14 research outputs found

    Proceedings of the 10th International Conference on NDE in Relation to Structural Integrity for Nuclear and Pressurized Components

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    This conference, the tenth in a series on NDE in relation to structural integrity for nuclear and pressurized components, was held from 1st October to 3 October 2013, in Cannes, France. The scientific programme was co-produced by the European Commission’s Joint Research Centre, Institute for Energy and Transport (EC-JRC/IET). The Conference has been coordinated by the Confédération Française pour les Essais Non Destructifs (COFREND). The first conference, under the sole responsibility of EC-JRC was held in Amsterdam, 20-22 October 1998. The second conference was locally organized by the EPRI NDE Center in New Orleans, 24-26 May 2000, the third one by Tecnatom in Seville, 14-16 November 2001, the fourth one by the British Institute of Non-Destructive Testing in London, 6-8 December 2004, the fifth by EPRI in San Diego, 10-12 May 2006, the sixth by Marovisz in Budapest, 8-10 October 2007, the seventh by the University of Tokyo and JAPEIC in Yokohama, the eight by DGZfP, 29 September to 1st October 2010, the ninth by Epri NDE Center, 22-24 May 2012 in Seattle. The theme of this conference series is to provide the link between the information originated by NDE and the use made of this information in assessing structural integrity. In this context, there is often a need to determine NDE performance against structural integrity requirements through a process of qualification or performance demonstration. There is also a need to develop NDE to address shortcomings revealed by such performance demonstration or otherwise. Finally, the links between NDE and structural integrity require strengthening in many areas so that NDE is focussed on the components at greatest risk and provides the precise information required for assessment of integrity. These were the issues addressed by the papers selected for the conference.JRC.F.5-Nuclear Reactor Safety Assessmen

    Drawing Conclusions: An Exploration of the Cognitive and Neuroscientific Foundations of Representational Drawing

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    The present thesis describes an exploration of cognitive, perceptual and neuroscientific foundations of representational drawing. To motivate experimental hypotheses, an initial qualitative study of artists’ attitudes and approaches to drawing was conducted. Themes from the qualitative data, predominantly concerning the relationship between perception and drawing, were developed into a large scale survey study of over 600 art students at undergraduate and postgraduate level. The survey study assessed the role of personality and demographic factors as well as perceptual styles and abilities, isolating the role of approaches to study, practice and technique use on externally-rated drawing ability. The qualitative and survey studies provided the foundation for further empirical work, the first of which was an exploration of the use of image manipulation and shape analysis for measuring the accuracy of drawings, with the intention of providing more reliable and valid dependent measures in the study of drawing. This investigation revealed differences in the way individuals judge the accuracy of drawings according to the stimuli they represent and presents a novel method for comparing aesthetic and accuracy judgments of drawing. The three experimental chapters of this thesis describe investigations into visual perception and memory in association with drawing in students of arts and non-arts subjects with an emphasis on angular/proportional perception, local-global visual processing and long and short-term visual memory. These studies revealed that individual differences in visual perception and visual long-term memory when rendering explain a large proportion of individual differences in drawing ability. The final empirical chapter reports a voxel-based morphometry study of structural neural correlates with individual differences in drawing and artistic ability. The results of this study emphasize the role of procedural memory and fine motor control in the development of long-term drawing expertise. The enquiry culminates in the presentation of a toolbox for drawing which includes visual, educational and motor modules. Its potential use in art and design education in teaching protocol is then discussed. The research findings could have a significant impact on the way in which art schools employ artistic training and could provide early diagnostic tools for identifying talent in the arts

    Preclusion for Radix Triangular Mesh

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    In this paper we find the values of mp(T n ) and mp 1 (T n ) when n(n+1)≡0 (mod 4). Every minimum matching preclusion set in an n-triangular mesh network is trivial. Also, mp(G) ≤ δ(G), where δ(G) is the minimum degree of G and mp 1 (G) ≤ v e (G)

    Listening to the inner child in social cognition: the ontogeny of the dual architecture of social information processing

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    Studies conducted with children may be highly valuable for the advancement of social cognitive theory testing and building, beyond a strictly developmental scope, and particularly under the framework of the dual-architecture of social information processing. The arguments favouring this thesis are presented through the implementation of 7 studies, grouped in 2 sets. The first set of studies illustrates how research with differently-aged participants (preschoolers to ninth-graders) is useful for testing and informing dual-process theories, such as the three-stage model of person perception (Gilbert, Pelham, & Krull, 1988). Studies 1 and 2 tested, and corroborated, the ontogenetic prediction derived from the model that the situational correction process has a later ontogenetic onset than the dispositional characterization process. Study 3 examined the impact of prior expectancies on the dispositional characterization process, and the ways the obtained results inform the threestage model were discussed. The second set of studies illustrates how research with children is valuable for gathering knowledge about the operation of the more automatic processes, such as the ones involved in incongruency processing in impression formation settings. Studies 4 and 5 investigated participants’ willingness to know more about either a congruently or an incongruently described target-person. Study 6 examined whether participants conceived of a target-person described in incongruent terms as a real person. Finally, Study 7 tested differential recall of expectancy-congruent and incongruent information in 4- to 10-years-old children. Based on these results, hypotheses were generated about the more automatic processing of incongruent information, namely of incongruencyneglect and avoidance.Estudos com crianças podem ser valiosos para o teste e construção de teorias sóciocognitivas, para além dum âmbito estritamente desenvolvimentista, particularmente sob o enquadramento da arquitectura dualista do processamento de informação social. Sete estudos, agrupados em 2 conjuntos, servem a apresentação de argumentos a favor desta tese. O primeiro conjunto ilustra a utilidade de investigação com participantes de diferentes idades (pré-escolar até 9º ano) para testar e informar teorias de processamento dualista, como o modelo das três-etapas da percepção social (Gilbert, Pelham, & Krull, 1988). Os Estudos 1 e 2 testaram, e corroboraram, a predição ontogenética derivada do modelo de que a correcção situacional é um processo ontogeneticamente mais tardio do que a caracterização disposicional. O Estudo 3 examinou o impacto das expectativas prévias na caracterização disposicional e discutiu-se o modo como os resultados informam o modelo. O segundo conjunto de estudos ilustra o valor de investigação com crianças na acumulação de conhecimento sobre processos mais automáticos, tais como os envolvidos no processamento de incongruência em contextos de formação de impressões. Os Estudos 4 e 5 investigaram a preferência dos participantes por saber mais sobre uma pessoa-alvo congruente ou incongruentemente descrita. O Estudo 6 examinou se os participantes concebiam como real uma pessoa-alvo descrita de forma incongruente. Finalmente, o Estudo 7 testou a recordação diferencial de informação congruente e incongruente com expectativas em crianças de 4 a 10 anos. Com base nestes resultados geraram-se hipóteses sobre o processamento mais automático de informação incongruente, nomeadamente sobre negligência e evitação de incongruência
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