Assessment and diagnosis of feedforward/feedback control system
A sequence of statistical hypothesis procedures for assessing a feedforward/feedback control performance, diagnosing and removing its fault causes is proposed. Based on the controlled output, the current variance is contributed by the feedback only effect and the combination of feedback with feedforward effect, respectively. These effect variations are systematically conducted by a sequence of the statistic hypothesis testing and the isolation strategy to compare the current control performance and the achievable benchmark operating one. A diagnosis tree with hierarchical structure is constructed. The capability of the proposal is illustrated through a simulation case with multiple faults.
Assessment of achievable PI control performance for linear processes with dead time
A numerical scheme is outlined for the estimation of achievable PI control performance measured by output variance in linear processes with dead time when stochastic load disturbances are affecting the process. For this numerical scheme, an approximate stochastic realization is employed for disturbance model identification, and this realized model is then used for the achievable performance prediction. The approximate stochastic disturbance model realization is performed based on the feedback invariant closed-loop impulse response coefficients so that the impulse response coefficients of the realized disturbance model are approximately equal to a given feedback invariant impulse response sequence. A computer simulation is carried out for the estimation of achievable PI control performance, and the result is compared to the true PI control performance bound.
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.