Automatic inspection of metallic surface defects using genetic algorithms

This paper is concerned with the problem of automatic inspection of metallic surface using machine vision. An experimental system has been developed to take images of external metallic surfaces and an intelligent approach based on morphology and genetic algorithms is proposed to detect structural defects on bumpy metallic surfaces. The approach employs genetic algorithms to automatically learn morphology processing parameters such as structuring elements and defect segmentation threshold. This paper describes the detailed procedures which include encoding scheme, genetic operation and evaluation function.

The proposed method has been implemented and tested on a number of metallic surfaces. The results suggest that the method can provide an accurate identification to the defects and can be developed into a viable commercial visual inspection system.

Machine vision system for automatic inspection of surface defects in aluminum die casting

A camera based machine vision system for the automatic inspection of surface defects in aluminum die casting is presented. The system uses a hybrid image processing algorithm based on mathematic morphology to detect defects with different sizes and shapes. The defect inspection algorithm consists of two parts. One is a parameter learning algorithm, in which a genetic algorithm is used to extract optimal structuring element parameters, and segmentation and noise removal thresholds. The second part is a defect detection algorithm, in which the parameters obtained by a genetic algorithm are used for morphological operations. The machine vision system has been applied in an industrial setting to detect two types of casting defects: parts mix-up and any defects on the surface of castings. The system performs with a 99% or higher accuracy for both part mix-up and defect detection and is currently used in industry as part of normal production.

Machine vision system for automatic inspection of surface defects in aluminium die casting

A machine vision system is presented for the automatic inspection of surface defects in aluminium die casting. The system uses a hybrid image processing algorithm based on mathematic morphology to detect defects with different sizes and shapes. The defect inspection algorithm consists of two parts. One is a parameter learning algorithm, in which a genetic algorithm is used to extract optimal structuring element parameters, and segmentation and noise removal thresholds. The second part is a defect detection algorithm, in which the parameters obtained by a genetic algorithm are used for morphological operations. The machine vision system has been applied in an industrial setting to detect two types of casting defects: parts mix-up and any defects on the surface of castings. The system performs with a 99% or higher accuracy for both part mix-up and defect detection and is currently used in industry as part of normal production.

Youth and sexualities : pleasure, subversion and insubordination in and out of schools

These cutting-edge international essays challenge dominant narratives of queer youth predicated on oppression and victimization. As school systems address the emergence of Gay-Straight Alliances and calls to provide equal educational access, researchers, educators and youth workers are paying increasing attention to sexuality, gender and schooling. Yet present discourses are limited to liberal understandings of tolerance, safety, and equity that are defined by a separation of "queer" and "normal." This text documents and offers radical interpretations of the creativity of queer youth in challenging existing practices. Interdisciplinary analyses offer multiple vantage points for reconceptualizing adolescent sexual subjectivities and institutional and cultural practices.

The role of schools in the enhancement of social tolerance and cohesion: a case study research project in the Pacific region

It is generally assumed that education will be good for a country and its inhabitants. But if the educational experience does not support those aspects of a culture the inhabitants believe to be most important, it does not contribute to social cohesion. Societies adjusting to 'modern' forces, question the 'benefits' of education, when they have poorly-funded, centralised education systems, uneven access to schooling, and where student progress is determined by academic exams and post-school employment options are few. In such circumstances, citizens are uncertain how to use education to cohere their culture and society.

This World Bank funded consultancy project sought the views of citizens of the Solomon Islands and Vanuatu on the role of schools in maintaining culture and in promoting social tolerance and harmony. Researchers also developed an educational framework for promoting social cohesion and democratic participation in schools in the Pacific region.

This presentation will consider :

* The context of the study in the Pacific region
* Research and the World bank
* Issues associated with case study research
* Case study findings
* The educational framework developed.

Teacher is here to ask for your help : a story of schools, employers and networks

This paper explores the development of the Jobs4Kids (J4K) campaign, a joint initiative of the SGR LLEN Employer Reference Group and the Beacon Foundation. Involving a three-year business plan, the J4K campaign aims to broker young people into employment in local jobs in the region. The campaign is the result of the intersection between an evolving project within the LLEN and the growth of an established program of the Beacon Foundation. The paper will use a Deleuzian lens to explore the ground shifts that have occurred in the process of forming this connection; I am concerned with the intersecting movements of different orders that have created a necessary transitory coordination. Within such a 'rhizome' there are only lines: dimensional lines of segmentarity and stratification and lines of flight as 'the maximum dimension after which the multiplicity undergoes metamorphosis, changes in nature' (Deleuze & Guattari 1987 p.21). My perspective of this metamorphosis is specifically focused on SGR LLEN; I close with a consideration of the possibilities of this change in nature for the continuing work of the LLEN.

Inspection of drop-weight impact damage in woven CFRP laminates fabricated by different processes

The influence of manufacturing process on the drop-weight impact damage in woven carbon/epoxy laminates was inspected by visual observation, dyepenetrant X-ray technique, and optical microscopy observation. The MTM56/ CF0300 woven quasi-isotropic laminates were fabricated by two processes: the autoclave and the Quickstep processes. Quickstep^TM is a novel composite manufacturing process, which was designed for the out-of-autoclave production of high-quality composite parts at lower cost. It utilizes higher heat conduction of fluid other than gas to transfer heat to components, which results in much shorter cure cycles. The laminates cured by this fast heating process showed different impact failure modes from those cured by the conventional autoclave process. The residual indentation in the top side of the Quickstep-cured laminates had a bigger diameter, but a smaller depth at the same impact energy level. Dye-penetrant X-ray revealed more intense and connected impact damage regions in the autoclave-cured laminates. Optical micrography as a supplementary method showed less severe matrix damage in the quickstep-cured laminates indicating a more ductile property of the resin matrix cured at a faster heating rate.

Student preferences for bachelor degrees at TAFE: the socio-spatial influence of schools

This report on Student Preferences for Bachelor Degrees at TAFE (Technical and Further Education) institutions is derived from research commissioned by Australia’s National Centre for Student Equity in Higher Education (NCSEHE) hosted at Curtin University and conducted by researchers at Deakin University’s Strategic Centre for Research in Educational Futures and Innovation (CREFI). The report focuses on the influence of schools on their students’ higher education (HE) preferences – particularly their preferences for TAFE bachelor degrees – as recorded by the Victorian and South Australian Tertiary Admissions Centres (VTAC and SATAC). Influence is researched in terms of a school’s socioeconomic status, geographical location and sector. The SATAC data set is considerably smaller, at around 8 per cent of the VTAC data set.Bachelor degrees offered by TAFEs are relatively small in number but a growing higher education option for students in Australia (Gale et al. 2013). The Australian Government’s proposal to extend Commonwealth Supported Places (CSPs) to include Australian higher education not delivered by the nation’s public universities (Department of Education 2014b), is likely to fuel further growth in TAFE bachelor degree offerings. The recent Report of the Review of the Demand Driven Funding System in Australian higher education (Kemp & Norton 2014), which recommended this change, also makes special mention of non-university degree options as something that would be of particular benefit to students from low socioeconomic status backgrounds.The research reported herein is informed by a review of the international research literature, which indicates three main influences on students’ HE preferences: (1) students’ families and communities; (2) the socio-spatial location of their schools; and (3) school practices. This report contributes to understandings on the second of these: the influence of school context (their socio-spatial location) on students’ preferences for TAFE bachelor degrees.The research found that the annual rate of student preferences for TAFE bachelor degrees was relatively stable (at around 1,500 per annum) from 2009 to 2012 but rose significantly (by 30%) in 2013. Students from high socioeconomic status schools (and with an average ATAR of 56.9) were the group that registered the largest number of preferences. The number of preferences for TAFE bachelor degrees lodged by students from metropolitan schools exceeded the preferences of students from schools located in all other regions combined. This might reflect the fact that TAFE institutions offering bachelor degrees tend to be located in metropolitan areas.The research also found that students’ preferences for TAFE bachelor degrees increased after announcement of their Australian Tertiary Admission Rank (ATAR), by between 25 and 30 per cent each year. The post-ATAR increase was most noticeable in the Health and Education fields of study and among students from high socioeconomic status schools. The report concludes that while the public perception of TAFE is that it is a sector primarily for students from low SES backgrounds, this is not reflected in students’ preferences for TAFE bachelor degrees. Instead, the preferences of students from high socioeconomic schools outnumber other SES groups in almost every TAFE-degree field of study. This includes the fields of Health and Education, which are often seen to be typical low SES student choices in universities (Gale & Parker 2013).

Greenhouse affect : the relationship between the sustainable design of schools and children’s environmental attitudes

This study aims to determine if primary school children’s environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm (NEP) scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context of the study. In addition, the original adult NEP scale was used to determine relationships between children’s environmental attitudes, their School Design and their Parents’ and Teachers’ Environmental Attitudes. Data collected from grade 4, 5 and 6 primary school children, their parents and teachers were analysed via three multiple regressions. The results indicate that sustainable design in schools improves the environmental attitudes of children towards perceptibly green building features, such as solar panels, the use of recycled water, natural daylighting and outdoor classrooms including food-producing gardens.