6,463 research outputs found

    Meso-scale FDM material layout design strategies under manufacturability constraints and fracture conditions

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    In the manufacturability-driven design (MDD) perspective, manufacturability of the product or system is the most important of the design requirements. In addition to being able to ensure that complex designs (e.g., topology optimization) are manufacturable with a given process or process family, MDD also helps mechanical designers to take advantage of unique process-material effects generated during manufacturing. One of the most recognizable examples of this comes from the scanning-type family of additive manufacturing (AM) processes; the most notable and familiar member of this family is the fused deposition modeling (FDM) or fused filament fabrication (FFF) process. This process works by selectively depositing uniform, approximately isotropic beads or elements of molten thermoplastic material (typically structural engineering plastics) in a series of pre-specified traces to build each layer of the part. There are many interesting 2-D and 3-D mechanical design problems that can be explored by designing the layout of these elements. The resulting structured, hierarchical material (which is both manufacturable and customized layer-by-layer within the limits of the process and material) can be defined as a manufacturing process-driven structured material (MPDSM). This dissertation explores several practical methods for designing these element layouts for 2-D and 3-D meso-scale mechanical problems, focusing ultimately on design-for-fracture. Three different fracture conditions are explored: (1) cases where a crack must be prevented or stopped, (2) cases where the crack must be encouraged or accelerated, and (3) cases where cracks must grow in a simple pre-determined pattern. Several new design tools, including a mapping method for the FDM manufacturability constraints, three major literature reviews, the collection, organization, and analysis of several large (qualitative and quantitative) multi-scale datasets on the fracture behavior of FDM-processed materials, some new experimental equipment, and the refinement of a fast and simple g-code generator based on commercially-available software, were developed and refined to support the design of MPDSMs under fracture conditions. The refined design method and rules were experimentally validated using a series of case studies (involving both design and physical testing of the designs) at the end of the dissertation. Finally, a simple design guide for practicing engineers who are not experts in advanced solid mechanics nor process-tailored materials was developed from the results of this project.U of I OnlyAuthor's request

    Exploring the Training Factors that Influence the Role of Teaching Assistants to Teach to Students With SEND in a Mainstream Classroom in England

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    With the implementation of inclusive education having become increasingly valued over the years, the training of Teaching Assistants (TAs) is now more important than ever, given that they work alongside pupils with special educational needs and disabilities (hereinafter SEND) in mainstream education classrooms. The current study explored the training factors that influence the role of TAs when it comes to teaching SEND students in mainstream classrooms in England during their one-year training period. This work aimed to increase understanding of how the training of TAs is seen to influence the development of their personal knowledge and professional skills. The study has significance for our comprehension of the connection between the TAs’ training and the quality of education in the classroom. In addition, this work investigated whether there existed a correlation between the teaching experience of TAs and their background information, such as their gender, age, grade level taught, years of teaching experience, and qualification level. A critical realist theoretical approach was adopted for this two-phased study, which involved the mixing of adaptive and grounded theories respectively. The multi-method project featured 13 case studies, each of which involved a trainee TA, his/her college tutor, and the classroom teacher who was supervising the trainee TA. The analysis was based on using semi-structured interviews, various questionnaires, and non-participant observation methods for each of these case studies during the TA’s one-year training period. The primary analysis of the research was completed by comparing the various kinds of data collected from the participants in the first and second data collection stages of each case. Further analysis involved cross-case analysis using a grounded theory approach, which made it possible to draw conclusions and put forth several core propositions. Compared with previous research, the findings of the current study reveal many implications for the training and deployment conditions of TAs, while they also challenge the prevailing approaches in many aspects, in addition to offering more diversified, enriched, and comprehensive explanations of the critical pedagogical issues

    Identifying and responding to people with mild learning disabilities in the probation service

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    It has long been recognised that, like many other individuals, people with learningdisabilities find their way into the criminal justice system. This fact is not disputed. Whathas been disputed, however, is the extent to which those with learning disabilities arerepresented within the various agencies of the criminal justice system and the ways inwhich the criminal justice system (and society) should address this. Recently, social andlegislative confusion over the best way to deal with offenders with learning disabilities andmental health problems has meant that the waters have become even more muddied.Despite current government uncertainty concerning the best way to support offenders withlearning disabilities, the probation service is likely to continue to play a key role in thesupervision of such offenders. The three studies contained herein aim to clarify the extentto which those with learning disabilities are represented in the probation service, toexamine the effectiveness of probation for them and to explore some of the ways in whichprobation could be adapted to fit their needs.Study 1 and study 2 showed that around 10% of offenders on probation in Kent appearedto have an IQ below 75, putting them in the bottom 5% of the general population. Study 3was designed to assess some of the support needs of those with learning disabilities in theprobation service, finding that many of the materials used by the probation service arelikely to be too complex for those with learning disabilities to use effectively. To addressthis, a model for service provision is tentatively suggested. This is based on the findings ofthe three studies and a pragmatic assessment of what the probation service is likely to becapable of achieving in the near future

    Strategies for Early Learners

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    Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp

    Data-to-text generation with neural planning

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    In this thesis, we consider the task of data-to-text generation, which takes non-linguistic structures as input and produces textual output. The inputs can take the form of database tables, spreadsheets, charts, and so on. The main application of data-to-text generation is to present information in a textual format which makes it accessible to a layperson who may otherwise find it problematic to understand numerical figures. The task can also automate routine document generation jobs, thus improving human efficiency. We focus on generating long-form text, i.e., documents with multiple paragraphs. Recent approaches to data-to-text generation have adopted the very successful encoder-decoder architecture or its variants. These models generate fluent (but often imprecise) text and perform quite poorly at selecting appropriate content and ordering it coherently. This thesis focuses on overcoming these issues by integrating content planning with neural models. We hypothesize data-to-text generation will benefit from explicit planning, which manifests itself in (a) micro planning, (b) latent entity planning, and (c) macro planning. Throughout this thesis, we assume the input to our generator are tables (with records) in the sports domain. And the output are summaries describing what happened in the game (e.g., who won/lost, ..., scored, etc.). We first describe our work on integrating fine-grained or micro plans with data-to-text generation. As part of this, we generate a micro plan highlighting which records should be mentioned and in which order, and then generate the document while taking the micro plan into account. We then show how data-to-text generation can benefit from higher level latent entity planning. Here, we make use of entity-specific representations which are dynam ically updated. The text is generated conditioned on entity representations and the records corresponding to the entities by using hierarchical attention at each time step. We then combine planning with the high level organization of entities, events, and their interactions. Such coarse-grained macro plans are learnt from data and given as input to the generator. Finally, we present work on making macro plans latent while incrementally generating a document paragraph by paragraph. We infer latent plans sequentially with a structured variational model while interleaving the steps of planning and generation. Text is generated by conditioning on previous variational decisions and previously generated text. Overall our results show that planning makes data-to-text generation more interpretable, improves the factuality and coherence of the generated documents and re duces redundancy in the output document

    A Comparative Study on Students’ Learning Expectations of Entrepreneurship Education in the UK and China

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    Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on students’ learning expectations as a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education. The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in students’ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), students’ actual input (positive) and tutors’ academic qualification (negative). The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour. The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to other fields of study. One key message from this study is that education can be encouraged and supported but cannot be “forced”. Mandatory entrepreneurship education is not a quick fix for the lack of university students’ innovation and entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students

    The Role of the Metabolome in the Development of Gestational Diabetes Mellitus in High-Risk Minority Women: A Causal Investigation

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    Gestational Diabetes Mellitus (GDM) is the most common pregnancy complication worldwide. However, GDM prevalence is substantially lower in white Europeans (WEs) compared to other ethnicities, especially South Asians (SAs) who experience the highest risk. Globally, healthy diet promotion is the mainstay in GDM prevention, however current guidelines are predominantly based on evidence from WEs. Furthermore, metabolic factors responsible for the disparities in prevalence are unknown but may offer guidance for improved prevention and management. This project aimed to (i) assess the association between diet and GDM across ethnic groups, (ii) determine if distinct metabolic profiles characterise GDM in SAs and WEs, and (iii) evaluate the presence of ethnic-specific causal associations between metabolites and gestational dysglycemia. Aims (ii) and (iii) utilised data from the Born in Bradford cohort (mean gestational age 26.1 weeks). First, through a systematic review of observational and randomised studies, pre-pregnancy diet was found to associate with GDM in WEs, but not in Asians. Secondly, the multivariate analyses of metabolites identified 7 metabolites that were characteristic of GDM in both ethnicities, with an additional 6 characteristic in WEs only. Finally, through Mendelian Randomisation (MR) analyses, 14 metabolites associated with pregnancy dysglycemia in WEs and 11 in SAs. No metabolites were identified in both ethnicities. Cholesterols and fatty acids were the most commonly identified classes identified in WEs and SAs, respectively. This project demonstrated (i) inconsistencies in the association between diet and GDM across ethnicities (ii) distinct metabolic profiles that associate with GDM in WEs and SAs and offers and supports the need for ethnic-specific manage GDM management strategies. In high-risk SAs, fatty acids may be the most important predictors of GDM. Future work should evaluate the role of pre-pregnancy fatty acid intake in GDM development in SAs to aid in the development of culturally tailored dietary interventions

    A Cross-cultural Comparative Study of Dark Triad and Five-Factor Personality Models in Relation to Prejudice and Aggression

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    When examining socially malevolent outcomes in the form of prejudice and aggression, previous research on the Dark Triad and five-factor personality models has failed to consider potential cross-cultural differences. A deeper understanding of cross-cultural variations is necessary because these factors represent important social problems and risks. Prior investigation has so far only established preliminary relationships between the Dark Triad and the Big Five model and these outlined associations influence prejudice and aggression. Accordingly, this thesis consisted of two phases. The first examined interrelationships between Dark Triad traits (psychopathy, narcissism, and Machiavellianism) and Big Five personality dimensions (extraversion, neuroticism, agreeableness, openness, conscientiousness) in UK and Russian samples. The second used the results from the initial phase to inform the baseline of a predictive model, which was extended. Both phases used cross-sectional designs, correlation-based methods of analysis (e.g., confirmatory factor analysis, structural equation modelling with mediation, path analysis and invariance analysis), and large samples, comprising a range of backgrounds and ages. The analysis identified the strongest and weakest relationships between personality traits and prejudice and aggression. This research made an original contribution to existing literature by identifying novel relationships

    Studies of strategic performance management for classical organizations theory & practice

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    Nowadays, the activities of "Performance Management" have spread very broadly in actually every part of business and management. There are numerous practitioners and researchers from very different disciplines, who are involved in exploring the different contents of performance management. In this thesis, some relevant historic developments in performance management are first reviewed. This includes various theories and frameworks of performance management. Then several management science techniques are developed for assessing performance management, including new methods in Data Envelopment Analysis (DEA) and Soft System Methodology (SSM). A theoretical framework for performance management and its practical procedures (five phases) are developed for "classic" organizations using soft system thinking, and the relationship with the existing theories are explored. Eventually these results are applied in three case studies to verify our theoretical development. One of the main contributions of this work is to point out, and to systematically explore the basic idea that the effective forms and structures of performance management for an organization are likely to depend greatly on the organizational configuration, in order to coordinate well with other management activities in the organization, which has seemingly been neglected in the existing literature of performance management research in the sense that there exists little known research that associated particular forms of performance management with the explicit assumptions of organizational configuration. By applying SSM, this thesis logically derives some main functional blocks of performance management in 'classic' organizations and clarifies the relationships between performance management and other management activities. Furthermore, it develops some new tools and procedures, which can hierarchically decompose organizational strategies and produce a practical model of specific implementation steps for "classic" organizations. Our approach integrates popular types of performance management models. Last but not least, this thesis presents findings from three major cases, which are quite different organizations in terms of management styles, ownership, and operating environment, to illustrate the fliexbility of the developed theoretical framework
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