A hybrid fuzzy-molecular controller enhanced with evolutionary algorithms: A case study in a one-leg mechanism

Intelligent control systems are able to work well in uncertain nonlinear systems, mainly for: changes in the operating point, presence of environmental noise and disturbances, uncertainty in sensor measurements, miscalibration, uncertain model plant, and others. For instance, fuzzy controllers have been widely studied and applied. Recently, artificial organic controllers (AOC) have been proposed as an ensemble of fuzzy logic and artificial hydrocarbon networks. However, a weakness in AOC is the lack of training methods for tuning parameters for desired output responses in control. In this regard, this paper aims to introduce an evolutionary optimization method, i.e. particle swarm optimization, for tuning artificial organic controllers. Three objectives are proposed for automatic tuning of AOC: overall error, steady-state error and settling time of output response. The proposed methodology is implemented in the well-known cart-pole system. Also, the proposed method is applied on a one-leg unstable mechanism as case study. Results validate that automatic tuning of AOC over simulation systems can achieve suitable output responses with minimal overall error, steady-state error and settling time.     

Children's Thinking about Air Pollution: a systems theory analysis

A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles, inputs, outputs and longest chain of linked cycles about which the children could talk. Although more of the older children showed evidence of a high level of systemic thinking — cycles with interventions and their likely outcomes — than the younger children, a large proportion of the 8‐year‐olds demonstrated that they were capable of this kind of thinking. The results suggest that children can engage in systemic thinking earlier than predicted by traditional developmental research.     

Psychoeducational Support for Parents of Children with Intellectual Disability: An Outcome Study

The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified.     

Virtual Geography,Video Art and the Global Environment: postmodernist possibilities for environmental education research

This essay reviews three books which offer different perspectives on environmental problems and issues as they appear to us in the conditions of post‐ modernity. It is argued that, taken together, these books provide new critical frames for environmental education research. The books reviewed are:     

Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment

This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes.     

Sexting and institutional discourses of child protection: The views of young people and providers of relationship and sex education

This article focuses on discourses of child safety and protection of stakeholder organisations (SOs) and school pastoral care co-ordinators (PCCs) on educating young people about sexting. Individual semi-structured interviews were conducted with the representatives of four organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE); and with three PCCs in three different types of secondary schools in Northern Ireland to ascertain how their school educates and responds to sexting. Focus groups were also conducted with 17 (10 girls and 7 boys) 16–17-year-olds to explore their views on sexting. The results of this study reveal that the predominant discourse in RSE is child safety and protection, and abstention from sexting. The three main groups (young people, SOs and PCCs) vary, however, in how they view sexting behaviour: the stakeholders are largely cautious and counsel against sending sexual pictures, while the young people regard it as normal behaviour. RSE provided by the schools is inadequate and unrealistic, and does not represent what actually goes on in young people’s sexual lives. Young people want to be consulted on the content of RSE lessons and resources; and RSE content should desist from telling them not to sext and enable them to explore appropriate relationship behaviours, including sexting. Teachers should feel confident in teaching such material and should have access to appropriate training.