Power-cycle-library-based control strategy for plug-in hybrid electric vehicles

It has been demonstrated that considering the knowledge of drive cycle as a priori in the PHEV control strategy can improve its performance. The concept of power cycle instead of drive cycle is introduced to consider the effect of noise factors in the prediction of future drivetrain power demand. To minimize the effect of noise factors, a practical solution for developing a power-cycle library is introduced. A control strategy is developed using the predicted power cycle which inherently improves the optimal operation of engine and consequently improves the vehicle performance. Since the control strategy is formed exclusively for each PHEV rather than a preset strategy which is designed by OEM, the effect of different environmental and geographic conditions, driver behavior, aging of battery and other components are considered for each PHEV. Simulation results show that the control strategy based on the driver library of power cycle would improve both vehicle performance and battery health.

Service quality assessment in provision of library services

Libraries are dynamic organization providing dynamic services to their patrons. However, advances in IT and networking have created a serious competition to libraries from many information service provisioning agents. The purpose of this study is to understand the issue relevant to service quality assessment in libraries and subsequently develop a conceptual model of aligning library quality of service assessment for effective reporting of library value and performance to stakeholders. In this paper, we will focus on the provision of library services and the nature of the relationship and interactions between various components of library services.

Library of the seven selves

Jarvis’s thesis is a study of libraries as they are represented in art and literature. It analyses the way libraries serve to control and direct knowledge, while also considering the extent to which the creative imagination, in building habitable spaces within which poetic moments can occur, offers resistance.

Discovering the value that the library can contribute to quality teaching and learning through student evaluation data

Large surveys of library user service quality perception are common. However, student evaluation of teaching (SET) data often show a disparity between ratings of library service quality and library resource quality. In this situation, perhaps SET data can also provide insights into what contributes to the perception of library resource quality, and hence identify leverage points for quality improvement interventions. This paper documents an analysis of available Deakin University SET data relating to student interaction with, and evaluation of, library resources. It highlights significant correlations associated with library-related SET items, and from them infers actions that the library could undertake to improve the value and perception of the quality of library resources. The following results were observed. High ratings for library resources were likely to be associated with high general ratings of teaching and unit quality. Postgraduate coursework students rated library resources significantly higher than students in the first three years of undergraduate programs. Students in one faculty (Health) rated library resources significantly higher than students in all other faculties. There was a strong correlation observed in Australasian Survey of Student Engagement data for both 2009 and 2010 between the two items “Used library resources on campus or online” and “Worked on an essay or assignment that required integrating ideas or information from various sources”. These findings suggest the following conclusions. Well-planned learning environments are likely to integrate meaningful student interaction with the library. Initiatives to improve the value and perception of the quality of library resources should be focussed on the specific characteristics and needs of particular student cohorts to have maximum impact. More sophisticated assessment tasks that require students to interact with the library have the potential to result in higher student ratings of the value of library resources.