Longwall mining is an underground coal mining method that is widely used. A shearer traverses the coal panel to cut coal that falls to a conveyor. Operation of the longwall can benefit from knowledge of the cutting forces at the coal/shearer interface, particularly in detecting pick failures and to determine when the shearer may be cutting outside of the coal seam. It is not possible to reliably measure the cutting forces directly. This paper develops a method to estimate the cutting forces from indirect measurements that are practical to make. The structure of the estimator is an extended Kalman filter with augmented states whose associated dynamics encode the character of the cutting forces. The methodology is demonstrated using a simulation of a longwall shearer and the results suggest this is a viable approach for estimating the cutting forces. The contributions of the paper are a formulation of the problem that includes: the development of a dynamic model of the longwall shearer that is suitable for forcing input estimation, the identification of practicable measurements that could be made for implementation and, by numerical simulation, verification of the efficacy of the approach. Inter alia, the paper illustrates the importance of considering the internal model principle of control theory when designing an augmented-state Kalman filter for input estimation.
Life-experience learning is a key part of adult learning as there is potential in every experience for personal growth. Learning, however, is not an automatic result of experience. The learner needs to interpret their experiences to facilitate change to their sense of self and/or capabilities. A significant learning experience impacts a person in ways that have personal value, through a meaning-making process where the person makes sense of their experiences using their unique frame of reference. This kind of learning involves the learner assigning meaning to their experiences to determine what was significant, how the experience has changed them, and why those changes matter. This research explores the connection between experience and learning, through the construct of significance and the meaning-making process of understanding and articulating the significance of life experiences. The two dimensions of the construct of significancepersonal impact and subjective valueexplain how an experience is significant (because it has an impact on the learner) and why an experience is significant (because it is subjectively valued). International study was selected as the vehicle for this investigation as, outside of the formal academic component, there are endless opportunities for significant learning from living and studying in another country. There are, however, concerns in the international study community about what students are learning from study abroad and how learning is recognised and measured. There are calls to take seriously student claims that Publications included in this thesis No publications included.
A key part of the student experience in the higher education context is employability. There is an expectation that universities will contribute to their students’ employability and indeed they are measured on this contribution and are allocated funding based on it. Despite the importance of employability in higher education, it remains a complex and contested concept, often conflated with employment – graduates in jobs and the roles they occupy – and seen as a quantifiable outcome of the student experience. Where employability is understood as an individual’s knowledge, capabilities, and personal attributes that make them more likely to gain employment and be successful in their professional lives, it is often framed by the discourse of skills. There are some employability models, however, that champion a more holistic view of employability and highlight the role that experiences play in individual employability development. This paper reports on the development of an institutional employability framework and reflective process in an Australian research-intensive university. The paper discusses the experiential learning theories that underpin the reflective process that supports students to understand and articulate employability learning, for framing narratives around the potential to contribute to an organisation for employment, and for the transfer of this potential to professional contexts. The framework and reflective process represent employability as a learning process through which students make meaning from their experiences and learning opportunities. This involves understanding the value of their experiences, how to articulate that value, and how to transfer it to workplace performance
____________________________________________________________________________ High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working across sectors in a collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can smooth transitions for students who navigate multiple educational systems throughout their IntroductionAs students cycle through schools and classrooms from one academic year to the next, teachers are ideally positioned to see trends emerging-systemic patterns in teaching, learning, and educational practice. Why do many students struggle reading complex texts, for example?How can we help students build the critical thinking skills they are still developing? In what ways can we nurture their ability to persevere as they move from one grade to the next or from high school to college courses? We may wonder about these patterns as we grade the next set of essays, talk about struggling students in our department meetings, or even point fingers at teachers in grades below or above ours, but that's often where it stops-at the noticing. Successful Transitions to College OverviewSTC is a sustained regional professional development project that connected approximately 25 English language arts (ELA) faculty members from a four-year regional comprehensive university, an area community college, and both urban and rural area school districts with the goal of helping students more effectively navigate the transition from high school to college ELA expectations. Specifically, the primary objectives of the project were to (1) strengthen the alignment of ELA curriculum and instruction across the region's schools and colleges; (2) facilitate K-12 and higher education faculties working together on full adoption of Common Core State Standards (CCSS); and (3) ensure that greater numbers of the region's students, especially low-income students, smoothly transition from high school to college.Through the STC project, a professional network was established that allowed K-12 and higher education faculty collaboration to take hold over time as regional educational leaders worked together on identifying issues of alignment, both curricular and instructional. The project provided time and resources for faculty members to develop, research, test, and apply solutions to shared problems of practice across institutions. Key components of the project included a close and collective examination of CCSS and observations in each other's classrooms. This constructivist and collaborative approach (Annenberg, 2004;Wenger 1998) was informed by scholarship promoting changes to teaching practices across sectors in order to more effectively support students in the transition from high school to college (Conley, 2012). Research in adult learning theories (Brookfield, 1988;Trivette, Dunst, Hamby, & O'Herin, 2009) and cognitive motivational theories (Csikszentmihalyi, 1997) were used to create optim...
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