Abstract: Selection of a project among a set of possible
alternatives is a difficult task that the decision maker (DM) has to
face. In this paper, by using a fuzzy TOPSIS technique we propose a
new method for a project selection problem. After reviewing four
common methods of comparing investment alternatives (net present
value, rate of return, benefit cost analysis and payback period) we
use them as criteria in a TOPSIS technique. First we calculate the
weight of each criterion by a pairwise comparison and then we utilize
the improved TOPSIS assessment for the project selection.
Abstract: In the past decade, because of wide applications of
hybrid systems, many researchers have considered modeling and
control of these systems. Since switching systems constitute an
important class of hybrid systems, in this paper a method for optimal
control of linear switching systems is described. The method is also
applied on the two-tank system which is a much appropriate system
to analyze different modeling and control techniques of hybrid
systems. Simulation results show that, in this method, the goals of
control and also problem constraints can be satisfied by an
appropriate selection of cost function.
Abstract: The complexity of teaching English in higher
institutions by non-native speakers within a second/foreign language
setting has created continuous discussions and research about
teaching approaches and teaching practises, professional identities
and challenges. In addition, there is a growing awareness that
teaching English within discipline-specific contexts adds up to the
existing complexity. This awareness leads to reassessments,
discussions and suggestions on course design and content and
teaching approaches and techniques. In meeting expectations
teaching at a university specified in a particular discipline such as
engineering, English language educators are not only required to
teach students to be able to communicate in English effectively but
also to teach soft skills such as problem solving skills. This paper is
part of a research conducted to investigate how English language
educators negotiate with the complexities of teaching problem
solving skills through English language teaching at a technical
university. This paper reports the way an English language educator
identified himself and the way he approached his teaching in this
institutional context.