Proportional-integral-plus (PIP) control of time delay systems

The paper shows that the digital proportional-integral-plus (PIP) controller formulated within the context of non-minimum state space (NMSS) control system design methodology is directly equivalent, under certain non-restrictive pole assignment conditions, to the equivalent digital Smith predictor (SP) control system for time delay systems. This allows SP controllers to be considered within the context of NMSS state variable feedback control, so that optimal design methods can be exploited to enhance the performance of the SP controller. Alternatively, since the PIP design strategy provides a more flexible approach, which subsumes the SP controller as one option, it provides a superior basis for general control system design. The paper also discusses the robustness and disturbance response characteristics of the two PIP control structures that emerge from the analysis and demonstrates the efficacy of the design methods through simulation examples and the design of a climate control system for a large horticultural glasshouse system

Promoting the concept of competency maps and interprofessional assessments linked to e-portfolios to enhance the student learning experience in preparation for work based learning, employability and life long learning.

Assessment and Learning in Practice Settings (ALPS) is a collaborative Centre for Excellence in Teaching and Learning (CETL) comprising five Higher Education Institutions (HEI) with proven reputations for excellence in learning and teaching in Health and Social Care (H&SC): the University of Bradford, the University of Huddersfield, the University of Leeds (lead site); Leeds Metropolitan University, and York St John University. There are 16 professions across the partnership from Audiology to Social Work, and a wide range of partners including NHS Yorkshire and the Humber and commercial partners who are working towards a framework of interprofessional assessment of common competences in the H&SC professions. The focus of this paper is the development of the common competency maps for communication, teamwork, and ethical practice along with a set of standardised tools to assess these across the sixteen professional groups. The aim of the ALPS CETL is to ensure that students graduating from courses in H&SC are fully equipped to perform confidently and competently at the start of their professional careers. Fundamental to the care of service users within modern Health and Social Care are key skills commonly utilised by the range of professionals involved in ALPS. Key skills and learning outcomes vary across the 16 pre-registration H&SC courses but central to the practice of all of the professional groups represented by ALPS is a high level of professional competence in communication, teamwork and ethical practice. In order to make explicit this pretext it was decided that mapping these common skills would enable students to navigate their way through the professional competencies allowing them to gain confidence and competence in practice settings. ALPS worked with a commercial partner, MyKnowledgeMap Ltd. (MKM), to facilitate this process which resulted in interactive and creative competency maps from which multiprofessional assessment tools were derived for students to validate their skills in their practice placements. ALPS has developed a shared services platform that enables these common assessment tools to be delivered onto mobile devices used by the students in their practice placements. Central to the ALPS process was the development of an e-portfolio tool to which the student could publish their completed tools and any relevent supporting documents and gain feedback from their tutor back at their University, further perpetuating the learning process and enabling the tutor to evaluate the students progress. This paper discusses how these processes championed by ALPS can be transferred and shared across professions and describes the challenges, benefits and future potential of this approach aimed at enhancing the students ability to learn and produce effective assessments in practice settings

Linear energy divergences in Coulomb gauge QCD

The structure of linear energy divergences is analysed on the example of one graph to 3-loop order. Such dangerous divergences do cancel when all graphs are added, but next to leading divergences do not cancel out.Comment: 6 pages, 1 figur

The long wavelength limit of hard thermal loop effective actions

We derive a closed form expression for the long wavelength limit of the effective action for hard thermal loops in an external gravitational field. It is a function of the metric, independent of time derivatives. It is compared and contrasted with the static limit, and with the corresponding limits in an external Yang-Mills field.Comment: 5 page