Design of state observers for interconnected time-delay systems via a coordinate transformation approach

This paper considers the design of state observers for interconnected time-delay systems using a coordinate transformation method. Through such a transformation, the system that has interconnection and state delays is metamorphosed into a new system that injects time-delay information into its input and output terms, before reintroducing them back into the latter system, effectively coupling the delay terms into the IO injection terms and eliminating the delay values from the state variables. Next, full-order and reduced-order observers are designed based on the transformed system. Finally, the observed states of the transformed system that correspond to the original system is used to deduce the estimates of the original system. A numerical example is provided of an interconnected time-delay system.

Process capability estimation for leukocyte filtering process in blood service: a comparison study

This article considers a comparison study between different non-normal process capability estimation methods and utilizing themin the leukocyte filtering process in blood service sectors. Since the amount of leukocyte in a unit of the blood is a critical issue inthe blood transfusion process and patient safety, estimating and monitoring the capability of the leukocyte filtering process to meetthe target window is very important for blood service sectors. However, observed data from the leukocyte filtering process showthat the leukocyte levels after filtering demonstrate a right skewed distribution and applying conventional methods with a normalityassumption fails to provide trustful results. Hence, we first conduct a simulation study to compare different methods in estimating theprocess capability index of non-normal processes and then we apply these techniques to obtain the process capability of the leukocytefiltering process. The study reveals that the Box-Cox transformation method provides reliable estimation of the process capability ofthe leukocyte filtering process.

Dynamic adjustment of ferrite grains during dynamic strain induced transformation

The dynamic adjustment of ferrite grains formed during 'dynamic strain induced transformation (DSIT)' is an important feature of this mechanism that has not been addressed previously. A novel experimental method was applied to follow the effect of deformation at different stages on ferrite formed initially through DSIT. It is shown that while the continuous dynamic recrystallisation (CDRX) appears to be an acceptable mechanism for re-refinement of coarser grain size (i.e. dα>2dDSIT), it cannot explain the steady state grain size for finer ferrite grains (i.e. dα<2dDSIT). Other potential mechanisms involved in this phenomenon are examined.

A transformation model for heterogeneous servers

One of the characteristics of the current Web services is that many clients request the same or similar service from a group of replicated servers, e.g. music or movie downloading in peer-to-peer networks. Most of the time, servers are heterogeneous ones in terms of service rate. Much of research has been done in the homogeneous environment. However, there is has been little done on the heterogeneous scenario. It is important and urgent that we have models for heterogeneous server groups for the current Internet applications design and analysis. In this paper, we deploy an approximation method to transform heterogeneous systems into a group of homogeneous system. As a result, the previous results of homogeneous studies can be applied in heterogeneous cases. In order to test the approximation ratio of the proposed model to real applications, we conducted simulations to obtain the degree of similarity. We use two common strategies: random selection algorithm and Firs-Come-First-Serve (FCFS) algorithm to test the approximation ratio of the proposed model. The simulations indicate that the approximation model works well.

Multiphase material modelling by multiscale particle-in-cell method

A particle-based method for multiscale modeling of multiphase materials such as Dual Phase (DP) and Transformation Induced Plasticity (TRIP) steels has been developed. The multiscale Particle-In-Cell (PIC) method benefits from the many advantages of the FEM and mesh-free methods, and to bridge the micro and macro scales through homogenization. The conventional mesh-based modeling methods fail to give reasonable and accurate predictions for materials with complex microstructures. Alternatively in the multiscale PIC method, the Lagrangian particles moving in an Eulerian grid represent the material deformation at both the micro and macro scales. The uniaxial tension test of two phase and three-phase materials was simulated and compared with FE based simulations. The predictions using multiscale PIC method showed that accuracy of field variables could be improved by up to 7%. This can lead to more accurate forming and springback predictions for materials with important multiphase microstructural effects.

A method for automatically creating 3D animated scenes from annotated fiction text

This paper describes a strategy for automatically converting fiction text into 3D animations. It assumes the existence of fiction text annotated with avatar, object, setting, transition and relation annotations, and presents a transformation process that converts annotated text into quantified constraint systems, the solutions to which are used in the population of 3D environments. Constraint solutions are valid over temporal intervals, ensuring that consistent dynamic behaviour is produced. A substantial level of automation is achieved, while providing opportunities for creative manual intervention in animation process. The process is demonstrated using annotated examples drawn from popular fiction text that are converted into animation sequences, confirming that the desired results can be achieved with only highlevel human direction.

We close towns for a living : spatial transformation and the Tour de France

This paper explores the ways in which the passage of the Tour de France bicycle race through France produces a distinctive cultural cartography or social map of France. Drawing on Lefebvre's (1991) conceptual triad of spatial practice, representations of space and representational spaces, the paper argues that the Tour de France both represents and is a space that is annually reordered and structured by very particular cultural practices. Through an analysis of the process (and politics) of route selection, the incorporation of iconic landscape and the transformation of civic space as the race moves across the country, the paper foregrounds the socially constructed nature of map making and the role of human intervention in producing and reproducing key cultural cartographies of France through the Tour de France.

Exploring first year teachers’ identity transformation through theatre-based research

Why are beginning teachers leaving the profession in large numbers? Are they leaving because of their dissatisfaction with teaching? Are they leaving because of the conditions of their work that shape their identity? Teacher identity work emphasises it is important beginning teachers understand their professional identity as something shifting, fluid and emerging – not fixed. These and other water metaphors – such as ‘washout’, ‘sink or swim’, and ‘thrown in the deep end’ – are often used to describe beginning teachers’ experiences. Such words and metaphors assist to portray the fluid and unpredictable nature of identity transformation. However, these survival terms also influence beginning teachers to believe that their transition to teaching will be difficult. Recently there has been an increased concern over beginning teacher attrition linked to the difficulties they encounter in their early years of teaching. Yet the conditions of beginning teachers’ work in Victorian schools in Australia – including the contractual nature of employment of first year (1yr) teachers – encourage these 1yr practitioners to view their work as semi-permanent. As a result these 1yr teachers do not see themselves as teaching for extended periods of time, as was once the case. Throughout 2011 twelve 1yr teachers shared their experiences of identity transformation in semi-structured interviews with the researcher. Their interview data was analysed through a theatre-based research method, examining how first experiences shape teachers’ future practice and identity. This presentation includes excerpts from the theatre-based research performance ‘The First Time’, and expands on the methodological approaches taken to analyse the data in a way that reflects the fluid and unpredictable nature of teachers’ identity formation and transformation. This qualitative study allows categories of description to emerge from the data rather than pre-determining categories of investigation. As such the processes of scripting, rehearsing, and performing, were utilised to analyse and re-present the data. In an aim to uncover questions that have been buried by answers, the research is oriented as a phenomenographic inquiry. This mode of inquiry seeks to describe, analyse, and understand the qualitatively different experiences 1yr teachers undergo in their identity formation and transformation. The results of this research reveal that beginning teachers’ identity transformation through their first experiences have both individual features specific to each teacher’s roles and aspirations, and extra-individual factors such as interactions, affiliations, and status, which shape their identity. Categories of description that have emerged from the analysis include survival, liminal, and hegemonic discourses, artifacts as symbols of belonging, and the impact of the contractual nature of teaching. Implications of this research focus on the importance for beginning teachers to develop an understanding of the transformative nature of identity in relation to the practice of teaching, to counter the negative preconceptions beginning teachers are told to expect as rites of passage upon entering the profession. The research outcomes have implications for teacher educators and in-service teachers negotiating the waters of an ever-changing profession.

Performing research as a method of analysis

This paper outlines a theatre-based research method undertaken as a means of analysing and representing data from a study into first-year teachers’ identity transformation. It reports on the processes employed, and the attempt by the researcher to bring together complimentary and innovative ways of interpreting interview data. Interview data from twelve teachers throughout their first year of teaching were scripted, rehearsed and performed to ‘expert’ audiences. The written script provided the basis for analysis of the teachers’ identity transformation as seen through their firsts – epiphanic and/or revelatory experiences that marked a moment of transition or transformation. The script served as an effective tool for data analysis, particularly when developing an understanding of the process of data reduction. Initially dissatisfied with the term ‘data reduction’, believing it to be counter-intuitive to ‘reduce’ the participants’ descriptions of their experiences, the process of scripting emphasised the importance of honing in on meaning, and reconciled such concerns by creating a snapshot of each participant’s first as representative of their experiences. Later, the performance revealed more nuanced understandings of the participants’ experiences as viewed through the eyes of the teacher-actors and audiences. The actors selected to represent the experiences of the first-year teachers in the performance were also teachers. The process of casting, and the teacher-actors’ experiences of rehearsing and performing the work ‘The First Time’ over the past two years will also be discussed. This paper concludes with some of the feedback from various audiences of both the performance and the written thesis from arts- and non-arts-based practitioners. Some feedback contends that the theatre-based method was less rigorous than other more ‘traditional’ methods. Such feedback prompts the consideration of weighing the benefits of employing theatre-based research against the risk of alienating some members of the audiences (both of the performance and the page). This paper includes live/digital excerpts of the theatre-based performance ‘The First Time’.

Firsts: Performing ways first-year teachers experience identity transformation

Presentation and discussion on theatre-based research methodology at 'Realising the Potential of the Arts as Method and Methodology Inaugural Arts as Method(ology) Research Group' Symposium

Performing beginning teachers’ ‘firsts’: exploring a theatre-based research method

Theatre-based research methods have been employed in a variety of ways to transcend more traditional research methods, and bring research findings to a broader and relevant audience. Performing research to an 'expert' audience is transformative in nature. The audience share a collective understanding of the material presented, where their understandings can be challenged or confirmed. The ethical responsibilities of the theatre-based researcher are therefore paramount in presenting the research in a manner that respects the research participants, and allows the audience to make informed judgements.This paper outlines my experience in devising and performing 'The First Time' - a performance about twelve beginning teachers' firsts. The performance was constructed from their interview data and performed by teachers - most of who are drama teachers – in order to sensitively represent the real stories of the research participants. The research was framed within a practice theory approach (Schatzki 2001) with a focus on the transformation of practices situated within a particular time and place. The method of performing the research to an 'expert' audience of performing arts practitioners, teachers, and teacher educators created an opportunity for both the transformation of teaching practice and the transformation of theatre.The research findings focus on the importance of creativity and flexibility in an approach to both research and teaching. The outcomes of my research have implications for theatre-based researchers, as well as teacher educators, in-service teachers, and beginning teachers. All these practitioners are continually negotiating the waters of their ever-changing professions.

Transformation from student to occupational therapist : using the Delphi technique to identify the threshold concepts of occupational therapy

BACKGROUND/AIM: Understanding and facilitating the transformation from occupational therapy student to practitioner is central to the development of competent and work-ready graduates. However, the pivotal concepts and capabilities that need to be taught and learnt in occupational therapy are not necessarily explicit. The threshold concepts theory of teaching and learning proposes that every discipline has a set of transformational concepts that students must acquire in order to progress. As students acquire the threshold concepts, they develop a transformed way of understanding content related to their course of study which contributes to their developing expertise. The aim of this study was to identify the threshold concepts of occupational therapy. METHOD: The Delphi technique, a data collection method that aims to demonstrate consensus in relation to important questions, was used with three groups comprising final year occupational therapy students (n = 11), occupational therapy clinicians (n = 21) and academics teaching occupational therapy (n = 10) in Victoria, Australia. RESULTS: Participants reached consensus regarding 10 threshold concepts for the occupational therapy discipline. These are: understanding and applying the models and theories of occupational therapy; occupation; evidence-based practice; clinical reasoning; discipline specific skills and knowledge; practising in context; a client-centred approach; the occupational therapist role; reflective practice and; a holistic approach. CONCLUSION: The threshold concepts identified provide valuable information for the discipline. They can potentially inform the development of competencies for occupational therapy and provide guidance for teaching and learning activities to facilitate the transformation to competent practitioner.

Dynamic strain-induced ferrite transformation (DSIT) in steels

The goal in the heat treatment or thermomechanical processing of steel is to improve the mechanical properties. For structural steel applications the general aim is to refine the ferrite grain size as this is the only method that improves both the strength and toughness simultaneously. For conventional hot rolling and accelerated cooling processes, it is difficult to refine the grain size below 5. μm without extensive alloying. However, it has been found that inducing transformation during deformation (i.e. dynamic transformation) can lead to grain sizes of the order of 1. μm, even in very simple steel compositions. The exact mechanism(s) for this transformation process are still being debated, and this has also been complicated by recent studies where such grain sizes can be obtained by static transformation from austenite that has been heavily deformed at low temperatures prior to the transformation. This chapter reviews the various major studies related in particular to dynamic transformation and considers the contributions from the deformed austenite structure developed prior to the transformation and the potential for dynamic recrystallisation of the ferrite. A key factor is proposed to be the early three-dimensional impingement of the ferrite which also provides an insight into cases where ultrafine grains are achieved statically.