Thesis (B.A. Hons. 1978)--from the Department of Politics, University of Adelaide.

Friction brakes represent the most important safety feature literally in all vehicles and their rigorous “friction testing” is usually performed on several platforms/scales and completed with field tests. Since friction and wear are system properties, it is not trivial to design “small scale” tests and to correlate data generated at different levels of testing complexity. Nevertheless, the economy of the brake materials development process could be improved, when interpretation of friction and wear test data is based on a deeper/proper understanding of physics and chemistry of ongoing friction phenomena. This contribution follows the two series previously presented at SAE Brake Colloquia and compares the data generated in the full-scale brake dynamometer SAE J 2522 performance test (Link Engineering 2800M dynamometer) with data generated in bench-top (small scale) friction tester (Bruker UMT) equipped with environmental chamber controlling temperature. Scaling laws of physics were adopted for design of the small-scale testing procedure, however, a different scaling philosophy as well as different friction materials were used when compared to the previously reported findings. Identical commercial OEM brake pad samples containing biodegradable environmentally friendly fibers and commercial OEM cast iron rotors were used in both dynamometer and scaled-down bench-top friction tests. Friction and wear surfaces/mechanisms were studied by using scanning electron microscopy (Quanta FEG 450 by FEI) equipped with the energy dispersive X-ray microanalysis (Inca System), and 3D optical microscope (NPFLEX by Bruker). Major conclusions proposed for this study can be summarized as follows: 1) Proper scaling by using physics principles allows for reasonable correlation of dynamometer and bench-top test data, although the results differentiate, particularly during fade and high temperature tests. These findings further support the previously published data and indicate that differences in scaling philosophy neither the types of tested materials have considerable impact on the generated data. 2) It is very important to properly select representative pad samples, as their size is considerably smaller compared to full pads. When the identical rotor materials are used, the repeatability of data is excellent and the sensitivity to typical differences of the bulk microstructure of cast iron is minimal. 3) When the testing results generated on dynamometer and bench tester matched well. the friction surfaces of full pads tested in dynamometer and the friction surfaces of small pad samples exhibited identical topography and chemistry.

The purpose of this study was to describe the perceptions and attitudes of college and university administrators toward secondary agricultural education programs and the FFA. The study followed a descriptive survey research design. A researcher-modified questionnaire was sent electronically through Qualtrics to 265 college and university administrators who were in charge or undergraduate programs in agriculture, natural resources, and related science programs were offered. One hundred one individuals responded in the study for a response rate of 38 percent. The data were analyzed using descriptive statistics, t-tests, and ANOVA. The study found that current college and university administrators of agriculture programs for undergraduates were males over 46 years of age and had worked in academic for over 20 years. These individuals had been in their current positions for between 1 and 6 years. Less than a majority of current college administrators has high school agriculture as a secondary student, had a supervised agricultural experience program (SAEP), or had been a member of the FFA. College administrators who worked at non land-grant universities, who had high school agriculture classes, were FFA members, had an SAEP, or who volunteered for FFA activities had stronger perceptions regarding secondary agricultural education programs and the FFA than did their counterparts. Recommendations are made to work with secondary agricultural education programs in establishing positive relationships with teachers and students and to offer opportunities to expose students to educational opportunities on college campuses. Additional research should be conducted with faculty members on their relationships with secondary agricultural education programs and the FFA.

The purpose of this study was to assess student knowledge and perceptions of factors influencing participation in Supervised Agricultural Experience (SAE) programs. This descriptive study was conducted in 120 randomly selected agricultural education programs throughout four purposively selected states representative of the National FFA regions. Within each state the programs randomly selected to participate were from FFA divisions characterized as having urban city-centers with outlying rural/suburban areas. Students in Florida, Indiana, Missouri, and Utah completed a researcher-designed questionnaire assessing knowledge and perceptions on factors influencing SAE participation. A response rate of 43.3% (N = 120, n = 52) was achieved, with questionnaires completed by 1,038 students. According to findings of this study 45.6% (n = 473) of the students participated in SAE programs, with most categorized as an entrepreneurship SAE and classified as a livestock project. Students could only identify at most three of five SAE categories, and those without a SAE program were either not or somewhat familiar with the five SAE categories. Students surveyed in Missouri and Utah appeared to have the strongest SAE knowledge. Each state appeared to have three main types of school resources available for use by student SAE programs. Student perceptions indicated that teachers did encourage all students to have a SAE program and apply for awards and recognition; however, most did not receive awards and recognition for their SAE program. Students reported receiving SAE help from their teacher on a monthly basis most frequently. Most students used a paper-based SAE record book which they updated weekly or monthly. Students on average received a total of nine to 34 days of classroom SAE instruction and a total of eight to 33 days of classroom recordkeeping instruction during enrollment in agricultural education courses. Factors such as enjoyment of agricultural education courses, parental and teacher support and encouragement, resources (money and facilities), and opportunities for awards and recognition did not seem to influence student SAE participation. Contrary to previous research, involvement in community and school activities did not seem to negatively influence student SAE participation. Students did not believe they needed more SAE and recordkeeping instruction.

Dissertação (Mestrado em Engenharia Mecânica) - Centro Universitário da FEI, São Bernardo do Campo, 2014

Dissertação (Mestrado em Engenharia Mecânica) - Centro Universitário FEI, São Bernardo do Campo, 2016

The Texas A&M University Formula SAE program currently has no rigorous method for analyzing or predicting the overall dynamic behavior of the student-designed racecars. The objective of this study is to fulfill this need by creating a full vehicle ADAMS/Car model incorporating an empirical tire-road force model and validating the longitudinal performance of the model by using vehicle responses recorded at the track. Creating the model requires measuring mass and inertia properties for each part, measuring the locations of all the kinematic joints, testing the Risse Racing Jupiter-5 shocks to characterize damping and stiffness, measuring engine torque, and modeling the tire behavior. Measuring the vehicle performance requires installation of the Pi Research DataBuddy data acquisition system and appropriate sensors. The 2002 Texas A&M University Formula SAE racecar, the subject vehicle, was selected because it already included some accommodations for sensors and is almost identical in layout to the available ADAMS/Car model Formula SAE templates. The tire-road interface is described by the Pacejka ??94 handling force model within ADAMS/Car that is based on a set of Goodyear coefficients. The majority of the error in the model originated from the Goodyear tire model and the 2004 engine torque map. The testing used Hoosier tires and the 2002 engine intake and exhaust configuration. The deliverable is a full vehicle model of the 2002 racecar with a 2004 engine torque map and a tire model correlated to longitudinal performance recorded at the track using the installed data acquisition system. The results of the correlation process, confirmed by driver impressions and performance of the 2004 racecar, show that the 2004 engine torque map predicts higher performance than the measured response with the 2002 engine. The Hoosier tire on the Texas A&M University Riverside Campus track surface produces 75??3% of peak longitudinal tire performance predicted by the Goodyear tire model combined with a road surface friction coefficient of 1.0. The ADAMS/Car model can now support the design process as an analysis tool for full vehicle dynamics and with continued refinement, will be able to accurately predict behavior throughout a complete autocross course.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Vita. Includes bibliographical references (leaves 110-115).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Vita. Includes bibliographical references (leaves 110-115).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Vita. Includes bibliographical references (leaves 110-115).