Friction Compensation by the use of Friction Observer

The deteriorating effects of friction on the control of mechanical systems is a major problem in a multitude of applications such as high-performance robotics and pointing systems. This thesis aims at improving control by using a nonlinear friction observer to detect friction in the system and use this information to modify the control input. After some initial attempts with the LuGre friction model, the observer was decided to be based on the Dahl model of friction. Simulations and experiments were made using the unstable Furuta pendulum and the efficiency of the observer aproach was compared to other standard methods for friction compensation. Although being able to serve its purpose very well in the simulated environment the observer friction compensation could not outperform the other compensation methods in the experiments, only being capable of slightly improving the control of the pendulum. The cause of this lack of success is still unclear

Problem-solving activity including trust and honesty: spotlighting ‘ASD’ students

How many times dear reader have you found yourself in a quite challenging situation (having an ambitious student, but with depression, social, emotional and interaction deficits, low self-esteem, OCD and everything connected with ASD) when the most crucial was timing (15 weeks and the same amount of subjects to pass by the given learner) and you have been looking for possible solutions without any further favorable outcomes wondering what should be another step of mine as educator in the upcoming end of the school year? This paper is some sort of answer on the given questions providing a far-reaching suggestion, after in-depth reflection and evaluation, for individual creative work in order to understand ASD students. Sometimes we need to give ‘three steps back to move one step forward’. Three steps back is a diligent investigation that consists of four stages, namely stage of novitiate (refocus), stage of puzzles, and stage of fixing the puzzles and stage of creativity. What’s more, we need to reflect on our thoughtfulness by analyzing acronym C.A.M.P.A.I.G.N.E.R. with specific personality traits. Possessing background knowledge about the problem and ourselves we can move forward by implementing creatively possible solutions to our circumstances remembering about being in every situation ourselves.How many times dear reader have you found yourself in a quite challenging situation (having an ambitious student, but with depression, social, emotional and interaction deficits, low self-esteem, OCD and everything connected with ASD) when the most crucial was timing (15 weeks and the same amount of subjects to pass by the given learner) and you have been looking for possible solutions without any further favorable outcomes wondering what should be another step of mine as educator in the upcoming end of the school year? This paper is some sort of answer on the given questions providing a far-reaching suggestion, after in-depth reflection and evaluation, for individual creative work in order to understand ASD students. Sometimes we need to give ‘three steps back to move one step forward’. Three steps back is a diligent investigation that consists of four stages, namely stage of novitiate (refocus), stage of puzzles, and stage of fixing the puzzles and stage of creativity. What’s more, we need to reflect on our thoughtfulness by analyzing acronym C.A.M.P.A.I.G.N.E.R. with specific personality traits. Possessing background knowledge about the problem and ourselves we can move forward by implementing creatively possible solutions to our circumstances remembering about being in every situation ourselves

Use of Gamification in the IB History Class and as a Tool for Form Teacher. New Empirical Research and Solutions

This article is a presentation of new empirical research and solutions for educators who tend to examine new methods and philosophies designed for improving teaching-learning process around the world. For that purpose, the author is introducing reader to the International Baccalaureate (IB) three-dimenstional way of creating school’s curriculum with concept-based approach and idea to transfer knowledge between disciplines using global, key and related concepts. Accomplishment of this work provides a chance to form solutions according to each school’s ‘wants and needs’, e.g. focusing on stimulation of pupils behaviour by implementing the Point System of Behavioral Assessment like in the IB World School No. 006654 case. And then teachers are able to standardize new teaching methods, such as gamification, successfully implementing them in their classes. What’s more gamification can be easily used as a tool for form teachers in order to improve pupils’ social skills and strengthening their involvement in a lesson

Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation

Janiec Jerzy, Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 23–44, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.2. The main aim of this paper is to demonstrate the Hip-hop based Education (HHBE) and Hip-hop Pedagogy (HHPED) as two accommodating strategies that may be utilized fourishingly to differentiate a teaching-learning process further to integrate learners in any education-like environment, as the example the IB World School No. 006654 International School of Bydgoszcz (ISOB) has been chosen. This is the first study presenting international community in a truly homogeneous society (ca. 98% of Polish inhabitants in their country). The author enlists affirmative methodologies beginning with a hypothesis that the Hip-hop cultureis gaining popularity among adolescents in greater numbers. As a result of observations, interviews and survey he is acquainted with students’ wants and needs. There is a necessity to put them in a bigger picture by analyzing the phenomenon from a historical, sociological, political, economical and intercultural viewpoint on a local (Bydgoszcz’s) and global scale. And finally, the author is describing a use of the aforesaid strategies through transfer skills that are taught in the IB History and Social Studies classes.Janiec Jerzy, Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 23–44, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.2. The main aim of this paper is to demonstrate the Hip-hop based Education (HHBE) and Hip-hop Pedagogy (HHPED) as two accommodating strategies that may be utilized fourishingly to differentiate a teaching-learning process further to integrate learners in any education-like environment, as the example the IB World School No. 006654 International School of Bydgoszcz (ISOB) has been chosen. This is the first study presenting international community in a truly homogeneous society (ca. 98% of Polish inhabitants in their country). The author enlists affirmative methodologies beginning with a hypothesis that the Hip-hop cultureis gaining popularity among adolescents in greater numbers. As a result of observations, interviews and survey he is acquainted with students’ wants and needs. There is a necessity to put them in a bigger picture by analyzing the phenomenon from a historical, sociological, political, economical and intercultural viewpoint on a local (Bydgoszcz’s) and global scale. And finally, the author is describing a use of the aforesaid strategies through transfer skills that are taught in the IB History and Social Studies classes.Janiec Jerzy, Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 23–44, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.2. The main aim of this paper is to demonstrate the Hip-hop based Education (HHBE) and Hip-hop Pedagogy (HHPED) as two accommodating strategies that may be utilized fourishingly to differentiate a teaching-learning process further to integrate learners in any education-like environment, as the example the IB World School No. 006654 International School of Bydgoszcz (ISOB) has been chosen. This is the first study presenting international community in a truly homogeneous society (ca. 98% of Polish inhabitants in their country). The author enlists affirmative methodologies beginning with a hypothesis that the Hip-hop cultureis gaining popularity among adolescents in greater numbers. As a result of observations, interviews and survey he is acquainted with students’ wants and needs. There is a necessity to put them in a bigger picture by analyzing the phenomenon from a historical, sociological, political, economical and intercultural viewpoint on a local (Bydgoszcz’s) and global scale. And finally, the author is describing a use of the aforesaid strategies through transfer skills that are taught in the IB History and Social Studies classes

A cseh szak 50 éve (1955–2005) (50 years of the Czech Department 1955–2005).

Revie