Experimental Validation of Mathematical Framework for Fast Switching Valves used in Digital Hydraulic Machines

A prototype of a fast switching valve designed for a digital hydraulic transmission has been manufactured and experimentally tested. The valve is an annular seat valve composed of a plunger connected with a direct electromagnetic moving coil actuator as the force producing element. Based on an elaborate optimization method the valve is designed to maximize the efficiency of a digital hydraulic motor targeted to a wind turbine transmission system. The optimisation method comprises a mathematical framework which predicts a valve switching time of approximately 1 ms with a peak actuator input power of 10 kW during switching (mean of approximately 250 W) and a pressure loss below 0.5 bar at 600 l/min. The main goal of this article is validate parts of the mathematical framework based on a series of experiments. Furthermore, this article aims to document the experience gained from the experimental work and to study and assess a moving coil actuators suitability for the application.</jats:p

The Contemporary University’s Role in Developing, Conducting and making Networked Professional Learning a practice

There is a growing demand for professional development, driven by employees, employers, HR-departments, and organisations alike, both in the private- and the public sector. This demand emerges from a need for an ability to continually and flexibly improve professional practices in order to respond to the impact of new knowledge, methods, and digital technologies. On the basis of the newly published book Networked Professional Learning - Emerging and Equitable Discourses for Professional Development, we will discuss the concept of Networked Professional Development and how universities can contribute to society through educational practises that support networked professional development – both in formal and informal settings. The discussion will take off from the following three questions: How do universities further develop Networked Learning as a professional development practice? What capacities do universities need to utilize to conduct Networked Professional Development? In which organisational settings (public- and private sectors alike) is Networked Learning a fruitful approach to Professional Development? How do universities involve end-users (e.g. the leaders, the HR-departments, the professionals, students etc.) in the process of designing practices and spaces for Networked Professional Learning