Machining dynamics: Fundamentals, applications and practices

Information regarding this edited book can be found at this link:Machining dynamics play an essential role in the performance of machine tools and machining processes in manufacturing. Current advances in computational modelling, sensors, diagnostic equipment and analysis tools,3D surface metrology and manufacturing science are giving researchers and practising engineers a new perspective on the machining process. Machining Dynamics: Fundamentals, Applications and Practices reflects the new integrated approach to studying machining dynamics by presenting state-of-the-art applications, practices and research in the field. Written by experts in each field, the first part of the book presents the basic theory, analysis and control methodology in addition to detailed modelling and diagnostic techniques for machining dynamics, while part two focuses on applying the fundamentals of machining dynamics in a variety of machining processes including turning, grinding, gear machining and nontraditional machining. Advanced undergraduate and postgraduate students studying manufacturing engineering and machining technology will find Machining Dynamics: Fundamentals, Applications and Practices a comprehensive and up-to-date introduction to the subject while the book’s thoroughness allows it to serve as a useful reference for manufacturing engineers, production supervisors, planning and application engineers and designers. The Springer Series in Advanced Manufacturing publishes the best teaching and reference material to support students, educators and practitioners in manufacturing technology and management. This international series includes advanced textbooks, research monographs, edited works and conference proceedings covering all subjects in advanced manufacturing. The series focuses on new topics of interest, new treatments of more traditional areas and coverage of the applications of information and communication technology (ICT) in manufacturing

Research questions and approaches for computational thinking curricula design

Teaching computational thinking (CT) is argued to be necessary but also admitted to be a very challenging task. The reasons for this, are: i) no general agreement on what computational thinking is; ii) no clear idea nor evidential support on how to teach CT in an effective way. Hence, there is a need to develop a common approach and a shared understanding of the scope of computational thinking and of effective means of teaching CT. Thus, the consequent ambition is to utilize the preliminary and further research outcomes on CT for the education of the prospective teachers of secondary, further and higher/adult education curricula

Juegos de emulación: marco ideológico para una arquitectura neuronal electrónica de inspiración biológica

The introduction of hard sciences into artistic practices or, conversely, the artistization of science, leads to a redefinition of the concept of art and its field of action. This may favour a return to an art definition similar to that which operated in the ancient world, where it was associated with pure and simple dexterity, regardless of the field of operation. In such a context, the teaching of art, as it is now organized as a superstructure aimed at nourishing itself with a humanistic culture that has dispensed with the technical, can constitute a burden if it is not able to offer coherent ethical and effective procedural responses in relation to the mode of access to the knowledge that must be mobilized for an updated representation of the world, which must inevitably be technological. In the current socio-political framework, two alternatives are outlined, on the one hand externalization, an option that places us before certain doubts and uncertainties of an ethical nature, and on the other hand self-learning in networks, open processes between peers, and maker culture, a delicate ecosystem subject to multiple threats. The article ends with a description of a practical experience in the field of computational neuroscience developed according to the second alternative, an ethos in which its authors and their results are placed

Affordances of spreadsheets in mathematical investigation: Potentialities for learning

This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the leraning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. In considers the affordances of this learning environment for primary-aged students

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education