Behaviour and learning in completely autonomous mobile robots

A number of Intelligent Mobile Robots have been developed at the University of Reading. They are completely autonomous in that no umbilical cord attaches to them to extra power supplies or computer station: further, they are not radio controlled. In this paper, the robots are discussed, in their various forms, and the individual behaviours and characteristics which appear are considered.

On-line prediction of cheese making using backscatter of near infrared indices light

The potential of a fibre optic sensor, detecting light backscatter in a cheese vat during coagulation and syneresis, to predict curd moisture, fat loses and curd yield was examined. Temperature, cutting time and calcium levels were varied to assess the strength of the predictions over a range of processing conditions. Equations were developed using a combination of independent variables, milk compositional and light backscatter parameters. Fat losses, curd yield and curd moisture content were predicted with a standard error of prediction (SEP) of +/- 2.65 g 100 g(-1) (R-2 = 0.93), +/- 0.95% (R-2 = 0.90) and +/- 1.43% (R-2 = 0.94), respectively. These results were used to develop a model for predicting curd moisture as a function of time during syneresis (SEP = +/- 1.72%; R-2 = 0.95). By monitoring coagulation and syneresis, this sensor technology could be employed to control curd moisture content, thereby improving process control during cheese manufacture. (c) 2007 Elsevier Ltd. All rights reserved..

Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa

The quality of a country’s human-resource base can be said to determine its level of success in social and economic development. This study focuses on some␣of the major human-resource development issues that surround the implementation of South Africa’s policy of multilingualism in education. It begins by discussing the relationship between knowledge, language, and human-resource, social and economic development within the global cultural economy. It then considers the situation in South Africa and, in particular, the implications of that country’s colonial and neo-colonial past for attempts to implement the new policy. Drawing on the linguistic-diversity-in-education debate in the United Kingdom of the past three decades, it assesses the first phase of an in-service teacher-education programme that was carried out at the Project for Alternative Education in South Africa (PRAESA) based at the University of Cape Town. The authors identify key short- and long-term issues related to knowledge exchange in education in multilingual societies, especially concerning the use of African languages as mediums for teaching and learning.