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Proceedings of ACUN-5 Developments in Composites: Advanced, Infrastructural, Natural, and Nano-Composites(2006) Bandyopadhyay, Srikanta; Zeng, Qinghua; Berndt, Christopher C.; Rizkalla, Sami; Gowripalan, N.; Matisons, JanisConference PaperThe topics of ACUN-5 will cover all aspects of the science and technology of composite materials, from materials fabrication, processing, manufacture, structural and property characterisation, theoretical analysis, modelling and simulation, materials design to a variety of applications, such as aerospace, automotive, infrastructure, packaging, ship-building, and recreational products. ACUN-5 will bring together the latest research and developments of the complete range of composite materials, including biocomposites, medical-composites, functional and smart composites, gradient and layered composites, nanocomposites, structural composites and mimicking natural materials. The reinforcements will range from nano-, micro-, meso- to macro-scale in polymer, metal, ceramic and cementitious matrices.
Classifying dry sclerophyll forest from augmented satellite data : Comparing neural network, decision tree and maximum likelihood(1995) Milne, Linda; Gedeon, Tom; Skidmore, AndrewConference PaperDetailed maps derived from geographical data are becoming increasingly desirable for use in forest management. Many types of data are available for use in generating maps, for example, soil and vegetation maps. We look at a method for giving high level classifications that can be used as additional data for the generation of more detailed maps, and compare the results with other currently used techniques. We use multiple techniques to increase the reliability and accuracy of predictions. We describe a simple method of adjusting the balance of false positive and false negative classifications that are produced by the neural network. This allows better integration with non-neural network techniques.
(2009) Russell, Carol; Spralja, ZlatkoConference PaperThe University of New South Wales introduced interviews for undergraduate admissions in 2006. This was one of several initiatives to broaden engineering study and move from focusing on traditional academic knowledge towards building ability in professional engineering design problem solving. We analysed interview and 1st year academic results for 600 FEAS applicants who subsequently became undergraduate engineering students at the University. The analyses show that that student success overall is still strongly related to theoretical skills, despite curriculum change initiatives. Other studies suggest a potential explanation: established engineering academic value systems are hard to shift. Both the interviews and undergraduate coursework assessment are conducted mainly by academic researchers who have themselves successfully come through a traditional engineering education. The results of this study have not only suggested how to improve the interview processes, but have also provided quantitative evidence of the systemic mechanisms that sustain established learning and teaching practices.