As Intelligent Transportation Systems (ITS) become more prevalent, there is a need for a system capable of the rigorous evaluation of new ITS strategies for a wide variety of applications. Pre-deployment testing and fine-tuning of the system, performance evaluation, and alternatives analysis are all potential benefits that could be gained through the evaluation of ITS. Simulation, an increasingly popular tool for transportation analysis, would seem an ideal solution to this problem as it allows for the consideration of many scenarios that may be improbable or impossible to observe in the field. Also, simulation provides a framework that allows for the application of rigorous analysis techniques to the output data, providing an accurate and statistically significant conclusion. The difficulty is that many ITS strategies are difficult or impossible to implement in a simulated environment. The rapid nature of technology development and the complicated nature of many ITS solutions are difficult to emulate in simulation models. Furthermore, the emulation of a particular ITS solution is not guaranteed to provide the same result that the physical system would, were it subject to the same inputs. This study seeks to establish a framework for the analysis of advanced ITS applications through the use of Hardware-in-the-Loop Simulation (HILS), which provides a procedure for interfacing simulation models with real-world hardware to conduct analysis. This solution provides the benefits of both advanced ITS evaluation and simulation for powerful and accurate analysis. A framework is established that includes all the steps of the modeling process including construction, validation, calibration, and output analysis. This ensures that the process surrounding the HILS implementation is valid so that the results of the evaluation are accurate and defendable. Finally, a case study of the application of the developed framework to the evaluation, a real-world implementation of an advanced ITS application (SCATS in this case) is considered. The effectiveness of the framework in creating and evaluating a corridor using a simulation model wed to real-world hardware is shown. The results of the analysis show the power of this method when correctly applied and demonstrate where further analysis could expand upon the proposed procedure.

This research aims to explain teacher policy developments in England since the nineteenth century, using a historical approach. To this end, this research has demarcated the scope of teacher policy, in consideration of the main career phases of regular teachers, into three policy areas – initial teacher training, curriculum and teaching, and employment and professional development – and has divided the whole period of 1800-2008, in consideration of major political changes and the management of the research, into four periods of governments: early era governments (1800-1943), post-war era governments (1944-1979), Thatcherite governments (1979-1997), and New Labour governments (1997-2008). Teacher policy in each period has been explained in accordance with an analytical framework employing concepts of historical-institution legacies (HILs), interlinking-institution legacies (IILs), government strategies, political ideologies and socio-economic situations, devised largely on the basis of the perspectives of historical institutionalism and the statecentred approach. Teacher policy in the early era governments has been explained in terms of HILs developed to address the long-lived effects of early institutions on subsequent policies over time. The changing pattern of teacher policy during the period of government change in the last three periods has been explained in terms of IILs. This research suggests certain teacher policies in the early era governments have had a strong effect on subsequent policies, consistently or intermittently, in the form of revival. For example, apprenticeship instituted as an early form of school-based teacher training has reflected its legacy in subsequent policies such as SCITT and employment-based training. This research has found that, as IILs, striking changes in certain policies have already started before government change. Furthermore, this research argues that the three groups of governments have employed their own strategies under different political ideologies and socio-economic situations, and that most teacher policies have been made in line with their strategies.

La commande du système de Direction Assistée Electrique (DAE) est un défi majeur en raison de ses multiples objectifs et de la nécessitée de réaliser plusieurs mesures pour la mettre en oeuvre. La commande doit assurer : le suivi du couple d’assistance de référence tout en assurant la stabilité du système et sans introduire des retards, l’atténuation des vibrations provoquées par chacune des entrées du système, la transmission des informations de la route au conducteur pour un bon confort et une meilleure sensation de conduite, l’amélioration de la performance de retour au centre. La commande doit également être robuste vis-à-vis des erreurs de modélisation, des incertitudes des paramètres, et des perturbations extérieures. En outre, la mise en oeuvre de la commande nécessite plusieurs mesures telles que : l’angle au volant, l’angle du moteur, la vitesse du moteur, le couple conducteur et le couple de réaction de la route. / The control of Electric Power Assisted Steering (EPAS) system is a challengingproblem due to the multiple objectives and the need of several pieces of information to implement the control. The control objectives are to generate assist torque with fast responses to driver’s torque commands, insure system stability, attenuate vibrations, transmit the road information to the driver, and improve the steering wheel returnability and free control performance. The control must also be robust against modeling errors and parameter uncertainties. In addition, several pieces of information are required to implement the control, such as steering wheel angle, motor velocity, driver torque and road reaction torque.

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