Iterative design for active control of fluid flow

This paper considers iterative controller design for planar Poiseuille flow by model unfalsification and controller redesign. The main contribution is to show that model-unfalsification-based iterative design can be useful in flow control problems. The a priori knowledge of the dynamics of the sampled system is obtained from the analytic approximation of the Navier-Stokes equations by a Galerkin method. Pole-positions, expected model orders and feasible dynamic variations are valuable prior knowledge which can be taken into account in the uncertainty-model unfalsification-based iterative design scheme developed

Claude Tutty to Mr. Meredith (5 October 1962)

https://egrove.olemiss.edu/mercorr_pro/1990/thumbnail.jp

Addressing the Safety and Trauma Issues of Abused Women: A Cross-Canada Study of YWCA Shelters

Shelters for women are often seen as the major resource for intimate partner violence, yet few evaluations have been published. This study describes the needs, trauma symptoms and safety issues of 368 women as they enter and leave emergency shelters in ten Canadian violence against women emergency shelters; nine operated by the YWCA and a private shelter in Nova Scotia. The results capture the nature of the abuse, what the women wanted from shelter residence, the services they received, and their plans for afterwards. On shelter entry, on the Danger Assessment over 75% of women residents fell in the range of Extreme or Severe Danger. Although still in the clinical range, total and subscales on the Impact of Event Scale-Revised significantly reduced from shelter entry to exit. The women strongly endorsed the shelter in assisting them with safety, support and access to essential basic needs

Model Penilaian Kinerja Instruktur SMK Mikael Surakarta: Dalam Upaya Mempersiapkan Lulusan Siap Kerja

Performance appraisal is a formal and structured system of measuring and assessing employees\u27 work performance using performance standards defined by organization. The focus of performance appraisal is to determine the employee productivity, whose results can later be used to motivation the employees to work better. If poor performance appraisal is found, the organization should follow up by providing training so that the employees are able to improve the performance as expected by the organization. Performance appraisals should have validity, agreement, realism, and objectivity, so that the result can be beneficial to the employee being assessed, the assessment team and the company

Health Reform Implementation: Identifying Workforce Needs from the Massachusetts Experience

Passing health reform legislation is the first step in a long process to reduce the number of uninsured individuals and improve access. Creating a workforce to support national health reform is a critical component for success. No matter the extent of national health reform implementation in each state, AHECs across the nation will have an important role in educating and developing the workforce that will provide outreach and enrollment services to the newly eligible uninsured individuals and creating the primary care workforce that will care for this newly insured population

An investigation of the ability of elementary school-aged children to learn child sexual abuse prevention concepts

The current research was designed to investigate a wide range of variables which could affect the ability of elementary school children to learn and to remember child sexual abuse prevention concepts. The major questions posed for the study were: how much do the children know about child sexual abuse before participating in a prevention program, do children learn the prevention concepts after participating in the program and do they remember the concepts over time (five months). Age was considered a critical variable, so three age groups were delineated: Grades 1, 3 and 6. A smaller sample of kindergarten children were also tested, but the results with this age-group are considered exploratory. No research has yet investigated the influence of parental variables on a child learning and remembering prevention concepts. The current study looked at how parents’ participation or nonparticipation in the prevention program may affect the scores of the children and the long term retention of material. Whether parents attended prevention previews and therefore were able to reinforce prevention concepts at home was hypothesized as important in the long term integration of such information. Finally, the accuracy of a parent\u27s perception of their child\u27s understanding of prevention concepts was thought to be an important variable in whether parents would reinforce the learning of these concepts by discussion or by providing supplementary materials. In total, 400 children from the different age groups were included in the final data set. These children were assessed with the Children\u27s Abuse Questionnaire (C.A.Q.) an instrument developed by the author consisting of 40 items addressing the broad range of prevention concepts discussed in the literature. A subset of 23 items from the C.A.Q., the PlayQ, consists of items directly addressed by the play, ‘Touching’. Some children were tested before the program and afterward. some were not given a pretest but were tested only after the play. Other children were tested within the same time frame as those previously mentioned. but without having seen the play. All available children were tested again five months after the last assessment to investigate whether they remembered the prevention concepts overtime. The statistical analysis indicated that children who participated in the prevention program scored significantly higher on both the PlayQ and the C.A.Q. than children who did not see Touching\u27. There were significant differences between all age groups with kindergarten children scoring at about 57%, Grade 1 in the 65% range, Grade 3 in the 80% range and Grade 6 in the 90% range after having seen the play. After five months, the children who participated in the program did not forget the concepts, and, if anything, scored somewhat better than on the posttest analysis. However, one of the control groups also made unexpectedly significant increases in their scores over five months. Teachers (N-32) reported few negative reactions on the part of their students in the classrooms. They commented that students were initiating appropriate discussion about the play and its concepts, and that they had observed children being more assertive with peers who were trying to bully them. Parent reports (N-r284) indicated few negative responses on the part of the children who participated in the prevention program. Overwhelmingly, the majority of parents reported changes in their children which they saw as positive, including talking about the play and appearing more confident. Parents scored an average of 71% on the short knowledge questionnaire. They tended to underestimate the incidence and seriousness of sexual abuse. Parents of young children were likely to overestimate their child\u27s knowledge of core prevention concepts. In terms of parental perception of their child\u27s responses, the more knowledgeable parents more accurately predicted their child\u27s response to key questions when age was taken into consideration. There was a significant relationship between the child\u27s level of knowledge of prevention concepts and their parent\u27s ability to predict how they would answer key questions, whether the parents knowledge about abuse was high or not. Sensitivity and understanding of one’s child\u27s beliefs and responses appears, then, to be a more important relationship to a child\u27s level of knowledge than the parent\u27s knowledge level. In summary, the research results support the effectiveness of the play in teaching abuse prevention concepts to children, however, they also highlight the tact that some concepts are difficult for younger children to learn. The necessity for repetition of the concepts both in discussion of the materials and in the opportunity to view the presentation more than once is discussed. The importance of inviting parents to participate in prevention programs with their children is underscored