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In this study, Magnetorheological (MR) finishing fluid samples are synthesized and experiments are conducted to investigate the rheological properties namely off-state viscosity and on-state yield stress of prepared samples. The compositions of the MR finishing fluid are determined by employing Taguchi based design of experiment approach. The rheological properties are characterized on a rheometer, using MR device accessory. Bingham Plastic, Casson fluid and Herschel Bulkley are the three fluid models utilized for the modelling of the fluid. The Hershel–Bulkley model has resulted as the most apposite model for fluid with the highest coefficient of regression (R2) value i.e., 0.9049. Further, Technique for order of preference by similarity to ideal solution (TOPSIS) is also utilized to establish the effect of its constituents on both the considered rheological properties. To determine the magnetic saturation of the developed MR finishing fluid, graphs between magnetic field strength and on-state yield stress are plotted. Analysis of Variance (ANOVA) publicized the weight percentage of Fe powder as the most notable parameter, contributing 66.12% which is followed by the weight percentage of SiC abrasives with 8.09%. The MR finishing fluid samples attained the highest yield stress at a magnetic field intensity of around 0.7 Tesla, which is considered as the limiting value for the finishing process. The optimized fluid sample is used for finishing 2 mm hole using an indigenously developed finishing process.

Accessibility is a hot topic in online education these days. Despite the increased focus on accessibility, most discussions of creating “accessible” online courses and elearning simply focus on adding alternative text to images and captions to video. In this article, we argue that online educators and workplace learning professionals (including instructors, instructional designers, managers, and administrators) should be thinking beyond compliance and instead thinking about how they can support all learners. We begin by providing an overview of some laws focused on accessibility, we then describe how people struggle learning online at all levels (i.e., compulsory, postsecondary, and workplaces), and then conclude with evidence-based practices on how online educators and workplace learning professionals can support all learners.

Article E-Learning im Rahmen der Lehrerbildung: Die Unterstützung von Unterrichtspraktika durch elektronische Lernplattformen was published on August 1, 2009 in the journal Informationen Deutsch als Fremdsprache (volume 36, issue 4).

When you arrive on a college campus, you often get an immediate sense of the institution’s history and priorities. You may pass a football stadium and residential facilities prior to arriving at the academic core of the university. Frequently referred to as “the quad,” this core area physically links the academic buildings, library, administrative offices and student activity center. All campus pathways lead to this physical center of campus. As college campuses have become more electronically connected, the campus Internet portal can easily be seen as a virtual quad. From the campus portal each member of the university community may be linked to all campus services and information, instantly. Each individual’s view of the portal can easily be tailored to unique as well as common needs and interests. This online campus portal is an extension of the brick and mortar of the university. As such, it provides not only the feel and look of the university, but also a common communication tool for off-campus and distance learning participants in the college community. One of the primary challenges in learning, especially online learning, is interaction, specifically communication. Most, if not all, higher education learning is geared toward communities of communication. As we’ve seen in other chapters, portals can provide a cornerstone in creating a sense of community on a campus. This chapter explores the origins of online portals. It outlines the technical history of portals including the first portals, the technology underpinnings of today’s portals and the ways in which portals will evolve in the future. Portals can be defined in two ways. One is by the data that reside within the portal and are aggregated for access by the end user of the portal. The second definition is as a framework for accessing, manipulating and interpreting data. This chapter will discuss both definitions. It will also discuss why the portal’s data offerings are integral to the balance of these two definitions and how portal framework(s) will become essential in higher education. This chapter will focus on the educational benefits of the past, present and future of portals.

On Wednesday, a gentleman, who stated he came from Thornhill in Dunfries, was placed at the Gorbels public bar, charged with riding along the pavement on a velocipede to the obstruction of the passage, and with having, by so doing, thrown over a child. … The child who was thrown down had not sustained any injury, and under the circumstances, the offender was only fined 5 shillings. Glasgow Argus, June 9, 1842‐ arguably the first court decision applying safety law to the bicycle.

article Free Access Share on Countdown to success: dynamic objects, GBB, and RADARSAT-1 Author: Daniel D. Corkill Blackboard Technology, Amherst, MA Blackboard Technology, Amherst, MAView Profile Authors Info & Claims Communications of the ACMVolume 40Issue 5May 1997 pp 48–58https://doi.org/10.1145/253769.253789Published:01 May 1997Publication History 4citation470DownloadsMetricsTotal Citations4Total Downloads470Last 12 Months14Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

Knowledge based design integrates a broad range of highly specialized knowledge from expert sources to synthesize or refine a design. Knowledge-based design systems automate at least some of these knowledge sources. However, the constant evolution of standards, technologies, and a dynamic marketplace demands a high degree of adaptability in both design expertise and in the process of applying that expertise. The need for diverse, highly sophisticated, and rapidly changing skills and knowledge makes the multiagent paradigm particularly appropriate for knowledge-based design. As researchers apply multiagent technologies to design domains, challenges include supporting interoperability among heterogeneous agents on diverse platforms, coordinating the design process, and managing conflict. This article surveys the state of the art in multiagent systems, through examples of projects and techniques, and then presents several questions that elicit the requirements and goals of a proposed multiagent design application.