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Fuzzy time-optimal controller (FTOC) for second order nonlinear systems

Nagi F, Ahmed SK, Zularnain AT, Nagi J

ISA Trans, 2011 Jul;50(3):364-75.
PMID: 21353218 DOI: 10.1016/j.isatra.2011.01.014

The motivation behind this paper is to seek alternative techniques to achieve a near optimal controller for non-linear systems without solving the analytical problem. In classical optimal control systems, the system states and optimization co-state parameters generate a two-point boundary value problem (TPBVP) using Pontryagin's minimum principle (PMP). The paper contributes a new fuzzy time-optimal controller to the existing fuzzy controllers which has two regular inputs and one bang-bang output. The proposed controller closely approximates the output of the classical time-optimal controller. Further, input membership function are tuned on-line to improve the time-optimal output. The new controller exhibits optimal behaviour for second order non-linear systems. The rules are selected to satisfy the stability and optimality conditions of the new fuzzy time-optimal controller. The paper describes a systematic procedure to design the controller and how to achieve the desired result. To benchmark the new controller performance, a sliding mode controller is used for guidance and comparison purpose. Simulation of three non-linear examples shows promising results. The work described here is expected to incite researcher's interest in fuzzy time-optimal controller design.
Fulltext PROTOCOL: Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map

Ahmed SK, Jeffries D, Chakraborty A, Lietz P, Kaushik A, Rahayu B, et al.

Campbell Syst Rev, 2021 Dec;17(4):e1201.
PMID: 36950346 DOI: 10.1002/cl2.1201

According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in-service teacher professional development for disability inclusion remains an under-researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low-to-middle-income-countries (LMICs) in the Asia-Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area that is evidence-free or evidence-weak so they can take up interventions that are evidence-based or collect evidence for the intervention they are presently supporting. Thus, the ultimate goal for the EGM is to assist funders and implementing agencies when making decisions as to how to support LMICs in the region to reach their aim of developing quality teachers for the global inclusive education agenda (target SDG 4.c).
Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map

Ahmed SK, Jeffries D, Chakraborty A, Carslake T, Lietz P, Rahayu B, et al.

Campbell Syst Rev, 2022 Dec;18(4):e1287.
PMID: 36908831 DOI: 10.1002/cl2.1287

BACKGROUND: In the Asia-Pacific region, around one-third of the children who are out-of-school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region.
OBJECTIVES: The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in-service TPD focussing on education for the inclusion of students with a disability in low- and middle-income countries (LMICs) in the Asia-Pacific region.
SEARCH METHODS: A broad range of bibliographic databases and repositories were searched electronically to identify the evidence published between January 2000 and December 2021. Key search platforms included the British Education Index (BEI), Education Research Complete (ERC), Education Resources Information Center (ERIC), SCOPUS, 3ie Development Evidence Portal (Evidence Hub) and the Campbell Collaborations Systematic Reviews and EGMs portal (Better evidence for a better world). In addition, potential program evaluations/impact reports, reviews, case studies, and program descriptions/summaries were sought through 'snowballing' based on searching bibliographies and reference lists of papers located during the search process, as well as specific searches of relevant grey literature.
SELECTION CRITERIA: To be eligible for inclusion, studies had to contain sufficient details about TPD interventions that support early childhood educators and kindergarten to Year 12 teachers to understand the needs of students with disabilities and aid them to create inclusive mainstream classrooms and/or provide improved support for students with disabilities in special education settings.
DATA COLLECTION AND ANALYSIS: A total of 820 records were entered into the MS Excel file in which the entire data extraction process was managed. All records were screened against the predefined inclusion and exclusion criteria. Data were extracted independently by two reviewers and any differences were resolved through consultations. All included studies and their characteristics were extracted from the MS Excel file and uploaded to the ACER server in.csv file format. The interactive, online EGM is available here: https://datavis.acer.org/gem/disability-inclusion-TPD/.
MAIN RESULTS: Fifty studies from 16 countries out of the 41 LMICs in the Asia-Pacific region were identified, whereby Thailand had the largest number of studies with evidence (7) followed by China, Vietnam, and India (5 each). Two main gaps in research about professional learning were identified. First, only three studies reported interventions aimed at supporting mental health among students with a disability. Second, no studies were found that reported on how teachers could support positive student behaviour. These gaps are important because research has persistently suggested that experiencing disability is an important risk factor for young people developing mental health conditions.
AUTHORS' CONCLUSIONS: This report illustrates the critical value of evaluating and publishing evidence from disability inclusive TPD interventions in LMICs, including any that are ongoing, or are components of highly resource intensive large-scale education sector programs.
Fulltext Strength and Durability of Sustainable Self-Consolidating Concrete with High Levels of Supplementary Cementitious Materials

Salih MA, Ahmed SK, Alsafi S, Abullah MMAB, Jaya RP, Abd Rahim SZ, et al.

Materials (Basel), 2022 Nov 11;15(22).
PMID: 36431478 DOI: 10.3390/ma15227991

Self-consolidating concrete (SCC) has been used extensively in the construction industry because of its advanced characteristics of a highly flowable mixture and the ability to be consolidated under its own weight. One of the main challenges is the high content of OPC used in the production process. This research focuses on developing sustainable, high-strength self-consolidating concrete (SCC) by incorporating high levels of supplementary cementitious materials. The overarching purpose of this study is to replace OPC partially by up to 71% by using fly ash, GGBS, and microsilica to produce high-strength and durable SCC. Two groups of mixtures were designed to replace OPC. The first group contained 14%, 23.4%, and 32.77% fly ash and 6.4% microsilica. The second group contained 32.77%, 46.81%, and 65.5% GGBS and 6.4% microsilica. The fresh properties were investigated using the slump, V-funnel, L-box, and J-ring tests. The hardened properties were assessed using a compressive strength test, while water permeability, water absorption, and rapid chloride penetration tests were used to evaluate the durability. The innovation of this experimental work was introducing SCC with an unconventional mixture that can achieve highly durable and high-strength concrete. The results showed the feasibility of SCC by incorporating high volumes of fly ash and GGBS without compromising compressive strength and durability.
Fulltext Knowledge, Attitudes, and Willingness of Healthcare Workers in Iraq's Kurdistan Region to Vaccinate against Human Monkeypox: A Nationwide Cross-Sectional Study

Ahmed SK, Abdulqadir SO, Omar RM, Hussein S, Qurbani K, Mohamed MG, et al.

Vaccines (Basel), 2023 Nov 21;11(12).
PMID: 38140139 DOI: 10.3390/vaccines11121734

Although human monkeypox infections had not been recorded in the Kurdistan region of Iraq as of August 2023, the rapid growth of cases worldwide and the detection of monkeypox in neighboring Middle Eastern nations call for careful planning and timely response measures. Educating and empowering frontline healthcare workers (HCWs) so that they can act to curb the spread of monkeypox infections are core elements of primary prevention and protecting public health. Therefore, this study aimed to assess HCWs' knowledge and attitudes about monkeypox and their willingness to vaccinate against monkeypox. By employing a convenience sampling method, an online survey was disseminated via Google Forms between 1 November 2022 and 15 January 2023. The researchers utilized regression analyses to ascertain the factors associated with the three parameters: knowledge, attitude, and the willingness to vaccinate. A total of 637 HCWs were included in the analysis (ages ranged between 21 and 51 years). The mean overall scores were 8.18 of a max score of 16 (SD 3.37), 3.4 of 5 (SD 1.37), and 2.41 of 5 (SD 1.25) for knowledge, attitude, and willingness to vaccinate, respectively. A multivariate logistic regression analysis demonstrated that HCWs who had heard about monkeypox before 2022 rather than later had a higher level of knowledge (AOR: 4.85; 95% CI: 2.81-8.36; p < 0.001). In addition, those who had newly joined the workforce or had less than 1 year experience in practice had more positive attitudes about curbing monkeypox (AOR: 0.35; 95% CI: 0.20-0.59; p < 0.01) than those who practiced for longer. No significant predictors of willingness to vaccinate against monkeypox were identified. The research revealed that HCWs exhibited a relatively low level of monkeypox knowledge. They also had poor attitudes towards monkeypox vaccination and were therefore reluctant to receive the vaccines. Imparting knowledge about the infectious disease can cultivate better awareness and attitudes among HCWs as to their roles in mitigating the spread of an epidemic in the foreseeable future.