An experimental study on the failure tolerant control of a redundant planar serial manipulator via pseudo-inverse approach

In this paper, fault-tolerant control of redundant planar serial manipulators has been investigated experimentally via an offline method called psuedo-inverse reconfiguration method. Minimizing the end-effector's velocity jump via an optimal mapping of joint failures into healthy joints velocity space can be regarded as the main contribution of this reconfiguration approach. This algorithm has been simulated and implemented on a four-link serial manipulator named as TaArm. It should be mentioned that for simulation and practical tests, C++ programming language in QtCreator environment has been used which provided high computational speed. Two scenarios has been selected for simulation and implementation studies and results shows that the algorithm considerably removes the velocity jump of the end-effector in both simulation and experimetal studies.

Relationship between verbal working memory and the SCAN-C in children with specific language impairment

<b>Purpose:</b> An ongoing concern with the evaluation of auditory processing disorders is the extent that assessment instruments are influenced by higher order cognitive functions. This study examined the relationship between verbal working memory and performance on the Test for Auditory Processing Disorders in Children--Revised (SCAN-C; Keith, 2000b) in children with specific language impairment (SLI) and typically developing (TD) children. <br /><br /><b>Method:</b> Sixteen children with SLI and 16 TD children ages 8/4 to 11 years participated in the study. The children were presented with the SCAN-C and tests measuring verbal working memory. <br /><b><br />Results:</b> Initial comparisons revealed that the SLI group obtained significantly lower scores than the TD group on the SCAN-C. However, after controlling for verbal working memory, significant differences between the 2 groups were no longer observed. Correlational analyses revealed that the composite score from the SCAN-C was related to all tests assessing verbal working memory. <br /><b><br />Conclusions:</b> Performance on the SCAN-C may be related to working memory functioning. As a consequence, it is unclear whether difficulty on this task should be viewed as a problem with auditory processing or a problem with verbal working memory. <br />

The oral language skills of young offenders: a pilot invesitgation

Although there is a large body of evidence attesting to the poor social skills of juvenile offenders, few workers have examined the underlying language skills of this population. This pilot study investigated the language skills of a group of young offenders in comparison to non-offending school students. Data were gathered from 15 community-based young offender males, aged between 13 and 21 years (<i>M</i> = 16.5 years, <i>SD</i> = 2.1) from the Victorian southern region Juvenile Justice Units. The comparison group comprised 15 male students, aged between 15 and 17 years (<i>M</i> = I 6.4 years; <i>SD </i>= 0.5 I) from government high schools in south-eastern metropolitan Melbourne. Each participant completed a narrative discourse task and measures of speed of processing, and abstract language. It was hypothesised that the young offender group would perform more poorly on each of the language tasks than the comparison group. Independent <i>t </i>tests (with a modified alpha level to control for family-wise error rates) showed that there were significant differences in the expected direction, on all language measures. Notwithstanding the pilot nature of the investigation, implications of these findings for both further research and intervention/early intervention are described.<br />

The development of the specialist accounting history literature in the English language An analysis by gender

This study focuses on the participation of women in the development of the specialist international accounting history literature. Based on an examination of the three specialist, internationally refereed, accounting history journals in the English language from the time of first publication in each case to the year 2000, the study provides evidence of the involvement of women through publication and also through their membership of editorial boards and editorial advisory boards. In doing so, the study builds on the earlier work of Carnegie and Potter in 2000 and aims to augment our understanding of publishing patterns in the specialist international accounting history literature.<br />

The interface of accounting and gender in specialist accounting history journals in the english language

This study focuses on the participation of women in the development of the specialist international accounting history literature. Specifically, based on data collected from the three specialist, internationally refereed, accounting history journals in the English language from the time of first publication in each case, the study provides evidence of the involvement of women through publication, through membership of editorial boards and editorial advisory boards and also through holding editor, associate editor and guest editor positions. In doing so, the study builds on the earlier work of Carnegie and Potter (2000) and extends an understanding of publishing patterns in the specialist international accounting history literature.<br />

Convex hulls as an hypothesis language bias

Classification learning is dominated by systems which induce large numbers of small axis-orthogonal decision surfaces which biases such systems towards particular hypothesis types. However, there is reason to believe that many domains have underlying concepts which do not involve axis orthogonal surfaces. Further, the multiplicity of small decision regions mitigates against any holistic appreciation of the theories produced by these systems, notwithstanding the fact that many of the small regions are individually comprehensible. We propose the use of less strongly biased hypothesis languages which might be expected to model' concepts using a number of structures close to the number of actual structures in the domain. An instantiation of such a language, a convex hull based classifier, CHI, has been implemented to investigate modeling concepts as a small number of large geometric structures in n-dimensional space. A comparison of the number of regions induced is made against other well-known systems on a representative selection of largely or wholly continuous valued machine learning tasks. The convex hull system is shown to produce a number of induced regions about an order of magnitude less than well-known systems and very close to the number of actual concepts. This representation, as convex hulls, allows the possibility of extraction of higher level mathematical descriptions of the induced concepts, using the techniques of computational geometry.<br />

Language and power in vocational education and training

In this paper I explore the way language is used in Training Packages, and the impact this language has when Training Packages are used to support work-based vocational programs. Training Packages are a fundamental component of the regulatory framework of the national vocational education and training (VET) system [in Australia]. The national strategy for VET places employers and individuals at the centre of VET, and policy commitments to access and equity are enshrined in the auditable standards of the Australian Quality Training Framework (AQTF). Yet Training Packages and related official VET texts are written in an abstract, generalised and complex language form which acts as an insurmountable barrier to many people at the front line of VET. My PhD research (a work in progress) explores the proposition that this language form is representative of, and constructive in, unequal power relationships. Early data analysis suggests that VET practitioners and training participants talk about their experience of this language in terms of power and exclusion. In contrast, the official VET response generally leaves the official language form above challenge, and instead largely focuses on the presumed deficient language and literacy skills of those who are excluded by these texts.<br />

Over and undernutrition in the children of Australian immigrants : assessing the influence of birthplace of primary carer and english language use at home on the nutritional status of 4-5-year-olds

Objective. To document the relationship between childhood nutrition status and ethnicity (defined as the birthplace of primary carer and English language use at home) using a nationally representative sample of 4- to 5-year-old children. Design and participants. Cross-sectional population survey of 4 983 4- to 5-year-old children (2 537 boys and 2 446 girls) as part of Wave 1 (2004) of the Longitudinal Study of Australian Children. Main outcome measures. Overweight/obesity and thinness using the newly published body mass index cut-off points of Cole (2007). Results. In total, 20.6% (95%CI 19.5, 21.7) of children aged 4 to 5 years were estimated to be overweight or obese, while 1.0% (95%CI 0.8, 1.3) was thin. Unadjusted analyses showed a significant relationship between childhood overweight/obesity and primary carer's country of birth (&chi;2=15.9, p&lt;0.01), but the significance became minimal after adjusting for socio-economic and demographic factors. The adjusted model suggests that boys of primary carer's born in Europe (excluding UK and Ireland) were less likely to be overweight/obese than boys whose primary carers were born in Australia, but the overall effect size was negligible. No difference was found for girls. In addition, boys who mainly spoke English at home were less likely to be overweight/obese (OR=0.49; 95%CI 0.27, 0.88; p=0.017) and thin (OR=0.27; 95%CI 0.12, 0.62; p=0.002) than boys who spoke a language other than English at home. No difference was found for girls. Conclusions. There is a relationship between main language spoken at home and nutritional status in 4-5-year-old boys but not girls. The use of English language at home may be a protective factor for normal weight in young boys. After adjustment for socio-economic and demographics characteristics, there was a negligible relationship between overweight/obesity in children and their primary carer's country of birth. <br />

Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: let’s learn language cluster randomised controlled trial

<b>Objective</b> To determine the benefits of a low intensity parent-toddler language promotion programme delivered to toddlers identified as slow to talk on screening in universal services. <br /><b>Design Cluster</b> randomised trial nested in a population based survey. <br /><b>Setting</b> Three local government areas in Melbourne, Australia.<br /><b>Participants</b> Parents attending 12 month well child checks over a six month period completed a baseline questionnaire. At 18 months, children at or below the 20th centile on an expressive vocabulary checklist entered the trial.<br /><b>Intervention </b>Maternal and child health centres (clusters) were randomly allocated to intervention (modified &ldquo;You Make the Difference&rdquo; programme over six weekly sessions) or control (&ldquo;usual care&rdquo;) arms.<br /><b>Main outcome measures</b> The primary outcome was expressive language (Preschool Language Scale-4) at 2 and 3 years; secondary outcomes were receptive language at 2 and 3 years, vocabulary checklist raw score at 2 and 3 years, Expressive Vocabulary Test at 3 years, and Child Behavior Checklist/1.5-5 raw score at 2 and 3 years.<br /><b>Results</b> 1217 parents completed the baseline survey; 1138 (93.5%) completed the 18 month checklist, when 301 (26.4%) children had vocabulary scores at or below the 20th centile and were randomised (158 intervention, 143 control). 115 (73%) intervention parents attended at least one session (mean 4.5 sessions), and most reported high satisfaction with the programme. Interim outcomes at age 2 years were similar in the two groups. Similarly, at age 3 years, adjusted mean differences (intervention&minus;control) were &minus;2.4 (95% confidence interval &minus;6.2 to 1.4; P=0.21) for expressive language; &minus;0.3 (&minus;4.2 to 3.7; P=0.90) for receptive language; 4.1 (&minus;2.3 to 10.6; P=0.21) for vocabulary checklist; &minus;0.5 (&minus;4.4 to 3.4; P=0.80) for Expressive Vocabulary Test; &minus;0.1 (&minus;1.6 to 1.4; P=0.86) for externalising behaviour problems; and &minus;0.1 (&minus;1.3 to 1.2; P=0. 92) for internalising behaviour problems.<br /><b>Conclusion</b> This community based programme targeting slow to talk toddlers was feasible and acceptable, but little evidence was found that it improved language or behaviour either immediately or at age 3 years.<br />

Oral language competence in incarcerated young offenders : links with offending severity

Previous research in Australia and overseas has shown that young offenders serving community-based orders are at high-risk for undetected but clinically significant oral language difficulties. However, this phenomenon has received little attention in incarcerated samples, and links with offending severity, mental health, and other markers of early risk have not previously been systemically examined. A cross-sectional examination of 100 young offenders (mean age 19.03 years) completing custodial sentences in Victoria, Australia was conducted. A range of standardized oral language, IQ, mental health, and offending severity measures was employed. Forty-six per cent of participants were classified as language impaired (LI), and these were compared with the non-LI sub-group on background and offending variables. When the sub-group with high scores on a measure of offending severity was compared with those with (relatively) lower offending scores, significant differences on a range of language measures were identified. A range of early risk indicators (such as placement in Out of Home Care) was also examined with respect to language impairment in this high-risk group. Results are discussed with respect to policy and practice pertaining to early intervention for vulnerable children, and implications for service delivery within the justice system. In particular, emphasis is placed on the need to closely examine the oral language skills of children who struggle with the transition to literacy and then display behavioural difficulties in the classroom. Once a young person is engaged with youth justice services, a high index of suspicion should be maintained with respect to their oral language skills; for example, in relation to forensic interviewing and the ability to benefit from verbally mediated interventions.<br />

Language and learning preferences : a study of university students in Australia

This study sought to investigate the preferences for language use and modes of learning of university students who were completing undergraduate degrees in Australia. Of the sixty students surveyed, forty percent were international students. For seventy five percent of all students sampled, either they or their parents (or both) were bi- or multilingual. Questions which this research sought to answer were: Do the preferences for learning of university students differ according to the culture and / or language backgrounds of the students? Does an individual student&rsquo;s preferred learning style influence the student&rsquo;s preferences for learning in a group situation? For students whose first language is not English, do their preferences for language use vary in group learning? General findings resulting from a statistical analysis of responses to the questionnaire indicated in many, but not all, cases that the preferences for learning of university students differed according to the cultural and / or language backgrounds of the students, that an individual student&rsquo;s preferred learning style influenced the student&rsquo;s preferences for learning in a group situation, and that the preferences for language use of students whose first language was not English varied in group learning. Reid&rsquo;s (1984 in Richards, J.C. &amp; Lockhart, C., 1994) &ldquo;Perceptual learning style preference questionnaire&rdquo; comprised one section of the questionnaire for this study. This replication made possible a comparison of the findings which related to students&rsquo; learning styles from this study with findings from similar studies in which Reid&rsquo;s survey instrument had been used. Findings of the present study indicate a number of differences from Reid&rsquo;s findings. This study found, for example, that most language groups showed a minor preference for group learning using this survey instrument whereas Reid had found that group learning was a negligible preference for most of the language groups in her study. This study may give tertiary educators a greater understanding of their students&rsquo; preferences for group and other learning styles. It may also inform them of the likely preferences for language use of those of their students who have first languages other than English. Future students may benefit from this.<br />

Improving outcomes of preschool language delay in the community : protocol for the Language for Learning randomised controlled trial

<b>Background</b><br /><br />Early language delay is a high-prevalence condition of concern to parents and professionals. It may result in lifelong deficits not only in language function, but also in social, emotional/behavioural, academic and economic well-being. Such delays can lead to considerable costs to the individual, the family and to society more widely. The Language for Learning trial tests a population-based intervention in 4 year olds with measured language delay, to determine (1) if it improves language and associated outcomes at ages 5 and 6 years and (2) its cost-effectiveness for families and the health care system. <br /><br /><b>Methods/Design</b><br /><br />A large-scale randomised trial of a year-long intervention targeting preschoolers with language delay, nested within a well-documented, prospective, population-based cohort of 1464 children in Melbourne, Australia. All children received a 1.25-1.5 hour formal language assessment at their 4th birthday. The 200 children with expressive and/or receptive language scores more than 1.25 standard deviations below the mean were randomised into intervention or &lsquo;usual care&rsquo; control arms. The 20-session intervention program comprises 18 one-hour home-based therapeutic sessions in three 6-week blocks, an outcome assessment, and a final feed-back/forward planning session. The therapy utilises a &lsquo;step up-step down&rsquo; therapeutic approach depending on the child&rsquo;s language profile, severity and progress, with standardised, manualised activities covering the four language development domains of: vocabulary and grammar; narrative skills; comprehension monitoring; and phonological awareness/pre-literacy skills. Blinded follow-up assessments at ages 5 and 6 years measure the primary outcome of receptive and expressive language, and secondary outcomes of vocabulary, narrative, and phonological skills. <br /><br /><b>Discussion</b><br /><br />A key strength of this robust study is the implementation of a therapeutic framework that provides a standardised yet tailored approach for each child, with a focus on specific language domains known to be associated with later language and literacy. The trial responds to identified evidence gaps, has outcomes of direct relevance to families and the community, includes a well-developed economic analysis, and has the potential to improve long-term consequences of early language delay within a public health framework.<br />