Warren J. White

Control of nonlinear underactuated systems

In this paper we introduce a new method to design control laws for nonlinear, underactuated systems. Our method produces an infinite-dimensional family of control laws, whereas most control techniques only produce a finite-dimensional family. These control laws each come with a natural Lyapunov function. The inverted pendulum cart is used as an example. In addition, we construct an abstract system that is open-loop unstable and cannot be stabilized using any linear control law and demonstrate that our method produces a stabilizing control law.

Computer Anxiety in Educators Learning to Use the Computer: A Preliminary Report.

AbstractEducators throughout the United States are concerned with the issue of delivering computer-based instructional programs to their students. Such a process requires that teachers receive training on the uses of computers in order to implement applications in the classroom. As adult learners they often experience anxiety and frustration during the process of learning. Excessive levels of anxiety can inhibit learning and prevent these individuals from becoming proficient in the use of the computer. This study indicated that the lowering of an individual’s anxiety level occurs over time, and that the timing of such change differs according to the level of previous experience of the participant. Beginners require adequate time working with the computer to allow these anxiety levels to lower, and educators should be cautious about using short-term inservice activities which allow minimal computer contact when working with beginning adults.

The Need for Comprehensive Personnel Preparation in Transition and Career Development: A Position Statement of the Division on Career Development and Transition

This paper presents the Division on Career Development and Transitions position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.

Brief Matching, linear systems, and the ball and beam

A recent approach to the control of underactuated systems is to look for control laws which will induce some specified structure on the closed loop system. In this paper, we describe one matching condition and an approach for finding all control laws that fit the condition. After an analysis of the resulting control laws for linear systems, we present the results from an experiment on a nonlinear ball and beam system.

Perspectives on the Education and Training of Learning Disabled Adults

Adults with learning disabilities often face significant obstacles in their efforts toward leading satisfying lives. In spite of increasing attention toward the education and training of this population of handicapped individuals, little information is available about model training programs, characteristics of the population, and directions for future research and programming. The present article covers each of these major research needs. Among the primary conclusions and issues discussed are the present state of knowledge regarding vocational and social adjustment, postsecondary education options, effective program components, and suggestions for future research.

Individualized Transition Plans (ITP): A National Perspective

This research was supported in part by a contract with the Office of Special Education and Rehabilitative Services, U.S. Department of Education (Contract N. 300-85-0160). The opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education and no official endorsement by the Department should be inferred. FOR THE LAST 17 years, Taylor was enrolled in a special education system that has provided every professional service necessary to assure success in school. Appropriate programming and support services were provided in the least restrictive environment as outlined in an individualized education plan (IEP). Taylor was surrounded by a circle of friends including classmates and instructors all of whom offered support. While in school Taylor did well and seemed to be ready

Issues in Providing Career and Vocational Education to Secondary-Level Mildly Handicapped Students in Rural Settings.

Two-thirds of all U.S. schools are located in rural areas, and the majority of unserved and underserved handicapped children are enrolled in these rural schools (Cole & Rankin, 1981; Sher, 1978). A growing body of literature examining rural districts documents the problems inherent in delivering special services to handicapped children in these areas. Recruitment of qualified staff, transportation, isolation, and a lack of diversity in program options and community services are frequently mentioned (cf., Helge, 1981b) as major obstacles to providing effective special education in rural areas in general. These obstacles can be exceptionally difficult to overcome when attempting to provide career and vocational programs for special needs populations. Career and vocational education programs for students with handicaps

College/ University Program Variables and Their Relationship to the Job Satisfaction of Special Education Teacher Educators

A national survey was conducted to investigate relationships between various job-related variables and job satisfaction among special education teacher educators. Five discrete job satisfaction factors were found and used for multi-variate, univariate, and post-hoc analyses. Results of the study indicated that faculty from larger institutions, programs offering advanced degrees, noncategorical programs, and urban or suburban areas were more satisfied with their job-related circumstances than those from institutions with a smaller student population, rural areas, and programs offering only Bachelors degrees. One factor, Financial Conditions, was a majorjob satisfaction variable when compared with other program variables.

Relationships between Selected Personal Characteristics of Special Education Teacher Educators and Their Job Satisfaction.

Special education teacher educators are currently faced with the challenge of meeting the manpower requirements of a rapidly growing and changing field. They are doing this in the context of diminishing resources both within the field and within higher education. To examine present job conditions and relationships between professional satisfaction of special education teacher educators and personal and job-related characteristics, a nationwide survey was conducted in the spring and summer of 1982. More than 600 persons completed a questionnaire soliciting information about those conditions and ratings of their satisfaction with various aspects of their work. Factor analysis indicated five discrete job satisfaction factors. Analysis of variance procedures yielded statistically significant differences on these factors according to age, marital status, sex, academic rank, tenure status, salary, and number of years in higher education and in present position. A number of interpretations of these results are discussed.

The Validity of Occupational Skills in Career Education: Fact or Fantasy?

The importance of occupational skills to the postschool adjustment of handicapped persons had been clearly documented in the professional literature. Kolstoe (1970, 1972), Dunn (1973), Jordan (1972), and Smith (1974) have written at length on the need for occupational preparation and guidance. Brolin and Thomas (1973) report that occupational skills are priority competencies for all handicapped students. Clark (1976) has stated that