Data transfer between Cad system and RP system: a report

Rapid Prototyping (RP) is a technology that transform a design generated in Computer Aided Design (CAD) to a 3D model parts. CAD models are usually done on a CAD system and then transported into the RP system. A good interface between the CAD and the RP system is one of the key factors of producing a good quality prototype. This paper reports on the results of an experimentation carried out to identify the problems in transferring data between a CAD system (UNIGRAPHICS) and an RP system (QUICKSLICE). Based on the experimentation’s results and analysis, a basic guideline is proposed for a safer data transfer between the CAD system (UNIGRAPHICS) and an RP system (QUICKSLICE)

Simulation of Industrialised Building System components production

The construction of IBS building should starts with the production of the IBS components and the production process is the main activity concerned in the IBS production plant. Having an optimum production line to manufacture the required IBS elements within targeted time and limited number of reusable steel mould is very important. In this study, workstation organization method has been adopted in the production of IBS component of beam and column. Witness 2001 simulation software has been used to model and simulate the most optimum production line set up. Here, two production lines set up have been proposed to complete the production of IBS beam and column between two and three months time with limited number of reusable steel mould to supply for the construction of medium size single storey IBS housing project ranging from 100 to 300 units. A contingency production line set up which able to complete the production of required IBS components within a month time with increased number of reusable steel mould has also been proposed. Number of resources such as workstation, tool, storage area and labour has been determined from the proposal. The proposed production line can be applied in the planning and cost estimating of IBS production plant set up

Travail, Développement, Souffrances et Actions

International audienceL'objectif de cette présentation est de proposer un modèle théorique paradoxal fondé sur de multiples recherches, concernant la " souffrance éthique " dans les conduites de travail. Ce modèle articule trois orientations : 1. Conditions de travail et souffrance psychique ; 2. Conduites de travail et engagement par l'action ; 3. Positivité des stratégies identitaires par la (re)valorisation du sens et la reliance (empathie en situation de travail). Partant des travaux actuels sur les risques psychosociaux dans les entreprises et les organismes publics et privés, mais surtout de leur expérience professionnelle en milieu hospitalier, les auteurs proposent une analyse paradoxale de l'investissement des personnes et de leur pouvoir d'agir dans les temporalités du projet de gestion de risques, questionnant les aspects méthodologiques, éthiques avec leur dynamiques d'actions, et un modèle psychosocial permettant de décrire et d'expliquer les conflits ou les stratégies paradoxales utilisées. Sont pris en compte les travaux sur - la déliance/reliance (Marcel Bolle de Bal, Edgar Morin et Jean-Louis Lemoigne), - les effets destructurants du mépris et la non-prise en compte de la reconnaissance des personnes (Paul Ricoeur, Axel Honneth, Jean-Marc Ferry), - les caractéristiques positives de la conduite de travail et l'importance de l'activité, ou de " l'action ", de l'engagement et de l'histoire (Ignace Meyerson, Hannah Arendt, Philippe Malrieu, Lev Vygotski, Yves Clot). Sont ensuite évoquées la dynamique des conditions de la santé au travail, les souffrances qu'elles supposent, les processus d'adaptation qu'elles font émerger, les stratégies de " prise " et de libération personnelle (personnation), les aspirations éthiques (héroïques, dramatiques, hédoniques, eudémoniques, philharmoniques) (fondées sur la résilience/endurance, sur le retrait, la quête du bien-être et du bonheur, la quête de l'harmonie mutuelle). Le blocage de ces aspirations est à rechercher dans les violences, les attachements contradictoires, les manipulations, les représentations, les politiques de gestion de crises, les interprétations psychologistes ou sociologistes s'éloignant de la complexité des situations, des organisations " capabilisatrices ", de la compréhension de l'interstructuration des conduites individuelles et collectives et des règles et modalités de concertation instituées

Automorphisms of Fuchsian Groups of Genus Zero

Every automorphism in Fuchsian group is induced by some automorphism of a free group. This paper gives a presentation of a automorphism group of Fuchsian group of genus zero via braid groups. We also obtained the pure mapping class groups and the Seifert Fibre Groups

Adaptation, créativité et traumatismes (sur l'exemple de la vie et l'œuvre de Niki de Saint-Phalle)

International audienceL'objectif de cette présentation est de montrer la nécessité de proposer une théorie des liens entre l'adaptation (non limitée au contrôle, au coping..), la créativité, l'identisation (différences entre concept de soi et identités) et la résonance émotionnelle dans la cadre du développement personnel tout au long de la vie. Mais il importe aussi d'analyser les effets de traumatismes subis pas la personne durant l'enfance ou dans des périodes critiques ultérieures. Ces analyses mettent en évidence la confusion entre la vulnérabilité de la personne et la force des pressions, des injonctions et des maltraitances éventuelles de l'entourage ou du contexte historique, économique et politique. La vulnérabilité physique et psychique peut certes être à l'origine des difficultés d'adaptation et de socialisation, mais cette vulnérabilité peut aussi être le résultat de la trop forte emprise des milieux de vie. En s'appuyant sur l'exemple de Niki de Saint-Phalle, sculptrice devenue célèbre, les auteurs montrent comment le contexte de sa naissance en 1930 (crise mondiale, crise familiale après ruine du père, graves troubles de la mère qui confie ses enfants à des parents, etc.) est à l'origine d'un traumatisme chez Niki. Ce traumatisme aura des effets durables tout au long de sa vie. Mais l'analyse de son œuvre montre aussi comment ce traumatisme est, en partie, à l'origine de sa créativité et de la façon dont ses œuvres sont largement marquées par des conflits identitaires associés à l'image ambivalente de la mère

The investigation of the folding pathway of trp-cage miniprotein using explicit solvent molecular dynamics simulation

The objective of this study is to investigate the folding pathway of Trp-cage miniprotein. The structure and trajectories of this protein has been studied using Molecular Dynamics (MD) simulation. The simulation was run at 300K for 250ns. Clustering analysis was conducted to group the trajectories according to the RMSD value and six clusters were generated. From this, the best conformation was identified to best represent the Trp-cage miniprotein. The formation of the hydrogen bond that involved Gly11-Ser14 assisted the formation of 3 10 -helix. In this study, it is strongly suggested that the hydrogen bond interactions determined the formation of secondary structures

Applying a Tabulated Chemistry Approach for the Calculation of Combustion and Emissions in Diesel Engines

It is generally acknowledged, that more details of the chemical reactions occurring in the flame front should be accounted for in the CFD simulations, but with increasing the number of species and reactions involved the associated CPU cost grows quickly beyond practical engineering time limits. Aim of this work is to increase computation efficiency by using a tabulation technique, without losing any accuracy. In order to achieve these goals, dedicated software solution for the generation of CFD look-up tables for advanced combustion models, is applied. Simulations were run for real life Diesel engine, for 5 different EGR levels. FGM results are showing very good match with measurements and direct calculation of the chemical reactions. The runtime for CFD simulations, including chemistry pre-processing, does only mildly increase with the number of species used in the reaction mechanism; simulations with 1000+ species have been realized within 20 hrs on 8 CPU cores

Parental education and socialisation of the child: internality, valorisation and self-positioning

International audience1. Positing the problem In an individual's first years of life, parental education constitutes an essential determining factor in development and self-construction. The content communicated by the parents on primary socialisation appears to the child to be the components of an "only world possible" (Berger & Luckmann, 1966). The social world's reality is perceived by the child as the reality of the natural world, as an objectively valid truth. Although the child does not remain passive in socialisation, it does not choose its educational partners and, indeed, it is those partners that define the content to be passed on to the child. Primary socialisation leads to relatively irreversible forms of interiorisation, all the more so insofar as the child will be linked affectively to its partners and will build up its identity by identifying with them. Socialising influences will, of course, depend on the cultural context in which individuals evolve. This explains why it seemed to us to be important to analyse the "sensitivities" characterising society in approaching the socialisation process. The pulsional economy has changed over the centuries, leading to the emergence of new values and to different conceptions of socialisation. Thus, in western societies, the individualist model of the person considerably influences practices and expectations in terms of socialisation (Vanandruel, 1991). This model valorises the individual's personal development to a greater extent than social conformity and submission to collective rules. Becoming a person, in western societies, means taking into account one's own interests and needs within an overall aim of fulfilment and happiness, and it also means showing oneself to be available to others, capable of listening. Socialising means personalising oneself-"On the social stage, the individual only truly seeks to adapt to his social milieu, to integrate insofar as he has the feeling that he can find achievement therein, not only through the satisfaction of his desires, but also thanks to the possibility of making an impact, transforming such and such an aspect of physical or social external reality in line with his own projects" (Tap, 1991, p. 53). Qualities such as autonomy, independence, creativeness and authenticity are currently highly valorised and constitute essential educative objectives. Even if normative pressures and socialising influences remain strong, they appear less clearly and are more difficult to unmask. Self-esteem and internality would appear, to use Vanandruel's expression, to provide a rating for successful socialisation. The theoretical interest given to these two concepts is the mark of an individualistic (and thus quite relative) orientation. At the same time, study thereof is of interest as what the child interiorises or becomes will depend on the cultural values that are effective in its living environment (Bouissou, 1996). From a historical point of view, the authors have observed a change in the socialisation process. The Renaissance period marked a turning point in that process of change, bringing with it an increasing interest in the human person, his sensitivity and behaviour. This change in sensitivity leads to a different pulsional economy: during socialisation, socially undesirable pulsional trends are repressed and the social nature of feelings (of shame, malaise, well-being, pleasure and displeasure) is forgotten, thus making these natural feelings seem to be the result of the "ego" expressing itself. We can draw a parallel with the notion of social utility (Beauvois, 1982): social adaptation thus appears to be a personal choice by very reason of the value currently attached to individual autonomy. Internality, as an overestimation of the personal role in explaining psychological events (standing in opposition to externality), seems to us to illustrate strikingly the concept of autonomy. Internality's normative aspect can be explained by change in the socialisation process. As a social norm, internality answers to four criteria. On the one hand it is a socially shared belief: we can see that individuals belonging to dominant social groups are those who show strongest attachment to that norm (Dubois, 1987). On the other hand, the norm of internality is subject to a social learning process: the training arrangements take part quite significantly in its interiorisation and cognitive development cannot alone provide an explanation for that learning process (Dubois, 1988). Further, the norm of internality intervenes in evaluation and judgement practices: when individuals attempt to show themselves in a favourable light, they describe themselves as responsible for the events that arise in their lives; and in this case they effectively receive positive evaluations (Dubois & Le Poultier, 1991). Finally, the norm of internality is more open to interpretation in terms of social utility than in terms of truth: its integration will correspond to acceptance by the individual of certain socially dominant representations (Tostain, 1991). In our view, apprenticeship of internality and self-valorisation, which are strong values in western society, are processes at work in the contemporary affective dynamic of socialisation. They are moreover essential to analyse, as the institution of the school is strongly attached to them: the child who succeeds in schooling will be both fulfilled, conscious of his personal worth and responsible for his acts. "Without wishing to state that the mode of attribution constitutes a criterion for evaluation on a par with using and mastering the French language, we believe that the internal-external dynamic cannot be dissociated from production or from the evaluation of the individual's schooling behaviour" (Deschamps et al, 1982, p. 150). Another dimension concerning the child's personality is taken into account here. This concerns self-positioning, corresponding to the way the subject "situates himself in relation to others and the degree of community he feels in relation to them" (Meyer, 1989, p. 443). Positioning refers back to self-other differentiation, to the distance the person establishes between himself and others. This is a dimension of personal and social identity. Identity implies both searching for and recognising one's worth and the need to assert oneself (Tap, 1980); it is built up in the comparison between the subject and others; the subject must resemble others while differentiating himself, allowing him to try out the feeling of his unicity, his originality (Tap, 1988). In a psychosocial approach, we can consider that the building up of identity "is subjected to the particular conditions of the group to which one belongs, situated in a larger inter-group context" (Durand-Delvigne, 1992, p. 64). According to their social position, individuals define themselves specifically in relation to others, particularly in relation to the groups they belong to. Socially dominant individuals exercising power (social, economic or symbolic) present a "personal identity" rooted in their specific characteristics, thus expressing their singularity, their unicity. Socially privileged, adhering more than others to the dominant norms-individualist norms, in particular-they define themselves as singular individuals. Individuals occupying less privileged positions present rather a "positional identity" (Lorenzi-Cioldi, 1988), anchored more in the social group, founded on characteristics defining the groups they belong to in a general manner. While it is a cultural value in our western societies, the individualist model of the person has, however, a social differentiation function. It translates "the identity of dominant individuals and situates the members of dominated groups in a relationship of alterity. In group interdependence relationships, the dominated make what the dominant are not into a reality in a complementary fashion" (Durand-Delvigne, 1992, p. 64)