaries of a physical campus environment. In many schools of architecture in Australia, the physical design studio learning environments however, remain largely unchanged. Many learning environments could be mistaken for those last refurbished 30 years ago, being devoid of any significant technological intervention. While some teaching staff are eagerly embracing new digital technologies and attempting to modify their pedagogical approaches, the physical design studio learning environment is resistant to such efforts. In a study aimed at better understanding how staff and students adapt to new blended learning environments, a group of 165 second year architecture students at a large school of architecture in Australia were separated into two different design studio learning environments. 70% of students were allocated to a traditional design studio setting and 30% to a new, high technology embedded, prototype digital learning laboratory. The digital learning laboratory was purpose designed for the case-study users, adapted Student-Centred Active Learning Environment for Undergraduate Programs [SCALE-UP] principles, and built as part of a larger university research project. The architecture students attended the same lectures, followed the same studio curriculum and completed the same pieces of assessment; the only major differences were the teaching staff and physical environment within which the studios were conducted. At the end of the semester, all staff and students were asked to complete a questionnaire about their experiences and preferences within the two respective learning environments. The questionnaire response rate represented the opinions of 100% of the 10 teaching staff and over 70% of the students. Using a qualitative grounded theory approach, data were coded, extrapolated and compared, to reveal emerging key themes. The key themes formed the basis for in-depth interviews and focus groups of teaching staff and students, allowing the researchers to understand the data in more detail. The results of the data verified what had become increasingly evident during the course of the semester: an underlying negative resistance to the new digital studio learning environment, by both staff and students. Many participants openly exhibited a yearning for a return to the traditional design studio learning environments, particularly when the new technology caused frustration, by being unreliable or failing altogether. This paper reports on the study, discusses the negative resistance and explores the major contributors to resistance. The researchers are not aware of any similar previous studies across these particular settings and believe that it offers a necessary and important contribution to emergent research about adaptation to new digital learning environments.