Observer-based robust finite-time cooperative consensus control for multi-agent networks

This paper studies the finite-time consensus tracking control for multi-agent networks. The time-varying control input and the velocity of the leader is unknown to any follower. Only the position of the leader is known to its neighbors. We first propose a new finite-time multiple-surface sliding mode observer to estimate the leader's velocity. It is seen that the estimation error of the observer can converge to zero in a finite time. Then, we prove that finite-time consensus tracking of multi-agent networks can be achieved on a new terminal sliding mode surface. Simulation results are presented to validate the analysis.

The institutional foundation of materialism in western societies

Studies of materialism have increased in recent years, and most of these studies examine various aspects of materialism including its individual or social consequences. However, understanding, and possibly shaping, a society’s materialistic tendencies requires a more complete study of the relationship between a society’s institutional patterns and the acceptance of materialism by its members. Consequently, the current study examines five of the institutional antecedents of materialism to understand better how and why it develops as a mode of consumption within a society. More specifically, a model relating materialism and a set of institutionalized patterns of social behavior referred to as the dominant social paradigm was developed and tested in a study of seven industrial, market-based countries. The results suggest that the economic, technological, political, anthropocentric, and competition institutions making up the dominant social paradigm are all positively related to materialism. The implications of the relationship are then discussed.

Action learning in sport cooperative education

Sport and recreation students are in an ideal position to utilize an action learning approach to projects that are undertaken as part of their cooperative education experience. Action learning incorporates identifying a problem, integrating theory, determining action, and implementing and evaluating that action. This paper discusses the theoretical basis of action

Cooperative education in sport : building our knowledge base

Cooperative education in sport studies is considered an integral component of the professional preparation of graduates. However, whilst there is a sound body of knowledge in cooperative education, little has been published in sport studies. Through a survey of eight selected institutions, this paper examines the modes of delivery and issues involved in the practice of cooperative education in sport. Findings indicate that while there is consistency in course aims, there is a range of divergent structures, placement contexts and supervisory modes of delivery. Further research needs to focus on these aspects to ensure continued viability and relevance for such programmes.

Enhancing student employability : a New Zealand case study of cooperative education in sport

This paper provides an insight into two cooperative education courses offered as part of three-year degree programmes in sport and recreation. Based in Auckland New Zealand, Unitec and Auckland University of Technology have been found to exemplify effective cooperative education strategies that compare favourably with current research into good practice in this field. Using a case study approach, the paper first establishes the context within which the cooperative courses operate, and then describes specific aspects of the courses that enhance student employability. The placement process, supervision, learning outcomes, assessment of learning and employment and career pathways are discussed in turn. These aspects are related back to relevant research on good practice and used to illuminate how student employability is embedded within these courses and across the degree programmes. It is concluded that students who undertake cooperative education as part of their degree programme have a competitive advantage in the employment marketplace.

Action research in cooperative education projects : developing lifelong capabilities for improving practice

There are natural synergies between action research as a method of inquiry and the practice of cooperative education. In the search to integrate theory and practice, action research is underpinned by a philosophy of experiential learning. Similarly, cooperative education is underpinned by the belief that in order to learn, there also needs to be action. The work of cooperative education students is also founded on data-based reflection is highly context based and usually collaborative; important characteristics of action research (Cardno, 2003). These similarities between action research and cooperative education provide a starting point in conceptualizing the adoption of action research for sport cooperative education projects. How can action research be integrated within cooperative education projects? This paper will discuss the theoretical basis of action research and illustrate through the use of case studies why and how action research has been utilized in cooperative education projects in sport and recreation. Sport students undertake a range of activities in the cooperative education setting. Some complete basic day to day tasks in recreation centers and with sports teams and others act as volunteers in major events. While these types of roles can fulfill desired outcomes for cooperative education program (for student, industry organization and institution), the adoption of action research can add a further dimension because it aims to create change within the setting under investigation. Through the use of cooperative education projects, students are in a unique position to frame a problem, integrate theory, determine action, and implement and evaluate that action. This paper explores how action research is used in cooperative education projects to help develop capabilities for improving practice.

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance  employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll & Zegward, 2006; Hodges & Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.

The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll & Zegward, 2006) for the cooperative student and for the graduate.

To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.

Enhancing student employability : a New Zealand case study of cooperative education in sport

The purpose of this paper is to demonstrate how employability is embedded and made explicit within two tertiary-degree programmes in sport and recreation in New Zealand, through the use of cooperative education strategies.

Integral terminal sliding mode cooperative control of multi-robot networks

This paper studies the integral terminal sliding mode cooperative control of multi-robot networks. Here, we first propose an integral terminal sliding mode surface for a class of first order systems. Then, we prove that finite time consensus tracking of multi-robot networks can be achieved on this integral terminal sliding mode surface. Simulation results are presented to validate the analysis.

Cooperative relaying in wireless sensor networks

Cooperative relaying has been shown to be an effective method to significantly improve the error-rate performance in wireless networks. This technique combats fading by exploiting the spatial diversity made available through cooperating nodes that relay signals for each other. In the context of wireless sensor networks, cooperative relaying can be applied to reduce the energy consumption in sensor nodes and thus extend the network lifetime. Realizing this benefit, however, requires a careful incorporation of this technique into the routing process to exploit diversity gains. In this chapter, we introduce the basic concepts required to understand cooperative relaying and review current state of the art energy-efficient routing protocols that realize cooperative relaying.