Digital H/sup ∞/-control with measurement-feedback for Pritchard-Salamon systems. II. A Popov theory based solution

For the linear discrete stochastic systems with multiple sensors and unknown noise statistics, an online estimators of the noise variances and cross-covariances are designed by using measurement feedback, full-rank decomposition, and weighted least squares theory. Further, a self-tuning weighted measurement fusion Kalman filter is presented. The Fadeeva formula is used to establish ARMA innovation model with unknown noise statistics. The sampling correlated function of the stationary and reversible ARMA innovation model is used to identify the noise statistics. It is proved that the presented self-tuning weighted measurement fusion Kalman filter converges to the optimal weighted measurement fusion Kalman filter, which means its asymptotic global optimality. The simulation result of radar-tracking system shows the effectiveness of the presented algorithm.

Download Full-text

Disturbance decoupling of multi-input multi-output discrete-time nonlinear systems by static measurement feedback

Proceedings of the Estonian Academy of Sciences ◽

10.3176/proc.2012.2.01 ◽

2012 ◽

Vol 61 (2) ◽

pp. 77 ◽

Cited By ~ 1

Author(s):

A Kaldmäe ◽

Ü Kotta

Keyword(s):

Nonlinear Systems ◽

Discrete Time ◽

Static Measurement ◽

Disturbance Decoupling ◽

Measurement Feedback

Download Full-text

Assessment and Meta-Assessment

Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7853-6.ch014 ◽

2019 ◽

pp. 233-255 ◽

Cited By ~ 1

Author(s):

Nina Birnaz ◽

Valeria Botezatu

Keyword(s):

Higher Education ◽

Theoretical Model ◽

Formative Assessment ◽

Training Program ◽

Learning Process ◽

Classical Model ◽

Research Problem ◽

Extended Model ◽

Measurement Feedback ◽

Assessment In Higher Education

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

Download Full-text