Landscape of intelligent cores: An autonomic multi-agent approach for space application

Space applications are challenged by the reliability of parallel computing systems (FPGAs) employed in space crafts due to Single-Event Upsets. The work reported in this paper aims to achieve self-managing systems which are reliable for space applications by applying autonomic computing constructs to parallel computing systems. A novel technique, 'Swarm-Array Computing' inspired by swarm robotics, and built on the foundations of autonomic and parallel computing is proposed as a path to achieve autonomy. The constitution of swarm-array computing comprising for constituents, namely the computing system, the problem / task, the swarm and the landscape is considered. Three approaches that bind these constituents together are proposed. The feasibility of one among the three proposed approaches is validated on the SeSAm multi-agent simulator and landscapes representing the computing space and problem are generated using the MATLAB.

Intelligent agents: are they feasible in swarm-array computing?

The work reported in this paper proposes 'Intelligent Agents', a Swarm-Array computing approach focused to apply autonomic computing concepts to parallel computing systems and build reliable systems for space applications. Swarm-array computing is a robotics a swarm robotics inspired novel computing approach considered as a path to achieve autonomy in parallel computing systems. In the intelligent agent approach, a task to be executed on parallel computing cores is considered as a swarm of autonomous agents. A task is carried to a computing core by carrier agents and can be seamlessly transferred between cores in the event of a predicted failure, thereby achieving self-* objectives of autonomic computing. The approach is validated on a multi-agent simulator.

The maturing discipline of robotics

The nature of the robotics discipline is changing. In turn the traditional engineering-based degree programmes that have promoted robotics as an application of engineering principles need to be supplemented with robot-centred degree programmes that reflect the diverse character of robotics, the diverse interests of students, and the diverse multi-disciplinary contributions to the robotics discipline. In this paper the nature of the change that robotics has undergone in recent years is described. An outline of the subject material of robotics, comprising robotics science and robotics engineering, is discussed The teaching of robotics degree programmes in the past has been hampered by the expense required to install and maintain a robotics teaching laboratory. Availability of online robot systems and numerous robot kits has changed this situation to some extent. However, the paper concludes that there is still a need for good educational toolkits for teaching robotics at a first degree level.

Simplifying Bode's maximum available feedback design

Bode's method for obtaining 'maximum obtainable feedback' is a good example of a nontrivial feedback system design technique, but it is largely overlooked. This paper shows how the associated mathematics can be simplified and linear elements used in its implementation, so as to make it accessible for teaching to undergraduates.

Speed sensorless vector control of induction machines

A novel rotor velocity estimation scheme applicable to vector controlled induction motors has been described. The proposed method will evaluate rotor velocity, ωr, on-line, does not require any extra transducers or injection of any signals, nor does it employ complicated algorithms such as MRAS or Kalman filters. Furthermore, the new scheme will operate at all velocities including zero with very little error. The procedure employs motor model equations, however all differential and integral terms have been eliminated giving a very fast, low-cost, effective and practical alternative to the current available methods. Simulation results verify the operation of the scheme under ideal and PWM conditions.

Measuring the value of “all play and no work”: can rigorous assessment of simulation games drive innovative teaching in construction?

The construction field is dynamic and dominated by complex, ill-defined problems for which myriad possible solutions exist. Teaching students to solve construction-related problems requires an understanding of the nature of these complex problems as well as the implementation of effective instructional strategies to address them. Traditional approaches to teaching construction planning and management have long been criticized for presenting students primarily with well-defined problems - an approach inconsistent with the challenges encountered in the industry. However, growing evidence suggests that employing innovative teaching approaches, such as interactive simulation games, offers more active, hands-on and problem-based learning opportunities for students to synthesize and test acquired knowledge more closely aligned with real-life construction scenarios. Simulation games have demonstrated educational value in increasing student problem solving skills and motivation through critical attributes such as interaction and feedback-supported active learning. Nevertheless, broad acceptance of simulation games in construction engineering education remains limited. While recognizing benefits, research focused on the role of simulation games in educational settings lacks a unified approach to developing, implementing and evaluating these games. To address this gap, this paper provides an overview of the challenges associated with evaluating the effectiveness of simulation games in construction education that still impede their wide adoption. An overview of the current status, as well as the results from recently implemented Virtual Construction Simulator (VCS) game at Penn State provide lessons learned, and are intended to guide future efforts in developing interactive simulation games to reach their full potential.

Integrating control and electronics

Previously the author described how control engineering can be introduced using little mathematics in a first year course, the aim being to make the subject accessible across different degrees. One reaction to this was that it was a good idea, but there was not space to include it in the curriculum where, typically control engineering is not introduced until the second year. This paper describes how the author has used a review of the first year teaching to develop a module in which feedback, control and electronics are integrated coherently. This is beneficial as concepts in control and electronics mutually reinforce each other. This has been achieved during a reduction in the available time for teaching the material. This paper describes the strategy used to successfully develop the module, the integrated module and positive student reaction.