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ThyssenKrupp Steel Europe produce 12 000 000 t of crude steel annually at their Duisburg plant. An online elemental analyser and limestone dosing control system has been installed on one of three sinter strands at the plant in an attempt to control the sinter raw mix with better precision. The analyser uses prompt gamma neutron activation analysis to determine the elemental content every minute of moving material on a conveyor. The goal was to control the CaO/SiO2 (basicity) ratio and reduce its variability in the sinter feed. Evaluation of the system has shown that the addition of the online analyser reduces the time lag related to the original laboratory sampling method, allowing faster reaction to problems, giving a more stable sintering process. As a result, variability in the basicity of the sinter feed has been reduced by half. While CaO/SiO2 control was the initial aim of the project, a number of other benefits have been realised, such as a reduction in return fines and a financial benefit of 0.11 Euro/ton of sinter attributed to the reduction of coke breeze and limestone. It is hoped that additional information available from the analyser could be used to optimise the complete sinter process., ThyssenKrupp Steel Europe produce 12 000 000 t of crude steel annually at their Duisburg plant. An online elemental analyser and limestone dosing control system has been installed on one of three sinter strands at the plant in an attempt to control the sinter raw mix with better precision. The analyser uses prompt gamma neutron activation analysis to determine the elemental content every minute of moving material on a conveyor. The goal was to control the CaO/SiO2 (basicity) ratio and reduce its variability in the sinter feed. Evaluation of the system has shown that the addition of the online analyser reduces the time lag related to the original laboratory sampling method, allowing faster reaction to problems, giving a more stable sintering process. As a result, variability in the basicity of the sinter feed has been reduced by half. While CaO/SiO2 control was the initial aim of the project, a number of other benefits have been realised, such as a reduction in return fines and a financial benefit of 0.11 Euro/ton of sinter attributed to the reduction of coke breeze and limestone. It is hoped that additional information available from the analyser could be used to optimise the complete sinter process.

This report describes research done at the Artificial Intelligence Laboratory of the Massachusetts Institute of Technology. Support for the laboratory's artificial intelligence research is provided in part by the Advanced Research Projects Agency of the Department of Defense under Office of Naval Research contract N00014-77-C-0389., This paper describes a hardware system designed to facilitate position and velocity control of a group of eight stepping motors using a PDP-11. The system includes motor driver cards and other interface cards in addition to a special digital control module. The motors can be driven at speeds up to 3000 rpm. Position feedback is provided by shaft encoders, but tachometers are not used., MIT Artificial Intelligence Laboratory

The very public stoush between Sydney’s CrossCity Motorway (CCM) and the NSW Government over the Cross City Tunnel provides observers of Public Private Partnerships (PPPs) with interesting insights into the workings of these unique forms of private sector - government relationships. The Cross City Tunnel conflict highlights the significance that formal contracts can have when a PPP goes awry. PPP contracts do not just codify who is responsible for what and how risk and rewards will be shared they also act as an important safety mechanism when the relationship between partners breaks down. Research I have conducted in both Australia and the United Kingdom suggests that when and how a legal contract will be used in the context of a PPP is often influenced by the nature of the personal relationships between key players. It is interesting to speculate whether CCM and the NSW Government would be heading to the courts if the relationship between NSW Premier Morris Iemma and CCM chief Graeme Mulligan had not degenerated to the level of personal attack and counterattack . This paper examines the issue of PPP contracts. Specifically the paper considers the process of negotiating PPP contracts and the relative positions of both the government and private sector parties at the bargaining table. The paper also comments on how legal contracts can be regarded by those responsible for the day to day management of a PPP and how a contract’s performance can be influenced by the nature of personal relationships between key individuals.

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the team-teaching process. The paper examines students' experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students' perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to 'experts', but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of 'good teachers' (perceived as those skilful in teaching large classes) is far more important than a team comprising of 'experts' in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the team-teaching process. The paper examines students’ experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students’ perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to ‘experts’, but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of ‘good teachers’ (perceived as those skilful in teaching large classes) is far more important than a team comprising of ‘experts’ in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.