Machine learning techniques for fault isolation and sensor placement

Fault isolation and sensor placement are vital for monitoring and diagnosis. A sensor conveys information about a system's state that guides troubleshooting if problems arise. We are using machine learning methods to uncover behavioral patterns over snapshots of system simulations that will aid fault isolation and sensor placement, with an eye towards minimality, fault coverage, and noise tolerance

Intelligent monitoring and diagnosis systems for the Space Station Freedom ECLSS

Specific activities in NASA's environmental control and life support system (ECLSS) advanced automation project that is designed to minimize the crew and ground manpower needed for operations are discussed. Various analyses and the development of intelligent software for the initial and evolutionary Space Station Freedom (SSF) ECLSS are described. The following are also discussed: (1) intelligent monitoring and diagnostics applications under development for the ECLSS domain; (2) integration into the MSFC ECLSS hardware testbed; and (3) an evolutionary path from the baseline ECLSS automation to the more advanced ECLSS automation processes

Qualitative models for planning: A gentle introduction

Qualitative modeling is the study of how the physical world behaves. These physical models accept partial descriptions of the world and output the possible changes. Current systems assume that the model is static and that physical entities do not effect change into the world. An approach to planning in physical domains and a working implementation which integrates qualitative models with a temporal interval-based planner are described. The planner constructs plans involving physical qualities and their behavioral descriptions

Critical Indigenous pedagogy meets transformative education in a third space learning experience

This paper explores the philosophical and theoretical foundations of a first year unit in Aboriginal Studies offered at the University of Notre Dame in Fremantle. It explains how the current approach is inclusive of transformative and critical Indigenous pedagogies and taught from an evolving ‘third space’. Each philosophical underpinning is considered briefly, with reference to informal feedback received from students in 2014. What is suggested is that AB100 is indeed transformational for students in ways that are potentially ongoing in both professional and personallives. Given the focus of the University of Notre Dame on training students for the professions this has implications for potential ways of teaching and learning that may require uncapping the usual teaching and learning frameworks to actively incorporate transformative and Indigenous pedagogies. Recommended is the need for further investigation and research into the impact of this approach to learning via an evaluation framework based upon the authors PhD outcome

FMEAssist: A knowledge-based approach to Failure Modes and Effects Analysis

A Failure Modes and Effects Analysis workstation (FMESassist) was designed for use during the development of the space station. It assists engineers in the complex task of tracking failures and their effects on the system. Engineers experience increased productivity through reduced clerical loads, reduced data inconsistency, and significantly reduced analysis time. System developments benefit from a more thorough analysis than was available using previous methods

Education revolution or just plain revolting? Aboriginal prisoner education in Western Australia

The current Australian Federal government has voiced a commitment to an \u27education revolution\u27 and set targets for \u27closing the gap\u27 in education attainment for Aboriginal people. Unfortunately, this revolution appears to have bypassed prison education altogether with no mention of it in the publicly available policy documents. This is regrettable given the large numbers of Aboriginal people in custody and begs the question \u27Are our incarcerated Indigenous citizens going to be excluded from any potential benefit of the \u27revolution\u27?\u2

Education for productive futures: a white woman learning from Aboriginal voices

High incarceration rates of Aboriginal Western Australians leads to between 1800 and 2000 Aboriginal prisoners at any one time. Despite this little is written or noted in Australian peer reviewed academic literature about education provision to Aboriginal prisoners. "Closing the Gap: learning from and privileging Aboriginal voices to learn what helps and hinders educationin WA prisons" is a PhD project nearing submission. It has been conducted in partnership with the Deaths in Custody Watch Committee as we ll as with the support of a local community legalservice. The findings are relevant beyond a prison context.This paper specifically focuses on how understandings of the concept of productivity can differ. Itconsiders what might or might not be helpful in achieving productive educational and trainingoutcomes in Western Australian prisons for Indigenous individuals, families and communities. Itrelies heavily on the words of the author\u27s teachers; the Aboriginal participants in the project alongside Indigenous authors and academics. The paper concludes by considering implications for developing and evaluating training programs in more flexible ways that respect diversity

Foundation: Transforming data bases into knowledge bases

One approach to transforming information stored in relational data bases into knowledge based representations and back again is described. This system, called Foundation, allows knowledge bases to take advantage of vast amounts of pre-existing data. A benefit of this approach is inspection, and even population, of data bases through an intelligent knowledge-based front-end

Stories from high school and prisons rattle institutional cages

AbstractThis paper is based on two research projects. One considered ‘unsettling’Aboriginal prisoner education and the other ‘troubling’ education in high school.Juxtaposed are two critical research methodologies; critical ethnography and arelational critical allied methodology. Whilst these may at first appear very similar,on closer scrutiny it becomes clearer that independently, the place of the researcherbecomes situated in a somewhat different relationship with participants. Inworking through these layers of difference, what emerges are the entwined voicesof participants who are clearly telling us what ‘bars hold them in their cages’ andwhat spaces between could be transformational

Stories from high school and prisons rattle institutional cages

This paper is based on two research projects. One considered ‘unsettling’ Aboriginal prisoner education and the other ‘troubling’ education in high school. Juxtaposed are two critical research methodologies; critical ethnography and a relational critical allied methodology. Whilst these may at first appear very similar, on closer scrutiny it becomes clearer that independently, the place of the researcher becomes situated in a somewhat different relationship with participants. In working through these layers of difference, what emerges are the entwined voices of participants who are clearly telling us what ‘bars hold them in their cages’ and what spaces between could be transformational