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This paper gives a review of the finite element techniques (FE) applied in the area of material processing. The latest trends in metal forming, non‐metal forming, powder metallurgy and composite material processing are briefly discussed. The range of applications of finite elements on these subjects is extremely wide and cannot be presented in a single paper; therefore the aim of the paper is to give FE researchers/users only an encyclopaedic view of the different possibilities that exist today in the various fields mentioned above. An appendix included at the end of the paper presents a bibliography on finite element applications in material processing for 1994‐1996, where 1,370 references are listed. This bibliography is an updating of the paper written by Brannberg and Mackerle which has been published in Engineering Computations, Vol. 11 No. 5, 1994, pp. 413‐55.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

Gives a bibliographical review of the finite element methods (FEMs) applied for the linear and nonlinear, static and dynamic analyses of basic structural elements from the theoretical as well as practical points of view. The range of applications of FEMs in this area is wide and cannot be presented in a single paper; therefore aims to give the reader an encyclopaedic view on the subject. The bibliography at the end of the paper contains 2,025 references to papers, conference proceedings and theses/dissertations dealing with the analysis of beams, columns, rods, bars, cables, discs, blades, shafts, membranes, plates and shells that were published in 1992‐1995.

Online games are widely adopted electronic applications that facilitate flow experiences, which is a highly enjoyable experience for players, thus motivating further engagement in online gameplay. During gameplay, players set gaming goals, and they must make cognitive efforts to achieve these goals. However, we do not know how goal-setting and cognitive gaming elements (game complexity and game familiarity) create flow, indicating a research gap. To fill this gap, we use the cognitive gaming elements in the literature and the theoretical elements of goal-setting theory to build a model.

Conducting a large-scale online survey, we collect 3,491 responses from online game players and use structural equation modeling for data analysis.

We find that challenging goals, game complexity, game familiarity and telepresence are positively linked to player-perceived flow, explaining 45% of the variance. The new finding is that challenging goals can strengthen the link between game complexity and flow. We also find that telepresence can strengthen the link between game familiarity and flow.

Our study provides the novel insight that gaming goals and cognitive gaming elements can generate player-perceived flow. This insight can help game makers design gaming elements to accommodate players' cognitive efforts to achieve in-game goals, thus creating flow and effectively increasing players' game engagement.

Finite elements based on Mindlin plate theory are used to study the distribution of shear forces and twisting moments on the boundaries of plates with various support conditons and thickness‐to‐span ratios. Differences between results obtained using Mindlin and Kirchhoff plate theories are highlighted. Potential difficulties in the interpretation of results obtained from finite element analysis are discussed and appropriate shear force sampling procedures are reviewed. The present work is a pilot study for a larger project with the basic aim of providing engineers with an unambiguous method for obtaining stress resultants in Mindlin plate analysis. Some examples are presented which illustrate the excellent results which may be obtained with judicious mesh division even in regions with steep gradients of the stress resultants near plate corners. These examples also demonstrate some of the difficulties facing engineers who have to try to interpret finite element results for plates.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

More than 30 legal recyclables were proclaimed by Environmental Protection Administration (EPA) in Taiwan of those producers and importers are liable for paying a Resource Recycling Fee (RRF). The Resource Recycling Management Fund determines both the tariff of RRF and the subsidy rate for recycling activities based on a predetermined pricing formula and collects the revenue to finance its collection and disposal. While contemplating on whether to proclaim waste mattress as a legal recyclable, EPA is facing several critical challenges, particularly the lack of data required for setting a tariff–subsidy mix. In this chapter we critically review the formula and propose an innovative pricing rule. Also, we develop a science-based approach to demonstrate how a tariff–subsidy mix could be determined under the circumstance of data deficiency. By doing so, we avoid not only the difficulty in solving the nonhomogeneous and nonautonomous first-order difference equation that governs the stock accumulation of waste mattress but also the distributed lag model of multiperiods linking quantity of mattress discarded and the quantity of new mattress sold. Such an approach could be applied to the durables for recycling pricing particularly when relevant data are limited.

The purpose of this paper is to improve control performance and safety of a real two-wheeled inverted pendulum (TWIP) robot by dealing with model uncertainty and motion restriction simultaneously, which can be extended to other TWIP robotic systems.

The inequality of lumped model uncertainty boundary is derived from original TWIP dynamics. Several motion restriction conditions are derived considering zero dynamics, centripedal force, ground friction condition, posture stability, control torque limitation and so on. Sliding-mode control (SMC) and model predictive control (MPC) are separately adopted to design controllers for longitudinal and rotational motion, while taking model uncertainty into account. The reference value of the moving velocity and acceleration, delivered to the designed controller, should be restricted in a specified range, limited by motion restrictions, to keep safe.

The cancelation of model uncertainty commonly existing in real system can improve control performance. The motion commands play an important role in maintaining safety and reliability of TWIP, which can be ensured by the proposed motion restriction to avoid potential movement failure, such as slipping, lateral tipping over because of turning and large fluctuation of body.

An inequation of lumped model uncertainty boundary incorporating comprehensive errors and uncertainties of system is derived and elaborately calculated to determine the switching coefficients of SMC. The motion restrictions for TWIP robot moving in 3D are derived and used to impose constraints on reference trajectory to avoid possible instability or failure of movement.