Linear Control Theory with an ℋ∞ Optimality Criterion

This expository paper sets out the principal results in ℋ∞ control theory in the context of continuous-time linear systems. The focus is on the mathematical theory rather than computational methods

Adaptive Control By Regulation-Triggered Batch Least-Squares Estimation of Non-Observable Parameters

The paper extends a recently proposed indirect, certainty-equivalence, event-triggered adaptive control scheme to the case of non-observable parameters. The extension is achieved by using a novel Batch Least-Squares Identifier (BaLSI), which is activated at the times of the events. The BaLSI guarantees the finite-time asymptotic constancy of the parameter estimates and the fact that the trajectories of the closed-loop system follow the trajectories of the nominal closed-loop system ("nominal" in the sense of the asymptotic parameter estimate, not in the sense of the true unknown parameter). Thus, if the nominal feedback guarantees global asymptotic stability and local exponential stability, then unlike conventional adaptive control, the newly proposed event-triggered adaptive scheme guarantees global asymptotic regulation with a uniform exponential convergence rate. The developed adaptive scheme is tested to a well-known control problem: the state regulation of the wing-rock model. Comparisons with other adaptive schemes are provided for this particular problem.Comment: 29 pages, 12 figure

Adaptive ℋ∞-control for nonlinear systems: a dissipation theoretical approach

The adaptive ℋ∞-control problem for parameter-dependent nonlinear systems with full information feedback is considered. The techniques from dissipation theory as well as the vector and parameter projection methods are used to derive the adaptive ℋ∞-control laws. Both of the projection techniques are rigorously treated. The adaptive robust stabilization for nonlinear systems with ℒ2-gain hounded uncertainties is investigated

Good images, effective messages? Working with students and educators on academic practice understanding

Work at Northumbria University has focussed on activity that extends opportunities for students to engage directly with the skills development necessary for sound academic practice. This has included highly visual campaigns on the "Plagiarism trap", providing access to Turnitin plagiarism detection software, guides and sessions to highlight use of associated referencing tools. Sessions on a variety of topics, such as supporting study skills and reading originality reports, have been provided for students on taught, undergraduate and postgraduate programmes. This provision has included students working on collaborative partners' sites and also those on research programmes. Alongside the activities with students, "designing out" approaches have been embedded in staff development within the educator community at Northumbria. Formative use of Turnitin is integrated throughout programmes and academic practice development is formally recognised within the University Learning and Teaching Strategy's focus on information literacy. This article outlines and reviews these activities in a critical institutional context and evaluates responses from a variety of students and educators to determine how effective these measures have been

Exploring Video Feedback in Philosophy

This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized