Advanced Techniques for Assets Maintenance Management

16th IFAC Symposium on Information Control Problems in Manufacturing INCOM 2018 Bergamo, Italy, 11–13 June 2018. Edited by Marco Macchi, László Monostori, Roberto PintoThe aim of this paper is to remark the importance of new and advanced techniques supporting decision making in different business processes for maintenance and assets management, as well as the basic need of adopting a certain management framework with a clear processes map and the corresponding IT supporting systems. Framework processes and systems will be the key fundamental enablers for success and for continuous improvement. The suggested framework will help to define and improve business policies and work procedures for the assets operation and maintenance along their life cycle. The following sections present some achievements on this focus, proposing finally possible future lines for a research agenda within this field of assets management

How integrative modelling can break down disciplinary silos

This paper has been published in a peer-reviewed journal as: Kragt, M.E., Robson, B.J. & Macleod, C.J.A. (2013) Modellers’ roles in structuring integrative research projects. Environmental Modelling & Software, 39(1): 322-330. DOI: 10.1016/j.envsoft.2012.06.015Environmental modelling, Interdisciplinary research, Transdisciplinarity, Integration, Research Methods/ Statistical Methods, Q57, Y80, Z19,

Recent Achievements in Numerical Simulation in Sheet Metal Forming Processes

Purpose of this paper: During the recent 10-15 years, Computer Aided Process Planning and Die Design evolved as one of the most important engineering tools in sheet metal forming, particularly in the automotive industry. This emerging role is strongly emphasized by the rapid development of Finite Element Modelling, as well. The purpose of this paper is to give a general overview about the recent achievements in this very important field of sheet metal forming and to introduce some special results in this development activity. Design/methodology/approach: Concerning the CAE activities in sheet metal forming, there are two main approaches: one of them may be regarded as knowledge based process planning, whilst the other as simulation based process planning. The author attempts to integrate these two separate developments in knowledge and simulation based approach by linking commercial CAD and FEM systems. Findings: Applying the above approach a more powerful and efficient process planning and die design solution can be achieved radically reducing the time and cost of product development cycle and improving product quality. Research limitations: Due to the different modelling approaches in CAD and FEM systems, the biggest challenge is to enhance the robustness of data exchange capabilities between various systems to provide an even more streamlined information flow. Practical implications: The proposed integrated solutions have great practical importance to improve the global competitiveness of sheet metal forming in the very important segment of industry. Originality/value: The concept described in this paper may have specific value both for process planning and die design engineers

R&D on co-working transport schemes in Geant4

A research and development (R&D) project related to the extension of the Geant4 toolkit has been recently launched to address fundamental methods in radiation transport simulation. The project focuses on simulation at different scales in the same experimental environment; this problem requires new methods across the current boundaries of condensed-random-walk and discrete transport schemes. The new developments have been motivated by experimental requirements in various domains, including nanodosimetry, astronomy and detector developments for high energy physics applications.Comment: To be published in the Proceedings of the CHEP (Computing in High Energy Physics) 2009 conferenc

Artificial Intelligence And Big Data Technologies To Close The Achievement Gap.

We observe achievement gaps even in rich western countries, such as the UK, which in principle have the resources as well as the social and technical infrastructure to provide a better deal for all learners. The reasons for such gaps are complex and include the social and material poverty of some learners with their resulting other deficits, as well as failure by government to allocate sufficient resources to remedy the situation. On the supply side of the equation, a single teacher or university lecturer, even helped by a classroom assistant or tutorial assistant, cannot give each learner the kind of one-to-one attention that would really help to boost both their motivation and their attainment in ways that might mitigate the achievement gap. In this chapter Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes, and Manolis Mavrikis argue that we now have the technologies to assist both educators and learners, most commonly in science, technology, engineering and mathematics subjects (STEM), at least some of the time. We present case studies from the fields of Artificial Intelligence in Education (AIED) and Big Data. We look at how they can be used to provide personalised support for students and demonstrate that they are not designed to replace the teacher. In addition, we also describe tools for teachers to increase their awareness and, ultimately, free up time for them to provide nuanced, individualised support even in large cohorts

An international overview of assessment issues in technology education : disentangling the influences, confusion and complexities

Set in the context of wider research, this review of international literature describes some of the issues that contribute towards the prevailing confusion regarding the 'what', 'when' and 'why' of assessment. It explores the complexities embedded within assessment of, for and as learning and the difficulties arising in Technology Education. It discusses what comprises the goals and purposes, and precise nature of 'content' and how this impacts on what is considered as important to measure in terms of attainment, performance and achievement in Technology Education. The paper examines the influence of external assessment, the influence of the teacher and the influence of the various approaches and instruments of assessment on pedagogy, achievement and learner performance and motivation. The dimensions and discriminators of performance and progression in Technology Education are complex. The key issues need to be disentangled to provide some clarity and inform practice. Greater creativity is needed to help devise multi-dimension, multi-expression assessment strategies which celebrate the complexity and influence pedagogy appropriate for learning in the 21st century