Fault Detection in Ball Bearings

Ball bearing joints are a critical component in all rotating machinery, and detecting and locating faults in these joints is a significant problem in industry and research. Intelligent fault detection (IFD) is the process of applying machine learning and other statistical methods to monitor the health states of machines. This paper explores the construction of vibration images, a preprocessing technique that has been previously used to train convolutional neural networks for ball bearing joint IFD. The main results demonstrate the robustness of this technique by applying it to a larger dataset than previously used and exploring the hyperparameters used in constructing the vibration images

A social psychological perspective on schooling for migrant children: A case within a public secondary school in South Africa

The conceptualisation of school readiness is often based on ‘ideal children’ in ‘ideal situations’. However, in determining the readiness level of children who are considered vulnerable, it is important to understand the lived experiences of these children. In this study, migrant children (especially undocumented ones) within the borders of South Africa are the focus: they are considered to be vulnerable due to a legal contradiction that exists between the right to basic education and the South African Immigration Act of 2002. The study employed a qualitative case study design to investigate, using a psychosocial perspective, the school readiness of migrant children in a Public Secondary School in Krugersdorp, South Africa. It attempts to establish what school readiness means for teachers and parents, in the context of both the psychological and social development of migrant children in South Africa. Participants were 7 teachers and 6 parents of migrant children in the School. Data was collected using semi-structured interviews and analysed using a constant comparative method of qualitative analysis within a grounded theory approach. The findings are that challenges affecting migrant children’s readiness for school include the lack of documentation; language barriers and an inability to continue schooling. Strategies are identified to address the challenges, including the school liaising with the Department of Home Affairs and the introduction of cultural diversity within the school. From the findings, it is evident that the South African government and Department of Basic Education must recognise the specific challenges of vulnerable groups to determine what school readiness means for them and assist them as far as possible

Representaciones de la salud mental en trabajadores de dos instituciones especializadas de Lima Metropolitana

La presente investigación busca explorar las representaciones de la salud mental en los trabajadores de dos instituciones especializadas en el área. El estudio es de tipo exploratorio con una metodología de carácter cualitativo. Para lograr los objetivos, se seleccionó un total de diez participantes, cinco por cada institución, representantes de los trabajadores que conforman el equipo interdisciplinario del área: un psiquiatra, una psicóloga, una enfermera, una técnica de enfermería y una asistenta social. Para acceder a la narración y el discurso de los participantes se aplicó una entrevista semiestructurada creada por la investigadora. Los resultados dan cuenta del mundo representacional de los trabajadores, exponiendo desde lo subjetivo, sus concepciones generales en torno a la salud mental, los factores que favorecen o interfieren en la misma, las reacciones que genera la persona que sufre una enfermedad mental y las expectativas de mejoría.Tesi

A social psychological perspective on schooling for migrant children: A case within a public secondary school in South Africa

The conceptualisation of schooling is often based on “ideal children” in “ideal situations.” However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative analysis within a grounded theory approach. The study found that challenges affecting migrant children’s schooling include the lack of documentation, language barriers, issues of transition and adaptation (discrimination), and the inability to access further education. Strategies were identified to address the challenges, including schools liaising with the Department of Home Affairs, implementing cultural diversity programmes within the school, and through deliberate inclusive programmes

Applying the CACAO Change Model to Promote Systemic Transformation in STEM

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today\u27s classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the basic science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs

Do à la carte menus serve infertility patients? The ethics and regulation of in vitro fertility add-ons

Add-on treatments are the new black. They are provided (most frequently, sold) to patients undergoing in vitro fertilization on the premise that they will improve the chances of having a baby. However, the regulation of add-ons is consistently minimal, meaning that they are introduced into routine practice before they have been shown to improve the live birth rate. Debate on the adequacy of this light-touch approach rages. Defenders argue that demands for a rigorous approval process are paternalistic, as this would delay access to promising treatments. Critics respond that promising treatments may turn out to have adverse effects on patients and their offspring, contradicting the clinician's responsibility to do no harm. Some add-ons, including earlier versions of preimplantation genetic testing for aneuploidy, might even reduce the live birth rate, raising the prospect of desperate patients paying more to worsen their chances. Informed consent represents a solution in principle, but in practice there is a clear tension between impartial information and direct-to-consumer advertising. Because the effects of a treatment cannot be known until it has been robustly evaluated, we argue that strong evidence should be required before add-ons are introduced to the clinic. In the meantime, there is an imperative to identify methods for communicating the associated risks and uncertainties of add-ons to prospective patients