Digital Twin of 3d Motion Compensated Gangway Use of Unity Game Engine and TwinCAT PLC Control for Hardware-in-the-Loop Simulation

Master's thesis in Mechatronics (MAS500)This thesis presents the development, implementation, and testing of a digital twin representing a 3D compensated gangway located on a service operation vessel for wind farms The real-time simulator runs on a separate thread in the Unity game engine and interfaces with a PC-based control system, including the control algorithms. The simulations in Unity achieve a step time of 5 μs, and the communication to the control system has a latency of 10ms.The PLC program in TwinCAT, running real-time on a separate computer, controls the hydraulic actuated gangway simulator with acceptable accuracy in 3m waves. Active damping employing pressure feedback to introduce artificial leakage was implemented to the hydraulic control system, increasing the hydraulic system’s damping, hence improving the motion performance

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning.

BACKGROUND: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise.

BACKGROUND: Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD: Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS: Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS: Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety

Er hovedsakelig skattemessig motivasjon et vilkår for gjennomskjæring på ulovfestet grunnlag?

Er hovedsakelig skattemessig motivasjon et vilkår for gjennomskjæring på ulovfestet grunnla

Review of the proposed rules for Eurocode 5 - Part 1-1, focusing on the cross-section and member verifications

Målet med denne oppgaven er å gjennomgå "CEN/TC 250/SC 5 N 1489: Consolidated draft prEN 1995-1-1 with markups" (EN1995-1-1-Draft). EN1995-1-1-Draft blir sammenlignet med "Eurokode 5: Prosjektering av trekonstruksjoner - Del 1-1: Allmenne regler og regler for bygninger" (EN1995-1-1). Denne oppgaven fokuserer på reglene for kontroll av elementene og tverrsnittene til dem. De forskjellige temaene denne oppgaven dekker er grunnlag for prosjektering, konstruksjonsanalyse, dimensjonering av tverrsnitt, knekking av elementer, elementer med varierende tverrsnitt og design for bruksgrensetilstanden. To store temaer som denne oppgaven ikke dekker er forbindelser og regler for massivtre. EN1995-1-1-Draft inneholder flere regler og tilleggsinformasjon på temaene dom er dekket i EN1995-1-1. EN1995-1-1-Draft dekker også temaer som ikke inngår i EN1995-1-1. Et av disse temaene er elementer med hull. EN1995-1-1-Draft har lagt til flere kontroller for kombinasjoner av spenninger enn det EN1995-1-1 har. Disse nye kontrollene er for kombinasjon av skjærspenninger og spenninger vinkelrett på fiberne, kombinasjon av skjærspenninger for bøying om to akser, og for kombinasjon av skjærspenninger fra torsjon og bøying. EN1995-1-1-Draft har introdusert en my metode for å sjekke et element for knekking, $\kappa$ metoden. Denne metoden kan i noen tilfeller gi en negativ utnyttelse av et element når det skal sjekkes for knekking. CEN/TC 250/SC 5 har kommet med et nytt forslag til regler for knekking som ikke har dette problemet

Digital Twin of 3d Motion Compensated Gangway Use of Unity Game Engine and TwinCAT PLC Control for Hardware-in-the-Loop Simulation

This thesis presents the development, implementation, and testing of a digital twin representing a 3D compensated gangway located on a service operation vessel for wind farms The real-time simulator runs on a separate thread in the Unity game engine and interfaces with a PC-based control system, including the control algorithms. The simulations in Unity achieve a step time of 5 μs, and the communication to the control system has a latency of 10ms.The PLC program in TwinCAT, running real-time on a separate computer, controls the hydraulic actuated gangway simulator with acceptable accuracy in 3m waves. Active damping employing pressure feedback to introduce artificial leakage was implemented to the hydraulic control system, increasing the hydraulic system’s damping, hence improving the motion performance

Staphylococcus aureus colonisation and host-microbe interactions

Why are some people carriers of Staphylococcus aureus while others are not? Is the pathogenesis of S. aureus just a mishap, or is it a well-regulated performance showing us the versatility of this commensal bacterium? Even after all these years of research, we don’t know for sure, and new insights are needed to completely answer these and other questions regarding S. aureus colonisation and infection. As treatment of S. aureus infections can be challenging and may even result in treatment failure, it is of the utmost importance to prevent infections from arising. By gaining insight on S. aureus nasal colonisation and the close interactions between the microbe and the host, we hope that eventually, a better understanding may provide us with novel means for targeted intervention and treatment