Optimal Fuzzy Control for a Time-Delay System Using Simulated Annealing: An Application to High-Performance Drilling

2007 ◽  
Author(s):  
Rodolfo E. Haber ◽  
Angel Alique ◽  
Jose R. Alique
Keyword(s):  
Simulated Annealing ◽  
Time Delay ◽  
Fuzzy Control ◽  
High Performance ◽  
Delay System ◽  
Time Delay System

Adaptive fuzzy control design for synchronization of chaotic time-delay system

2020 ◽  
Vol 535 ◽  
pp. 225-241
Author(s):  
Zhen-Yu Zhu ◽  
Zhan-Shan Zhao ◽  
Jing Zhang ◽  
Rui-Kun Wang ◽  
Zhuqing Li
Keyword(s):  
Time Delay ◽  
Fuzzy Control ◽  
Adaptive Fuzzy Control ◽  
Control Design ◽  
Delay System ◽  
Time Delay System ◽  
Adaptive Fuzzy

scholarly journals Synchronization of Fuzzy Control Design Based on Bessel–Legendre Inequality for Coronary Artery State Time-Delay System

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 181933-181941 ◽  
Author(s):  
Ruikun Wang ◽  
Bohan Li ◽  
Zhanshan Zhao ◽  
Jie Guo ◽  
Zhenyu Zhu
Keyword(s):  
Coronary Artery ◽  
Time Delay ◽  
Fuzzy Control ◽  
Control Design ◽  
Delay System ◽  
Time Delay System ◽  
State Time

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

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