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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 361 to 370 of 371 (0.038 seconds)Spelling suggestions: "subject:"engineers"" "subject:"ngineers""
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A fundamental approximation in MATLAB of the efficiency of an automotive differential in transmitting rotational kinetic energyVaughn, James Roy 30 July 2012 (has links)
The VCOST budgeting tool uses a drive cycle simulator to improve fuel economy predictions for vehicle fleets. This drive cycle simulator needs to predict the efficiency of various components of the vehicle's powertrain including any differentials. Existing differential efficiency models either lack accuracy over the operating conditions considered or require too great an investment. A fundamental model for differential efficiency is a cost-effective solution for predicting the odd behaviors unique to a differential. The differential efficiency model itself combines the torque balance equation and the Navier-Stokes equations with models for gear pair, bearing, and seal efficiencies under a set of appropriate assumptions. Comparison of the model with existing data has shown that observable trends in differential efficiency are reproducible in some cases to within 10% of the accepted efficiency value over a range of torques and speeds that represents the operating conditions of the differential. Though the model is generally an improvement over existing curve fits, the potential exists for further improvement to the accuracy of the model. When the model performs correctly, it represents an immense savings over collecting data with comparable accuracy. / text
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Wartime huts : the development, typology, and identification of temporary military buildings in Britain, 1914-1945Draper, Karey Lee January 2018 (has links)
The use of temporary, prefabricated buildings in Britain during the twentieth century arose from wartime need to provide better, and perhaps more importantly, portable shelter for troops and equipment. This thesis provides the first comprehensive list of hut designs for the First and Second World Wars. The full lists and descriptions of each hut are given in the appendices. These lists, 20 types for the First World War and 52 from the Second World War, show the huge range and scope of the huts used and is the major contribution of this thesis. The concentration here is on generic types. Some huts were designed as one-offs and there is no possible way to catalogue these. This thesis has focused instead on those designs or industrially-produced types, which were meant to be produced en-masse as generic solutions to the problem: the sort of hut that might justifiably be given a name (such as a ‘Tarran’, a ‘Seco’, etc.). This thesis provides essential information enabling historians to be able to identify these types. It uses primary and secondary sources to trace the development of these huts and the effect that wartime shortages had on their design. Beginning with the earliest examples of temporary military building, it then focuses on the huts of the First and Second World Wars followed by a study of huts grouped in chapters by material. This research shows that the wartime period pushed industry to make giant leaps forward with construction methods and materials in just a few short years, where otherwise it may have taken decades. This thesis aims to provide the first overview of this process and to enable future researchers to identify and understand the development of these important wartime structures, many of which survive to this day.
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A utilização de estratégias de ensino e de avaliação na formação de engenheiros: um estudo de métodos mistos / The use of teaching and assessment strategies in the training of engineers: a study of mixed methodsLuz, Samoara Viacelli da 22 March 2018 (has links)
O objetivo do estudo foi analisar como as estratégias de ensino e de avaliação são utilizadas por professores da Universidade Tecnológica Federal do Paraná na formação de engenheiros. Os principais fatores que justificam a realização deste estudo são o pequeno número de estudos que tratam das questões pedagógicas no ensino de engenharia, o contexto atual de valores que exige uma multiplicidade de fun- ções do engenheiro e a influência que as estratégias de ensino e de avaliação exercem no processo de formação. O estudo fundamenta-se em conceitos desenvolvidos por diversos autores das áreas de educação em engenharia e didática do ensino superior que discutem a história, os problemas, as necessidades de mudanças nessa área e estratégias de ensino e de avaliação nesse nível de ensino. A abordagem metodológica adotada foi o delineamento misto sequencial explanatório, composto de uma fase quantitativa, seguida por uma fase qualitativa que ajuda a entender com maior profundidade os resultados quantitativos obtidos na primeira fase. O estudo foi conduzido em três câmpus da Universidade Tecnológica Federal do Paraná. Os sujeitos da pesquisa foram professores que ministravam disciplinas específicas e/ou profissionalizantes de 11 cursos de engenharia. Na primeira fase do estudo, quantitativa, foi desenvolvido um questionário para a coleta de dados. O instrumento foi validado por um painel de especialistas, testado em um estudo-piloto e administrado a uma amostra constituída por 199 professores. Os dados obtidos foram submetidos a testes da estatística descritiva e da estatística não paramétrica. Os resultados indicaram a frequência de utilização de estratégias de ensino e de avaliação; a adoção de condutas relacionadas ao processo ensino-aprendizagem; a importância que os professores atribuem a vários aspectos relacionados à aquisição de habilidades didático-pedagógicas; e a influência de algumas características pessoais e contextuais sobre a definição de estratégias de ensino e de avaliação utilizadas. Com base nos resultados quantitativos foi elaborado um protocolo de entrevista semiestruturada, administrada a 17 professores. O conjunto de resultados mostrou que a maioria dos professores não conhece e/ou não utiliza estratégias de ensino sugeridas pelas propostas de aprendizagem ativa e de avaliação formativa, mas que, entretanto, no desenvolvimento das aulas procuram promover uma participação ativa dos alunos nas discussões sobre os conteúdos ministrados, desenvolver e avaliar aspectos superiores à capacidade de memorização e de reprodução; que os processos de ensino e de avaliação desenvolvidos são centrados no professor; que os principais fatores que influenciam a definição das estratégias de ensino e de avaliação utilizadas são características diretamente relacionadas à prática didática; que a aquisição de habilidades didático-pedagógicas ainda acontece principalmente por meio da experiência no cotidiano da sala de aula. Esta pesquisa contribuiu para que se tenha uma compreensão mais ampla a respeito da prática didática nos cursos de engenharia, mas fica evidente a necessidade de mais estudos que venham a identificar outras especificidades dessa área do ensino superior. / The objective of the study was to analyze how teaching and assessment strategies are used by teachers of the Federal University of Technology – Paraná in training of engineers. The main factors that justify this study are the small number of studies dealing with pedagogical issues in engineering education, the current context of values that require a multiplicity of functions of the engineer and the training process under the influence of teaching and evaluation strategies. The study is based on concepts developed by several authors of the areas of engineering education and higher education didactics who discuss the history, problems, the need for changes in this area and strategies of teaching and evaluation in this level of education. The methodological approach adopted was the explanatory sequential mixed method design, composed of a quantitative phase followed by a qualitative phase that helps to understand in more depth the quantitative results obtained in the first phase. The study was conducted in three Campi of the Federal University of Technology - Paraná. The research responsibles were teachers who taught specific and / or vocational disciplines in 11 engineering courses. In the first phase of the quantitative study, a questionnaire was developed to collect data. The instrument was validated by a panel of experts, tested in a pilot study and administered to a sample of 199 teachers. Data were submitted to descriptive statistics and non-parametric statistics. The results indicated the frequency of use of teaching and evaluation strategies; the adoption of behaviors related to the teaching-learning process; the importance that teachers attribute to various aspects related to the acquisition of didactic-pedagogical skills; and the influence of some personal and contextual characteristics on the definition of teaching strategies and evaluation used. Based on the quantitative results, a semi-structured interview protocol was administered to 17 teachers. The answers of the teachers allowed a deepening of the results obtained in the quantitative phase. The set of results showed that most teachers do not know and / or do not use teaching strategies suggested by the active learning and formative evaluation proposals, but that, in the meantime, in the development of the classes, they seek to promote an active participation of the students in the discussions about content taught, develop and evaluate superior aspects to the ability of memorizing and reproducing; that the process of teaching and evaluation developed, they are focused on the teacher; that the main factors that influence the definition of teaching and assessment strategies used are characteristics that are directly related to didactic practice; and that the acquisition of didactic-pedagogical abilities still works mainly through the everyday classroom experience. This research contributed to a broader understanding of didactic practice in engineering courses, but it is evident that more studies are needed to identify other specificities of higher education.
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Die aard, doel en effektiwiteit van assessering in tersiêre wiskunde (Afrikaans)Louw, Cecilia Jacomina 19 June 2007 (has links)
Mathematics, as a subject, is used in various scientific careers as a selection tool. It is regarded as the cornerstone of scientific literacy. However, since learners in South Africa do not perform optimally in mathematics they do not enjoy international recognition. Education renewal is ongoing, and South Africa currently follows an outcomes-based (OBE) approach. The teaching of mathematics cannot be renewed successfully if assessment methods are not regularly adapted to meet new developments in the field. The incorporation of an OBE approach at school level made it necessary to facilitate assessment renewal in tertiary mathematics at the Tshwane University of Technology (TUT). TUT is engaged in a merger of three institutions, which has made the development of new curricula and teaching material essential. Hence this a perfect time to introduce assessment renewal. The primary purpose of this thesis is to report on the research study and its results, and to make recommendations for improving the practice. The overarching research hypothesis in this study is that a suitable assessment would probably enhance the effectiveness of a student’s learning. The research focused on the following questions: -- To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? -- Will tertiary mathematics facilitators be prepared to implement outcomes-based strategies at TUT? -- To what extent are outcomes-based strategies strategies in subjects supported by mathematics implemented at TUT? -- How does the ecology of TUT affect the implementation of outcomes-based strategies? -- What other factors could influence the level of implementation of OBS at TUT? -- Have any of the mathematics facilitators at TUT received suitable and adequate training in the implementation of outcomes-based strategies? -- What are the possible implications of the study for TUT’s assessment policy? Action research was chosen as the research design because it is ideally suited to improving practice. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. The main findings are as follows:– -- OBE strategies are not being introduced throughout TUT in the teaching of mathematics. -- Group work and peer assessments are rare occurences. -- Some lecturers are convinced that new assessment methods would lower the standard of their teaching. -- Uncertainty about the merger and the varying teaching conditions at the different campuses tend to inhibit lecturers, making them less willing to undertake assessment renewals. -- TUT should review its admission criteria. -- The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. The study prepared respondents for assessment renewal. In the interim, however, TUT has introduced a Policy on Teaching, Learning and Technology, whereby OBE has been selected as the teaching model for TUT. In future, respondents will receive training and guidance in the implementation of OBE. This study has hopefully made a significant contribution to this positive development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted
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Effects of Mowing Regimes on the Plants, Pollinators, and Roughness of the Channelized Hocking River’s Riparian Zone, Athens, OhioFacun, Jasmine B. 22 September 2020 (has links)
No description available.
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Retention and engagement of generation Y engineers : a hermeneutic phenomenological inquiryMarais, Marie-Henriette 08 May 2014 (has links)
The purpose of this study was to explore how Generation Y engineers in South Africa experience their work and based on this to determine how companies should be orientated toward their retention and engagement. I followed a qualitative research approach informed by the hermeneutic phenomenological paradigm, making use of a case study approach and in-depth unstructured interviews with six Generation Y engineers. My findings showed that even though retention cannot be ensured, hygiene retention factors are needed for initial retention and task and work-setup engagement for prolonged retention. Personal passion and commitment relating to career engagement are valued above organisational engagement and commitment. Companies should focus on the identified hygiene retention factors and on engaging these participants through providing for certain elements in their task and work setup. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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Retention and engagement of generation Y engineers : a hermeneutic phenomenological inquiryMarais, Marie-Henriette 08 May 2014 (has links)
The purpose of this study was to explore how Generation Y engineers in South Africa experience their work and based on this to determine how companies should be orientated toward their retention and engagement. I followed a qualitative research approach informed by the hermeneutic phenomenological paradigm, making use of a case study approach and in-depth unstructured interviews with six Generation Y engineers. My findings showed that even though retention cannot be ensured, hygiene retention factors are needed for initial retention and task and work-setup engagement for prolonged retention. Personal passion and commitment relating to career engagement are valued above organisational engagement and commitment. Companies should focus on the identified hygiene retention factors and on engaging these participants through providing for certain elements in their task and work setup. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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Clément Colson (1853-1939), la science économique de son époque et ses prolongements / Clément Colson (1853-1939), the economics of his time and his extensions.De paoli, Joachim 22 September 2017 (has links)
L’objectif de cette thèse est d’analyser les contributions de Clément Colson à la science économique dans le but de mieux connaître sa pensée, de mieux connaître l’École libérale française au début du XXème siècle, d’étudier l’influence qu’a pu avoir cet auteur sur ses principaux élèves, Divisia, Roy et Rueff, et d’évaluer l’actualité de certaines de ses recommandations.Le premier chapitre montre quels sont les apports théoriques de Colson à la science économique.Pour ses élèves, son principal apport serait la théorie de la détermination conjointe du salaire et du taux d’intérêt. Nous montrerons que cette théorie est proche de la règle de gestion optimale en microéconomie attribuée à Clark ; nous verrons alors que l’on peut parler de découverte multiple.Colson est également intéressant au point de vue de la méthode utilisée. Nous verrons alors qu’il utilise les statistiques et les mathématiques dans ses développements : il est à l’origine d’une évaluation pionnière du revenu de la France, son enseignement impulse le calcul économique, il peut être considéré comme un précurseur de l’économétrie en France. Le deuxième chapitre montre que Colson développe la méthode de tarification des voies de communication exploitées en monopole de Jules Dupuit en proposant des moyens pratiques de révélation des préférences. Nous verrons également que cette théorie est reprise de nos jours avec le Yield Management et par les compagnies aériennes à bas coûts. Le troisième chapitre a pour but de voir comment Colson prend en compte la question sociale. Nous verrons qu’il défend une intervention de l’État plus importante que d’autres économistes libéraux afin d’éviter que les ouvriers ne se tournent vers le socialisme. Le quatrième chapitre étudie l’intervention de l’État préconisée par Colson dans le domaine des chemins de fer. Nous verrons que dans ce domaine où l’État est très présent, l’auteur souhaite le limiter. Il préfère ainsi la concession à la régie et souhaite la construction de nouvelles lignes uniquement si elles sont rentables. Nous verrons qu’à nouveau, la crainte du socialisme n’est pas étrangère à ses positions. Sur chacun des thèmes, nous verrons que Colson accorde à la pratique une place importante. Au niveau théorique tout part de l’observation et se termine par l’observation, au niveau pratique il est marqué par les préoccupations de son époque. / The object of this dissertation is to analyse the contributions of Clément Colson to the economics in order to be better acquainted with his thought, with the French Liberal School at the beginning of the 20th century, to see the influence he had on his main students, Divisia, Roy and Rueff, and to evaluate the actuality of his recomandations. The first chapter develops the Colson’s theoretical contributions.For his students, his main contribution would be the theory of the joint setting of wage and of the interest rate. We will explain this theory is close to the optimal management rule in microeconomics attributed to Clark; we will see we can speak then about multiple discovery.Colson is interesting too from the point of view of the method used. We will see he uses statistics and mathematics in his developments: he makes one of the first assesments of the French income, his lectures develop economics calculus, he can be seen as a precursor of econometrics in France. The second chapter shows that Colson develops the Jules Dupuit pricing method for means of communications exploited by a monopoly by proposing practical way of preferences revelation. We will show too that this theory is used nowadays with the Yield Management and by airline lowcost companies.The third chapter has for purpose to see how Colson takes into account the social question. We will see he argues for a more important State intervention than other liberal economists in order to avoid workers to turn to socialism. The fourth chapter is devoted to the State intervention recommended by Colson in the field of railways. We will see that in this field in which the State is very present, the author wishes to limit it. So he prefers the concession to the public exploitation and wishes construction of new railway lines just if they are profitable. We will see again that the fear of socialism is not stranger to his positions. On each theme, we will see that Colson gives an important place to the practice. At the theoretical level all starts and finishes with the observation, at the practice level he is influenced by the preoccupations of his time.
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Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974) / The Besancon watchmaking schoolsBriselance, Claude 28 October 2015 (has links)
L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région… / The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
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Vysokovklopn lopata devn tÄpky / High tipping shovel for the wood chipsulk, Petr January 2021 (has links)
High tipping shovel, wood chips, quick coupler, shovel, high tipping shovel frame, Volvo L60H loader, wheel loader accessories, linear hydraulic motor
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