DIVA - a flow-sheet oriented dynamic process simulator

1987 ◽  
Vol 10 (1) ◽  
pp. 164-173 ◽  
Author(s):  
Wolfgang Marquardt ◽  
Peter Holl ◽  
Ernst Dieter Gilles ◽  
Dieter Butz
Keyword(s):  
Dynamic Process ◽  
Flow Sheet ◽  
Process Simulator

Safety Improvement and Operational Enhancement via Dynamic Process Simulator: A Review

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
A.L. Ahmad ◽  
E.M. Low ◽  
S.R. Abd Shukor
Keyword(s):  
Dynamic Process ◽  
Historical Development ◽  
Fast Track ◽  
Process Engineering ◽  
Process Safety ◽  
Training Simulator ◽  
Operator Training ◽  
Safety Improvement ◽  
Process Simulator ◽  
Dynamic Operator

This paper aims to fast track the historical development in simulation technology as a powerful tool of computer aided process engineering and discusses versatility of the dynamic process simulators. The focus of this paper is on the application as a dynamic operator training simulator, appreciating the benefits it brings especially in the process safety and operability improvements. Motivations behind the utilization of this enabling tool are thoroughly explored.

Implementation of Carbon Footprint Model in a Dynamic Process Simulator

2012 ◽  
Vol 2012 (14) ◽  
pp. 2413-2426
Author(s):  
Rajeev Goel ◽  
Andrew Blackbourn ◽  
Zahraa Khalil ◽  
Mark Yendt ◽  
Hugh Monteith
Keyword(s):  
Carbon Footprint ◽  
Dynamic Process ◽  
Footprint Model ◽  
Process Simulator

A dynamic process simulator based upon the cluster-modular approach

1996 ◽  
Vol 13 (6) ◽  
pp. 549-553
Author(s):  
Kang Wook Lee ◽  
Gibaek Lee ◽  
Kang Ju Lee ◽  
En Sup Yoon
Keyword(s):  
Dynamic Process ◽  
Modular Approach ◽  
Process Simulator

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

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