A stress free model for residual stress assessment using thermoelastic stress analysis

Thermoelastic Stress Analysis (TSA) has been proposed as a method of obtaining residual stresses. The results of a preliminary study demonstrated that when Al-2024 plate containing holes that were plastically deformed by cold expansion process to 2% and 4% strain the thermoelastic response in the material around the hole was different to that obtained from a plate that had not experienced any plastic cold expansion (i.e. a reference specimen). This observation provides an opportunity for obtaining residual stresses based on TSA data. In many applications a reference specimen (i.e. residual stress free specimen) may not be available for comparison, so a synthetic, digital bitmap has been proposed as an alternative. An elastic finite element model is created using commercially available software Abaqus/Standard and the resultant stress field is extracted. The simulated stress field from the model is mapped onto a grid that matches the TSA pixel data from a physical reference specimen. This stress field is then converted to a ?T/T field that can be compared to the full-field TSA data. When the reference experimental data is subtracted from the, bitmap dataset the resultant ?T/T field is approximately zero. Further work proposes replacing the experimental reference data with that from specimens that have undergone cold expansion with the aim of revealing the regions affected by residual stress through a departure from zero in the resultant stress field. The paper demonstrates the first steps necessary for deriving the residual stresses from a general specimen using TSA

Mentor Education and Development in the Further Education sector in England

Previous research has established that the mentoring of teachers and lecturers in schools and colleges tends to be more effective where mentors are able to take advantage of appropriate opportunities for initial mentor preparation and ongoing development (Bullough, 2005; Hobson et al., 2009; Hobson et al., 2015; Lejonberg et al., 2015). While some studies (e.g. Fransson, 2016) identify positive impacts of mentors undertaking or gaining formal mentoring qualifications or accreditation, the evidence base is inconclusive on the added value of formal mentoring qualifications and accreditation, over and above effective non-accredited mentor preparation, training and development. This report summarises the main outcomes of a small-scale research project designed to investigate the education and development of mentors of teachers and lecturers in the Further Education (FE) sector in England. Within this broad aim we sought to examine: 1) The nature, take-up and perceived impact of mentor training, education and CPD; 2) The availability of general and teacher-specific mentoring qualifications and accreditation to mentors in the English FE sector; 3) The extent to which mentoring qualifications or accreditation are provided or recommended by university or college providers of FE ITE; 4) The potential added value of mentors undertaking formal mentoring qualifications or accreditation, over and above non-accredited forms of mentor training and development; 5) Barriers to the provision and take-up of training, education and CPD for mentors of teachers/lecturers in the FE sector in England. For the purposes of the research we defined mentoring broadly as a one to one relationship designed (partly or wholly) to support the mentee’s learning and development as a teacher/ lecturer. We were thus also interested in coaching insofar as it also seeks to support teachers’/lecturers’ professional learning and development.[1] We were interested in the training, education and Continuing Professional Development (CPD) of mentors (and coaches) of: teacher trainees undertaking programmes of (pre- or in-service) initial teacher training or education (ITT/ITE); and of any other teachers/lecturers (of varying degrees of experience) in the FE sector.[1] Nonetheless, we normally use the term mentor(ing), in this report, as the broader or more general term to refer to both mentor(ing) and/or coach(ing). While there is a lack of consensus regarding the meaning and use of the terms mentoring and coaching, we take coaching to be one of a number of specific roles that may be undertaken by a mentor in supporting a mentee’s learning and development, and one which relates to attempts to support an individual’s development of one or more job-specific skills or capabilities (Malderez and Bodoczky, 1999; Hopkins-Thompson, 2000)

The Effectiveness of National Insights Based Virtual Classroom Education and Training

Hate speech is a word, behavior, writing, or performance that is prohibited because it can trigger acts of violence and prejudice either from the perpetrator of the statement or the victim of the action. Hate speech can be in the form of insults, defamation , defamation, unpleasant acts, provocation, inciting, spreading false news. Crimes against hate speech are carried out because these actions can have an impact on acts of discrimination, violence, loss of life, and or social conflict. Hate speech can occur due to individual or group misunderstandings about the information obtained. Studying national insight aims to provide an understanding of the Indonesian nation and the basics of this nation in order to realize unity. National insight has an important meaning in strengthening the sense of nationality and increasing the spirit of nationalism. This study uses a quantitative descriptive research method. The results showed that the learning of national insight using virtual learning on field trial results was very good, and could motivate and attract the attention of education and training participants to be able to take part in the learning process in nationalism with an average score of 4.46 on a scale of 1-5 . The results of the assessment carried out before and after learning about national insight using a virtual classroom 31% seeing the results of field trials indicate that the material for developing learning insight using virtual learning can be used in the process of learning about national insigh

Benchmarking of élite sport systems

In recent times the concept of benchmarking has been advocated as a tool for improving management within the sport industry. For example, it is an underpinning principle of the UK Labour government’s drive for efficiency and effectiveness (Audit Commission, 2000), leading to the emergence of the National Benchmarking Service promoted by Sport England, the lead body for sport in England. However, the sector of sport management in which benchmarking has been most utilized is that of the management of elite sport systems where benchmarking has been considered as a good method of identifying the factors that lead to international sporting success

Chemistry by Mobile Phone (or how to justify more time at the bar)

By combining automatic environment monitoring with Java smartphones a system has been produced for the real-time monitoring of experiments whilst away from the lab. Changes in the laboratory environment are encapsulated as simple XML messages, which are published using an MQTT compliant broker. Clients subscribe to the MQTT stream, and produce a user display. An MQTT client written for the Java MIDP platform, can be run on a smartphone with a GPRS Internet connection, freeing us from the constraints of the lab. We present an overview of the technologies used, and how these are helping chemists make the best use of their time

Wilson Surface Central Charge from Holographic Entanglement Entropy

We use entanglement entropy to define a central charge associated to a two-dimensional defect or boundary in a conformal field theory (CFT). We present holographic calculations of this central charge for several maximally supersymmetric CFTs dual to eleven-dimensional supergravity in Anti-de Sitter space, namely the M5-brane theory with a Wilson surface defect and three-dimensional CFTs related to the M2-brane theory with a boundary. Our results for the central charge depend on a partition of the number of M2-branes, $N$, ending on the number of M5-branes, $M$. For the Wilson surface, the partition specifies a representation of the gauge algebra, and we write our result for the central charge in a compact form in terms of the algebra's Weyl vector and the representation's highest weight vector. We explore how the central charge scales with $N$ and $M$ for some examples of partitions. In general the central charge does not scale as $M^3$ or $N^{3/2}$, the number of degrees of freedom of the M5- or M2-brane theory at large $M$ or $N$, respectively.Comment: 51 pages, 7 figure