University of New South Wales

About: University of New South Wales is a education organization based out in Sydney, New South Wales, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 51197 authors who have published 153634 publications receiving 4880608 citations. The organization is also known as: UNSW & UNSW Australia.

Analysis of direct torque control in permanent magnet synchronous motor drives

Abstract: This paper describes an investigation of direct torque control (DTC) for permanent magnet synchronous motor (PMSM) drives. It is mathematically proven that the increase of electromagnetic torque in a permanent magnet motor is proportional to the increase of the angle between the stator and rotor flux linkages, and, therefore, the fast torque response can be obtained by adjusting the rotating speed of the stator flux linkage as fast as possible. It is also shown that the zero voltage vectors should not be used, and stator flux linkage should be kept moving with respect to the rotor flux linkage all the time. The implementation of DTC in the permanent magnet motor is discussed, and it is found that for DTC using available digital signal processors (DSPs), it is advantageous to have a motor with a high ratio of the rated stator flux linkage to stator voltage. The simulation results verify the proposed control and also show that the torque response under DTC is much faster than the one under current control.

ABC transporters in cancer: more than just drug efflux pumps.

Abstract: Multidrug transporter proteins are best known for their contributions to chemoresistance through the efflux of anticancer drugs from cancer cells. However, a considerable body of evidence also points to their importance in cancer extending beyond drug transport to fundamental roles in tumour biology. Currently, much of the evidence for these additional roles is correlative and definitive studies are needed to confirm causality. We propose that delineating the precise roles of these transporters in tumorigenesis and treatment response will be important for the development of more effective targeted therapies.

The Roles of Growth Factors in Tendon and Ligament Healing

Abstract: sustained and eventually terminated by a large number and variety of molecules. Growth factors represent one of the most important of the molecular families involved in healing, and a considerable number of studies have been undertaken in an effort to elucidate their many functions. This review covers some of the recent investigations into the roles of five growth factors whose activities have been best characterised during tendon healing: insulin-like growth factor-I (IGF-I), transforming growth factor β (TGFβ), vascular endothelial growth factor (VEGF), platelet-derived growth factor (PDGF), and basic fibroblast growth factor (bFGF). All five are markedly up-regulated following tendon injury and are active at multiple stages of the healing process. IGF-I has been shown to be highly expressed during the early inflammatory phase in a number of animal tendon healing models, and appears to aid in the proliferation and migration of fibroblasts and to subsequently increase collagen production. TGFβ is also active during inflammation, and has a variety of effects including the regulation of cellular migration and proliferation, and fibronectin binding interactions. VEGF is produced at its highest levels only after the inflammatory phase, at which time it is a powerful stimulator of angiogenesis. PDGF is produced shortly after tendon

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

Abstract: Within the cognitive load theory research community it has become customary to report theoretical and empirical progress at international conference symposia and in special issues of journals (e.g., Educational Psychologist 2003; Learning and Instruction 2002). The continuation of this custom at the 10th European Conference for Research on Learning and Instruction, 2003, in Padova, Italy, has materialized in this special issue of Instructional Science on the instructional implications of the interaction between information structures and cognitive architecture. Since the 1990s this interaction has begun to emerge as an explicit field of study for instructional designers and researchers. In this introduction, we describe the basics of cognitive load theory, sketch the origins of the instructional implications, introduce the articles accepted for this special issue as a representative sample of current research in this area, and discuss the overall results in the context of the theory. It is generally accepted that performance degrades at the cognitive load extremes of either excessively low load (underload) or excessively high load (overload) – see e.g., Teigen (1994). Under conditions of both underload and overload, learners may cease to learn. So, whereas learning situations with low processing demands will benefit from practice conditions that increase the load and challenge the learner, learning situations with an extremely high load will benefit from practice conditions that reduce the load to more manageable levels (Wulf and Shea 2002). Cognitive load theory (CLT; Paas, Renkl and Sweller 2003; Sweller 1988, 1999) is mainly concerned with the learning of complex cognitive tasks, where learners are often overwhelmed by the number of information elements and their interactions that need to be processed simultaneously before meaningful learning can commence. Instructional control of this (too) high load, in order to attain meaningful learning in complex cognitive domains, has