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Compared to other fields of engineering, in mechanical engineering, the Discrete Element Method (DEM) is not yet a well known
method. Nevertheless, there is a variety of simulation problems where the method has obvious advantages due to its meshless
nature. For problems where several free bodies can collide and break after having been largely deformed, the DEM is the method
of choice. Neighborhood search and collision detection between bodies as well as the separation of large solids into smaller
particles are naturally incorporated in the method. The main DEM algorithm consists of a relatively simple loop that basically
contains the three substeps contact detection, force computation and integration. However, there exists a large variety of
different algorithms to choose the substeps to compose the optimal method for a given problem. In this contribution, we describe
the dynamics of particle systems together with appropriate numerical integration schemes and give an overview over different
types of particle interactions that can be composed to adapt the method to fit to a given simulation problem. Surface triangulations
are used to model complicated, non-convex bodies in contact with particle systems. The capabilities of the method are finally
demonstrated by means of application examples.
Commemorative Contribution. 相似文献
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Replies to the comments by R. A. R. Gurung (see record 2003-03405-011) and J. Li (see record 2003-03405-012) regarding comments on the article by R. G. Tweed and D. R. Lehman (2001) which stated that a Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. In this article, Tweed and Lehman argued that these ancient exemplars model approaches to learning continue to differentiate students within a modern Canadian postsecondary context. In this reply, Tweed and Lehman advise caution in how Gurung placed their Confucian-Socratic framework within the context of prior theory on education and epistemological development because these models were developed exclusively in the West. Furthermore, Tweed and Lehman believe that Li's argument misinterpreted their article, and that they should of consistently used the term "personal reform" rather than "behavioral reform" in order to communicate the depth of personal change envisioned by Confucius. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
989.
This study investigated the ability of the Millon Clinical Multiaxial Inventory--Third Edition (MCMI-III) to discriminate students malingering psychopathology (n=106) from bona fide psychiatric inpatients (n=202). Students were randomly assigned to a fake-bad or an honest-responding condition. Analyses investigated the ability of the modifier indices to discriminate fake-bad group participants from the psychiatric inpatients. Scale X raw cutoff score >178 yielded a positive predictive power (PPP) of 0.0, a negative predictive power (NPP) of 63.1, and a hit rate of 63.1%. Optimal cutoff scores were developed. Scale X Base Rate (BR) >84 provided a PPP of 55.6, an NPP of 72.1, and a hit rate of 65.2%. Scale Y BR 相似文献
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Ronald R. Delyser Sheila S. Thompson Jerry Edelstein Corinne Lengsfeld Albert J. Rosa Paul J. Rullkoetter Robert Whitman Margaret Whitt 《工程教育杂志》2003,92(3):269-273
A team of faculty members at the University of Denver changed the learning environment in key courses in the Department of Engineering from predominately teacher centered to student centered. Through this funded project new grading methods were implemented, classrooms were renovated and wired with studio layouts to facilitate learning, the Engineering Circuits Laboratory was rewired and instrumented for automated data acquisition and reporting, and two new pedagogical approaches were developed. At the onset of the project, six goals were established related to student learning. The introduction of industry standard hardware and software provided students with unprecedented hands‐on experience and project related activities stimulated faculty innovations in other current and future courses. Assessment results indicate that the new grading system improved the clarity of expectations for students before assignments were given resulting in increased reported motivation for learning in many courses. Even though course GPAs did not always reflect higher achievement on graded work, faculty members firmly believe that deeper understanding was achieved because more complex material was assimilated. 相似文献