Laminated plate elements based on higher-order shear deformation theories

Efficient and accurate finite elements are crucial for finite element analysis to provide adequate prediction of the structural behavior. A large amount of laminated plate elements have been developed for finite element analysis of laminated composite plates based on the various lamination theories. A recent and complete review of the laminated finite elements based on the higher-order shear deformation theories, including the global higher-order theories, zig-zag theories and the global-local higher-order theories is presented in this paper. Finally some points on the development of the laminated plate elements are summarized.

Pedagogical templates : a comparative study of higher order reflective making

Schon’s notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a “higher-order” process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of “pedagogical templates” for the promotion of “higher-order” strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.

The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers’ attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.

Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas'. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers' attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage  students and teachers to look beyond text science.

Gifted are lifted higher : an exploration of the development of higher order thinking skills of gifted students playing strategy games

Strategy games can provide an opportunity to develop higher order thinking skills in students gifted in mathematics. Extending and engaging gifted students is a demanding task. This paper reports on a twelve-week project undertaken with a group of nine gifted lower secondary school students. These students played and analysed five traditional strategy games. Following this experience, they were asked to create a challenging strategy game of their own. This paper discusses the rationale for the use of traditional strategy games, outlines the methodology employed, explains the selection of specific games and describes the observed improvement in students' higher order thinking skills.

A second-order blind equalization method robust to ill-conditioned SIMO FIR channels

This paper deals with blind equalization of single-input-multiple-output (SIMO) finite-impulse-response (FIR) channels driven by i.i.d. signal, by exploiting the second-order statistics (SOS) of the channel outputs. Usually, SOS-based blind equalization is carried out via two stages. In Stage 1, the SIMO FIR channel is estimated using a blind identification method, such as the recently developed truncated transfer matrix (TTM) method. In Stage 2, an equalizer is derived from the estimate of the channel to recover the source signal. However, this type of two-stage approach does not give satisfactory blind equalization result if the channel is ill-conditioned, which is often encountered in practical applications. In this paper, we first show that the TTM method does not work in some situations. Then, we propose a novel SOS-based blind equalization method which can directly estimate the equalizer without knowing the channel impulse responses. The proposed method can obtain the desired equalizer even in the case that the channel is ill-conditioned. The performance of our method is illustrated by numerical simulations and compared with four benchmark methods. © 2014 Elsevier Inc.

Estimation of basis frequencies for time-varying SIMO channels : a second-order method

The complex exponential basis expansion model (CE-BEM) provides an accurate description for the time-varying (TV) channels encountered in mobile communications. Many blind channel identification and equalization approaches based on the CE-BEM require precise knowledge of the basis frequencies of TV channels. Existing methods for basis frequency estimation usually resort to the higher-order statistics of channel outputs and impose strict constraints on the source signal. In this paper, we propose a novel method to estimate the basis frequencies for blind identification and equalization of time-varying single-input multiple-output (SIMO) finite-impulse-response (FIR) channels. The proposed method exploits only the second-order statistics of channel outputs and does not require strong conditions on the source signal. As a result, it exhibits superior performance to the existing basis frequency estimation methods. The validity of our method is demonstrated by numerical simulations.

Tipping points in online-mediated learning environments

Teacher/Student engagement enriches learning experiences beyond the specifics of communicated information by encouraging connectivity and the fostering of learning communities. This paper is an analysis of student engagement in a postgraduate online-mediated learning environment, and considers how engagement may be an important factor in building communities of learning in conjunction with improved learning outcomes. This paper is informed by the conceptual framework for effective e-learning outlined by Garrison and Anderson (2003) as necessary for higher order knowledge building by students as part of skills development for participation in knowledge economies. Data collected through a pilot study infers that a correlation exists between the development of small groups of significantly contributing students within wider online student cohorts and the learning outcomes of all students within the cohort. The findings indicate that a number of small events have increased student engagement and motivation, and resulted in improved learning outcomes.

Blind extraction using fractional lower-order statistics

In traditional method to blindly extract interesting source signals sequentially, the second-order or higher-order statistics of signals are often utilized. However, for impulsive sources, both of the second-order and higher-order statistics may degenerate. Therefore, it is necessary to exploit new method for the blind extraction of impulsive sources. Based on the best compression-reconstruction principle, a novel model is proposed in this work, together with the corresponding algorithm. The proposed method can be used for blind extraction of sources which are distributed from alpha stable process. Simulations are given to illustrate availability and robustness of our algorithm.

Robust optimal motion cueing algorithm based on the linear quadratic regulator method and a genetic algorithm

The aim of this paper is to design and develop an optimal motion cueing algorithm (MCA) based on the genetic algorithm (GA) that can generate high-fidelity motions within the motion simulator's physical limitations. Both, angular velocity and linear acceleration are adopted as the inputs to the MCA for producing the higher order optimal washout filter. The linear quadratic regulator (LQR) method is used to constrain the human perception error between the real and simulated driving tasks. To develop the optimal MCA, the latest mathematical models of the vestibular system and simulator motion are taken into account. A reference frame with the center of rotation at the driver's head to eliminate false motion cues caused by rotation of the simulator to the translational motion of the driver's head as well as to reduce the workspace displacement is employed. To improve the developed LQR-based optimal MCA, a new strategy based on optimal control theory and the GA is devised. The objective is to reproduce a signal that can follow closely the reference signal and avoid false motion cues by adjusting the parameters from the obtained LQR-based optimal washout filter. This is achieved by taking a series of factors into account, which include the vestibular sensation error between the real and simulated cases, the main dynamic limitations, the human threshold limiter in tilt coordination, the cross correlation coefficient, and the human sensation error fluctuation. It is worth pointing out that other related investigations in the literature normally do not consider the effects of these factors. The proposed optimized MCA based on the GA is implemented using the MATLAB/Simulink software. The results show the effectiveness of the proposed GA-based method in enhancing human sensation, maximizing the reference shape tracking, and reducing the workspace usage.

Design of reduced-order scalar functional observers

In the existing literature, the existence conditions and design procedures for scalar functional observers are available for the cases where the observers’ order p is either p=1 or p=(v-1), where v is the observability index of the matrix pair (C,A). Therefore, if an observer with an order p=1 does not exist, the other available option is to use a higher order observer with p=(v-1). This paper shows that there exists another option that can be used to design scalar linear functional observers of the order lower than the well-known upper bound (v-1). The paper provides the existence conditions and a design procedure for scalar functional observers of order 0≤ p ≤2, and demonstrates the presented results with a numerical example.

Recent advances of finite elements for laminated composite plates

A large amount of finite elements have been developed for finite element analysis of laminated composite plates. The laminated plate theories are reviewed and summarized in this paper. The focus of this review is on the recently developed laminated finite elements since 1990. The 2-D triangular and quadrilateral displacement-based and mixed/hybrid-based finite element models, which were developed based on the first-order shear deformation theories, the higher-order shear deformation theories, the zig-zag theories and the global-local higher-order deformation theories, and the layer-wise laminated plate theories are reviewed in this paper and also their related patents. Finally, some points on the development of the laminated finite elements are summarized.

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

Purpose: 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.

Method: 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.

Results: 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.

Conclusions: 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.