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The activation of safety valves causes the development of flow reaction forces that have to be transferred in an adequate way via the piping to the steel structure or via the connected vessel into the foundation. If the safety valve outlet piping is connected to a blowdown system or, in case of blowing off into the atmosphere, are equipped with a T‐piece at the outlet, the stationary reaction forces are compensated completely. The transient opening process, however, develops flow reaction forces which culminate in peaks of short duration. In this article, a simple method will be proposed for the estimation of the resulting reaction forces as a function of the length of the pipe at the safety valve outlet. CFD calculations and blowdown tests executed with a full‐lift safety valve have confirmed this method on principle. Special importance is attributed to the short duration of the effect of the reaction forces which seems to have only a negligible impact on the supporting steel structure. 相似文献
3.
川合137井大修井工艺技术浅析 总被引:2,自引:0,他引:2
在川合137井的修井作业中,运用了多种修井工具和工艺技术。通过内捞、外捞、强提、倒扣、磨铣、套铣、开钻新井眼和铣锥通井的方法,充分解放了油气层,达到了修井目的。其独特的想法、施工和自制工具的成功应用对今后大修井作业具有很高的参考价值。 相似文献
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为实现电源设备乃至通信机房的少人或无人值守和集中维护,必须建立一套完善的电信局动力环境集中监控系统。文中结合番禺区电信局的实际,讨论了提高系统运行可靠性的几点措施,包括硬件方面与软件方面的手段,关键在于加强系统的运行管理。 相似文献
5.
基于多相滤波器的信道化接收机及其应用研究 总被引:16,自引:0,他引:16
本文主要研究了应用多相滤波技术的信道化接收机建模问题。在给定信道频谱划分方案下,推导了基于多相 滤波器的信道化接收机数学模型。并由此模型设计了一个四信道模拟系统。最后用仿真实验结果验证了模型的正确性。 相似文献
6.
The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth
As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development. 相似文献
8.
Scheduling Algorithms for Packet-Oriented MAC Protocols in Wireless Multimedia Systems 总被引:1,自引:1,他引:0
Romano Fantacci Giovanni Giambene Francesco Petiti 《Wireless Personal Communications》2003,24(3):363-388
Future generation wireless multimediacommunications will require efficient Medium AccessControl (MAC) protocols able to guarantee suitable Qualityof Service (QoS) levels for different traffic classes whileachieving a high utilization of radio resources. This paperproposes a new scheduling technique to be adopted at the MAClevel in wireless access systems, named Dynamic Scheduling-Time DivisionDuplexing (DS-TDD), that efficiently managesvideo, voice, Web and background traffics. A theoretical approachis proposed in this paper to evaluate the DS-TDD performance withvoice and Web traffics. Simulation results have permitted tohighlight the following promising characteristics of the DS-TDDscheme: (i) a high capacity of real-time traffics isattained with a QoS insensitive to Web and background trafficloads; (ii) a high throughput can be guaranteed whilepreserving the QoS levels of the different traffic classes;(iii) heavier downlink traffic loads do not modify the QoSof uplink traffics. Finally, extensive comparisons with differentscheduling schemes proposed in the literature have permitted tohighlight the better performanceof DS-TDD. 相似文献
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McWayne Christine M.; Fantuzzo John W.; McDermott Paul A. 《Canadian Metallurgical Quarterly》2004,40(4):633
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献