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Search Results: 1 - 10 of 6801 matches for " Alan Topcic "
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Rapid prototyping for sling design optimization
Nermina Zaimovic-Uzunovic,Samir Lemes,Damir Curic,Alan Topcic
Computer Science , 2014,
Abstract: This paper deals with combination of two modern engineering methods in order to optimise the shape of a representative casting product. The product being analysed is a sling, which is used to attach pulling rope in timber transportation. The first step was 3D modelling and static stress/strain analysis using CAD/CAE software NX4. The slinger shape optimization was performed using Traction method, by means of software Optishape-TS. To define constraints for shape optimization, FEA software FEMAP was used. The mould pattern with optimized 3D shape was then prepared using Fused Deposition Modelling (FDM) Rapid prototyping method. The sling mass decreased by 20%, while signifficantly better stress distribution was achieved, with maximum stress 3.5 times less than initial value. The future researches should use 3D scanning technology in order to provide more accurate 3D model of initial part. Results of this research can be used by toolmakers in order to engage FEA/RP technology to design and manufacture lighter products with acceptable stress distribution.
80 Years after Taung: A review of African Genesis
South African Journal of Science , 2012,
The Sixth Sense-Emotional Contagion; Review of Biophysical Mechanisms Influencing Information Transfer in Groups  [PDF]
Alan McDonnell
Journal of Behavioral and Brain Science (JBBS) , 2014, DOI: 10.4236/jbbs.2014.47035
Abstract: Rioting historically has been known to cause changes in individual cognition, with heightened emotionality, increased excitement and reduced reflective thought. A cross-disciplinary literature review hypothesises emotional states generate corresponding metabolic bio magnetic fields that radiate in patterns reflecting these emotional states. The oscillatory phase of these waves is advanced as being more significant than the power of signal, permitting stochastic effects to magnify signals by appropriating ambient noise. Possible transmission and detection structures in the body are discussed, induced paramagnetic sensitivity in crowd participants in a phase transition process is hypothesised, the effect may be proportional to crowd numbers. It is suspected that positive effects seen in Transcranial Magnetic Therapy used to treat depression may be operating on this mechanism, acting on natural receptors in the limbic system which also capture light and are implicated in mood transitions. A number of paramagnetic neurotransmitters may be implicated.
Integrating the Spiritual-Cultural, Rights-Responsibilities, and Economics of a Citizenship Development Higher Learning through a Differently Conceived and Practiced Sociology in (Second Language) English in the Japanese University  [PDF]
Alan Brady
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2011
Abstract: School classroom life and study can be thought of as a threefold social sphere which encompasses the economic, the rights-responsibilities, and the spiritual-cultural. In order that there be a healthy threefold social sphere in the classroom, all three intertwined sub-spheres must be equally developed and work together. Human development and the instilling of socially beneficial values in young people are the publicly stated goals of Japanese education at all levels in Japan. Language of wider use and communication (LWUC) English medium study integrated with and directed by content study in a one-world ontology of knowing and communicating, has an important role to play in the implementation of this goal. However, to do so requires the creation and nurturing of an intersubjective well-being class study framework that can serve as an ongoing resource to create opportunities for civic dispositions to be learned and relearned. A study framework is required that prioritizes 1) people over technology; 2) progress over status quo arrangements; 3) the valuing of study over operational or epistemic outcomes; and 4) a process co-constructed and evolving curriculum over a closed already decided and other-directed curriculum and syllabus. This study framework will contribute to enhancing individual and communal awareness of participants’ civic responsibility.
On Hume’s Defense of Berkeley  [PDF]
Alan Schwerin
Open Journal of Philosophy (OJPP) , 2015, DOI: 10.4236/ojpp.2015.56041
Abstract: In 1739 Hume bequeathed a bold view of the self to the philosophical community that would prove highly influential, but equally controversial. His bundle theory of the self elicited substantial opposition soon after its appearance in the Treatise of Human Nature. Yet Hume makes it clear to his readers that his views on the self rest on respectable foundations: namely, the views of the highly regarded Irish philosopher, George Berkeley. As the author of the Treatise sees it, his account of the self draws on Berkeley’s conception of language, especially his views on singular terms. But Hume, as impressed as he is with Berkeley’s account of language, deems it necessary to defend this view against possible criticism. In the process Hume modifies Berkeley’s views. My paper is a critical investigation of Hume’s defense of Berkeley on language and an attempt to highlight the extent to which Hume departs from the views of his Irish colleague.
The Forgotten Dimension: The Information Content of Objective Questions  [PDF]
Alan Dugdale
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.616178
Abstract: Objective examination questions are used for assessment in many disciplines and levels. They allow extensive coverage, reliability, re-usability and administrative ease, but the amount of information they gather about student knowledge is not widely known. In this paper, I show that small changes in question format make large differences to the information gained, and therefore to the efficiency of the assessment process. The basic objective question (BOQ) can be extended beyond the true/false response to test probabilities in complex situations. When objective questions are used to assess students’ abilities, the information gained should be sufficient in quantity and coverage and at the appropriate DOK (Depth of Knowledge) to give a robust and valid assessment. Objective questions take time and expertise to set and validate, so we should seek methods that meet these criteria with the least administrative load. The basic objective question is a statement followed by two or more responses; one response must be marked as correct. The Type 1 MCQ (Multiple Choice Question), multiple true/false question (MTFQ), extended matched question (EMQ) and others are all variants of the BOQ, but they differ widely in the amount of information they gain. For a given input of statements and responses, the Type 1 MCQ delivers the least information about the student’s knowledge, the MTFQ and the BOQ deliver almost four times as much and the EMQ about six times as much. The expected level of student knowledge also affects the information gained. If questions are set so that most (say 90%) of students get the correct answers, then the information gained, and the discriminatory power of the test is much less than when the test is set for lower expected levels. The format used for objective questions and the expected level of correct responses govern their efficiency in collecting pass/fail information. The quality of that information such as depth of knowledge (DOK) depends on the wording and situations modeled for the questions and this is independent of their format.
Measuring Student Knowledge, Ignorance and Risk Aversion with Objective Examination Questions  [PDF]
Alan Dugdale
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715227
Abstract: This paper applies deductive logic to the structure and outcomes of objective questions. When all terms are clearly defined and deductive logic is correctly used, then the results must be true, even if they are surprising or counter-intuitive. The defined premises are 1) student’s true knowledge, 2) student’s false knowledge, 3) student’s admitted ignorance and 4) student’s level of risk aversion. Definitions for 5) correct answer, 6) wrong answer, and 7) abstain are also needed. Some logical processes are numerical and involve simple equations. The main outcomes include: i) the standard scoring of correct answers, the number of wrong answers and the number of abstain can result from varying levels of true knowledge, false knowledge and admitted ignorance; ii) the level of risk aversion is measured by the proportion of answers where the student abstains from answering. High risk aversion lowers standard score, but this effect can be easily corrected.
Successful In Vitro Expansion and Differentiation of Cord Blood Derived CD34+ Cells into Early Endothelial Progenitor Cells Reveals Highly Differential Gene Expression
Ingo Ahrens, Helena Domeij, Denijal Topcic, Izhak Haviv, Ruusu-Maaria Merivirta, Alexander Agrotis, Ephraem Leitner, Jeremy B. Jowett, Christoph Bode, Martha Lappas, Karlheinz Peter
PLOS ONE , 2011, DOI: 10.1371/journal.pone.0023210
Abstract: Endothelial progenitor cells (EPCs) can be purified from peripheral blood, bone marrow or cord blood and are typically defined by a limited number of cell surface markers and a few functional tests. A detailed in vitro characterization is often restricted by the low cell numbers of circulating EPCs. Therefore in vitro culturing and expansion methods are applied, which allow at least distinguishing two different types of EPCs, early and late EPCs. Herein, we describe an in vitro culture technique with the aim to generate high numbers of phenotypically, functionally and genetically defined early EPCs from human cord blood. Characterization of EPCs was done by flow cytometry, immunofluorescence microscopy, colony forming unit (CFU) assay and endothelial tube formation assay. There was an average 48-fold increase in EPC numbers. EPCs expressed VEGFR-2, CD144, CD18, and CD61, and were positive for acetylated LDL uptake and ulex lectin binding. The cells stimulated endothelial tube formation only in co-cultures with mature endothelial cells and formed CFUs. Microarray analysis revealed highly up-regulated genes, including LL-37 (CAMP), PDK4, and alpha-2-macroglobulin. In addition, genes known to be associated with cardioprotective (GDF15) or pro-angiogenic (galectin-3) properties were also significantly up-regulated after a 72 h differentiation period on fibronectin. We present a novel method that allows to generate high numbers of phenotypically, functionally and genetically characterized early EPCs. Furthermore, we identified several genes newly linked to EPC differentiation, among them LL-37 (CAMP) was the most up-regulated gene.
Teaching global climate change  [PDF]
Alan H. McGowan
Natural Science (NS) , 2013, DOI: 10.4236/ns.2013.51A018

Although there is strong consensus among scientists that global climate change is real and dangerous, and there is increasing belief of this among the general public, there still remains a significant gap between scientific opinion and that of the public. The academic environmental community, therefore, has a clear opportunity and responsibility to teach the facts of global climate change, particularly to non-environmental majors, those people who are the voters of the future. The article presents several ideas along these lines, and calls for a revitalized effort to teach climate change to undergraduate students.

Towards More Efficient Assessments: Increasing Information from Objective Examinations  [PDF]
Alan E. Dugdale
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.46A007

Objective examination questions are widely used to assess students knowledge, but the standard MCQ with a stem followed by 4 - 6 possible answers one of which is chosen as correct is very inefficient. Simple changes to the format can treble the information gained. Information theory is the tool for assessing the information content of electronic and other communications. The “bit” is the unit of information and equals on true/false choice. I have applied basic information theory to objective questions. The standard MCQ with a stem, a choice of 4 possible answers (mark one answer true) and an expected correct answer rate of 70% yields 1.36 bits. A MTFQ with 4 choices where the student must answer true/false to every possible answer gives 3.52 bits of information. By adding a “dont know” option the same MTFQ gives 4.72 bits of information, 350% of the standard MCQ. Thirty MTFQ with dont know give the same information about students knowledge as 100 standard MCQs. The effort needed to set, sit and mark is the same for both. Small changes to the format of objective questions give large gains in efficiency. We should balance these gains against possible disadvantages.

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