1,958 research outputs found

    Data transfer between Cad system and RP system: a report

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    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)

    2015 AQ Summit: Emerging Species Update

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    An brief update on emerging species in the aquaculture industry in Maine

    The Tap Room Rathmullan House Menus 2017

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    When people think of a traditional country house, they are unlikely to envisage relaxed informal dining. In 2014, we decided to break the mould and embark on a project that offered our guests an alternative, more casual dining option. The Tap Room is the culmination of this thinking, with three local businesses – Kinnegar Brewing, Sacarpello & Co and Rathmullan house, working in unison to provide a memorable dining experience. The focus here is on real stone baked pizzas courtesy of Scarpello & Co. from the outdoor wood fired pizza oven, plus a selection of Irish craft beers on tap from Kinnegar Brewery. Scarpello & Co strongly believe in using the best ingredients to complement their fresh homemade dough. The result is a pizza which would not be out of place in the finest Milanese pizzeria. Kinnegar Brewing have established themselves as one of the country’s leading micro-breweries over the past 5 years. With only a 2km journey from the brewery to our Tap Room, you won’t find a fresher pint of Kinnegar anywhere in Ireland. The relaxed atmosphere and friendly service, make this the ideal location to wind down after a walk on the beach in this idyllic location on the shores of the Swilly. Since opening in 2014, the Tap Room has proved a huge success which culminated in being named in John & Sally McKennas Guides, Top 100 restaurants in Ireland for 2015.https://arrow.tudublin.ie/menus21c/1433/thumbnail.jp

    Problematica secesionismului în UE: Cazul Cataloniei dupa 2017

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    Secessionism is one of the important challenges in many contemporary societies. Sovereignty, International and domestic law, and human rights are only three concepts that could be affected by the emergence of secessionist dynamics. This article investigates the evolution of Catalan secessionist movement after the 2017 independence referendum. It uses process tracing to analyze the events that coincide with the evolution of the Catalan secessionist movement. The main findings reveal that while the EU does not encourage these kinds of movements, it does not agree with the solutions adopted by the Spanish’s Central Government to solve the Catalan situation, and condemns the violation of human rights. Also, the Catalan independence movement can stimulate similar dynamics across other countries, which are not favourable to the EU cohesion

    Automorphisms of Fuchsian Groups of Genus Zero

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    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

    Simulation of Industrialised Building System components production

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    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

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    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

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

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    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)
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