<p> The thesis aims to create a proof of concept an open source student supported block diagram software, BlocSim. BlocSim demonstrates real time microcontroller-in-the-loop capabilities and block diagram simulation. The BlocSim has a drag and drop interface for ease of use. BlocSim creates journal quality block diagram images and the accompanying latex formatted code. BlocSim stores data in an xml format for future use.</p>

<p> Image Processing and Computer Vision (CVIP) applications can be developed and analyzed using the CVIPtools software developed at Southern Illinois University Edwardsville in the CVIP Laboratory under the guidance of Dr. Scott E Umbaugh. The CVIPtools software has been created with the code in the C/C++/C# programming languages. Due to the popularity in engineering applications for Matlab use it was decided to port the CVIPtools libraries functions to Matlab M-files and create a CVIP Toolbox for Matlab. </p><p> This work consists of developing, testing, packaging, developing documentation for, and releasing the first version of the Matlab Computer Vision and Image Processing Toolbox. In this there are several steps involved which are described clearly in this research work. The primary aim of thesis work is to create a toolbox which is independent of any other toolboxes in Matlab. CVIPtools has over 200 functions which are written in C, but due to growing demand for Matlab we decided to make the functions available in Matlab. After the toolbox is created, the user can install it and can use the functions in the toolbox as Matlab inbuilt functions. This will make it easy for the user to understand and experiment with different CVIP algorithms. </p><p> Initially the toolbox was created writing wrapper functions for the programs written in C through the creation of MEX functions. But later due to problems during testing, it was determined [5] that it would be more suitable to write separate Matlab code, M-files for all the functions and create new toolbox. </p><p> The CVIP Toolbox for Matlab is an open source project and is independent of any other toolboxes. Thus, the user can install the toolbox and can use all the functions as Matlab inbuilt functions without the need to purchase any of the other Matlab toolboxes, which is required for other toolboxes of this type. There are 206 functions in this first version of toolbox which are the primary functions for CVIP applications. These functions are arranged according to categories so that it will be easy for the user to understand and search various functions. </p><p> The CVIP Toolbox is organized into several folders including CVIP Lab, which allows the user to create any algorithm with the help of functions available in the toolbox. The user can explore by using different functions in the toolbox and varying parameters experimentally to achieve desired results. The skeleton program for lab is in cviplab.m which has a sample function implemented so that the user can see how the sample is executed and can call other functions using the same method.</p><p>

<p> Community colleges have seen large increases in students enrolling in online courses nationally. This trend does not appear to be slowing down, in-fact, the number of students enrolling in online courses is increasing. A number of these first-generation students come from disadvantaged backgrounds. This study attempted to isolate variables that can best predict a community college student's chance of successful completion in the online environment. </p><p> Ten variables were studied at one community college in Missouri (MOCC) during academic years 2010-2012. The variables were; College division, age, gender, academic semester, academic level, prior remediation, prior online course, grade point average, financial assistance, credit hours enrolled. The study used archived data with 9,540 individual cases. A chi-square analysis was used on the dichotomous and categorical variables and continuous variables were analyzed using an independent <i>t</i>-test. Once significance had been established the variables were analyzed again using a forced entry logistic regression to determine the statistical probability of the variables. All variables except prior remediation showed significance using the three analysis methods. The predictive abilities of logistic regression showed that students with a GPA of 3.0 or higher, enrolled in a Career and Technology field of study, male, receiving financial aid, enrolled in 10.5 credit hours in the summer and an age of 30 were the most likely to successfully complete online courses at MOCC.</p>

No description available.

<p> Mechanical gears can be as small as those in traditional mechanical watches or as large as those in mechanical marine turbines. They can be seen in almost all transportation tools, for example, bicycles, cars, trains and airplanes. Though they have been studied and refined for centuries, there are still some disadvantages. For instance, mechanical gears often create a large amount of noise and vibration. They require regular maintenance as the gears need to be lubricated. In addition, if a gear is overloaded it can catastrophically fail. </p><p> Unlike conventional mechanical gears, magnetic gears can create speed change without physical contact. The force between magnetic gears is not created by geared teeth but instead, it is created by the magnetic poles. There will be a small air gap between different rotors which means no lubricant or maintenance is required. When one rotor rotates, the other one will also rotate driven by magnetic forces. Since the permanent magnets are used, the forces will not recede or disappear as long as the magnets are not overheated. If overloaded, a magnetic gearbox will simply slip poles. Therefore, in many applications, magnetic gears can be more reliable, efficient and safer. </p><p> The goal of this research has been to investigate the torque capabilities of high gear ratio magnetic geared devices. The performance has been investigated based on the gear ratio and torque density. </p><p> A new type of flux focusing cycloidal magnetic gear (MG) was investigated that could operate at a gear ratio of -25:1. The flux focusing topology was used because it increased the air gap flux density and therefore enabled a higher torque density. Using 2-D finite element analysis (FEA), the volume torque density was calculated to be 291 Nm/L with an outer diameter of 0.228 m. A -20:1 prototype cycloidal magnetic gear was designed. It had a calculated volumetric torque density of 260 Nm/L. The cycloidal magnetic gear was mechanically difficult to construct and therefore only the inner rotor of the cycloidal magnetic gear was constructed. In addition, the eccentric air gap will cause bearing failure. </p><p> To achieve an even higher gear ratio, a nested multistage magnetic gear (MSMG) was designed with a 2-D FEA calculated torque density of 424 Nm/L. The desired gear ratio was 59:1 so that the performance could be compared with a Sumitomo mechanical gearbox which had the same gear ratio. In order to minimize the rotor torque ripple, the harmonic field interaction between the inner stage and the outer stage of the magnetic gear had to be mitigated. A unique flux concentration Halbach rotor structure was proposed. The rotor structure was shown to shield the outer rotor from the inner rotor harmonics. The nested multistage magnetic gear contains 4 rotors and complex mechanical structure. In order to provide sufficient mechanical support, the mechanical axial length had to be very large and this negated many of the benefits of using the nested coaxial rotor structure. </p><p> A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for wind turbines. The 6.45:1 first stage magnetic gearbox had a diameter of 0.633 m and the 3-D FEA calculated peak torque and torque density were 4.79 kNm and 159 Nm/L. The measured torque and torque density were 4.25 kNm and 141 Nm/L. While the 9.14:1 second stage magnetic gearbox had a diameter of 0.507 m and the 3-D FEA calculated peak torque and torque density were 1.04 kNm and 136 Nm/L, respectively. The series connected multistage magnetic gear had the advantage of being more modular as different gear ratios can be obtained by changing the pole pair combinations for one of the series connected magnetic gears. </p><p> A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for a hydropower application. Non-magnetic rods were used to reduce the losses and the mechanical deflection. The 2-D calculated torque density for the stage 1 magnetic gear was 371 Nm/L. And the 2-D calculated torque density was 344 Nm/L for the stage 2 magnetic gear. A stator was also designed that was inserted inside the stage 2 magnetic gear. In order to try to reduce the torque ripple, the stator had a fractional winding distribution with 1.25 slots/pole/phase. (Abstract shortened by ProQuest.) </p><p>

Older drivers are over-represented in angled crashes when compared with younger experienced drivers. Past research primarily points to age-related cognitive and physical decline, which can impede older drivers' ability to monitor their driving environment efficiently and decrease their ability to maintain adequate situational awareness. Despite compensatory behaviors such as driving less, driving more slowly or avoiding driving in inclement conditions, there is evidence that in some cases these drivers may be under-compensating, as older drivers are still involved in more angled crashes than any other category. Of particular concern are intersections in which other vehicles can approach from the side. Two experiments described here investigate whether tailored feedback based on a driver's own unsafe behaviors and active, situation-based training in a simulator can change drivers' attitudes about their own abilities, raise their awareness of the crash risks for older drivers and lead to long-term improvements of driving behavior such as increased side-to-side scanning while negotiating intersections. Experiment 1 investigated whether customized feedback tailored to the individual's specific unsafe driving behaviors in a simulator can successfully alter an older driver's perceptions of his driving skills. Experiment 2 compared how effectively customized feedback about a driver's specific unsafe driving behaviors on the open road followed by active situation-based training in a simulator can improve road scanning and head turning behavior when compared with lecture-style training. The results from Experiment 1 demonstrated that letting drivers make errors in a simulator and then providing customized feedback was successful in changing older drivers' perception of their ability, making them more willing to change driving behavior. The results from Experiment 2 indicated that capturing drivers' errors on the road, providing customized feedback, and then adding active training in a simulator increased side-to-side scanning in intersections by nearly 100% in both post-training simulator and field drives. A second group, which received passive classroom-style training, demonstrated no significant improvement. In summary, compared with passive training programs, error capture, feedback, and active situation-based practice in a simulated environment is a much more effective strategy for raising awareness and increasing the road scanning behavior of older drivers.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Alice Crawford, Roger Little. Includes bibliographical references (p. 105-106). Also available online.

This Innovation Report reports on best practice in ICT teacher development (ICTTD) based on a literature study and an empirical action research study. The study was conducted with the assistance of a mobile-learning tutoring programme in four resource-constrained schools in South Africa. All the participating teachers had little or no ICT skills. It is predicated on the assumption that quality education helps in the reduction of poverty and inequality. It argues that the performance of an education system reflects the quality of its teachers, which is enhanced by in-service training, especially access to ICT-enriched lifelong learning (LLL) and continuing professional development (CPD). This requires teachers to acquire ICT skills and for their ICT learning styles to be considered. The main research question was concerned with how teachers acquire and improve ICT skills. The response to the main question identified the following important ICTTD enablers and best practice: collaborative learning, integration of pedagogy and subject knowledge with technology, leadership and use of practical ICTTD. The study took advantage of the ubiquity of mobile phones in South Africa, which as the most rapidly adopted technology in history, enabled learners to participate in the study. The participating tutoring teachers (TTs) were Life Orientation and Life Skills (LOLS) teachers who were asked to conduct online Life Orientation and Life Skills tutorials. They were chosen because they were least likely to be ICT competent. The participation in synchronous online tutorials gave the teachers a practical ICT user experience. They made use of the limited numbers of computers, and the learners used the more widely available mobile phones. The tutoring teachers (TTs) were supported by suitably qualified volunteer tutors (VTs) whose participation in the study improved both the tutor: learner ratio and the technology-enhanced learning TEL experience for the teachers and learners. The VTs and TTs were called Dr LOLS tutors. The interactions between the mobile learners and teachers were enabled by the social network MXit and the Chat Call Centre online (C3TO) platform, which is created by the Council for Scientific and Industrial Research (CSIR) in Pretoria. All the teachers acquired new ICT skills during the study. Key findings of the study include: -- The importance of enabling the VTs to ‘teach from anywhere’ and at a time agreed with learners, compared to the notion of ‘learning from anywhere anytime’, given that most learners did not own, but shared the mobile phones they used. -- Mobile-learning can be a gateway to a ‘device agnostic’ technology-enhanced learning (TEL) experience. -- The lack of mainstreamed TEL policy in poor schools limits the contribution TEL can make to poverty and inequality reduction. Implications for educational policy include; making integrated ICTTD mandatory at pre-service training, a TEL policy that integrates mobile-learning and repositions TEL as part of poverty reduction imperative.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 95-97). Also available via the Internet.