Interaction analysis model for transmission static compensator with EMTP

1998 ◽  
Vol 13 (4) ◽  
pp. 1297-1302 ◽  
Author(s):  
B.M. Han ◽  
G.G. Karady ◽  
J.K. Park ◽  
S.I. Moon
Keyword(s):  
Interaction Analysis ◽  
Analysis Model ◽  
Interaction Analysis Model ◽  
Static Compensator

The prediction of wear on a scraper conveyor chute affected by different factors based on the discrete element method

2019 ◽  
Vol 233 (17) ◽  
pp. 6229-6239 ◽  
Author(s):  
Rui Xia ◽  
Xuewen Wang ◽  
Bo Li ◽  
Xing Wei ◽  
Zhaojian Yang
Keyword(s):  
Discrete Element Method ◽  
Interaction Analysis ◽  
Discrete Element ◽  
Wear Loss ◽  
Analysis Model ◽  
Term Operation ◽  
Coal Particles ◽  
Scraper Conveyor ◽  
Interaction Analysis Model ◽  
Element Method

During long-term operation, the scraper conveyor chute is seriously attrited by the friction of coal, gangue, and scraper chain. In this study, the discrete element method was applied to establish the bulk coal–scraper conveyor interaction analysis model to predict the wear of a scraper conveyor chute during the transporting process. The wear of the chute was investigated under various working conditions and bulk coal characteristics. Results indicated that the chute wear has a negative correlation with the laying angle of the scraper conveyor and increased with the chain speed. The wear was more severe as the increasing of gangue content, hardness, and size of the coal particles. In addition, the wear degree in different sections on the chute was predicted. Results showed that the section near the coal falling point underwent more intense collisions and impact and, thus, the wear was more serious at this location. The wear loss decreased with the increasing distance away from this point. This research can be used for predicting the wear of a scraper conveyor working under different mines. What’s more, the wear-resistant treatment can be applied on the particular areas according to the mine conditions based on this study.

scholarly journals Η αποτελεσματικότητα των νέων τεχνολογιών στην επιμόρφωση καθηγητών φυσικής αγωγής

2011 ◽  
Author(s):  
Μαρία Μαχαιρίδου
Keyword(s):  
Information And Communication Technologies ◽  
Repeated Measures ◽  
Interaction Analysis ◽  
Further Education ◽  
Perceived Learning ◽  
Analysis Model ◽  
Learning Attitudes ◽  
Geographical Regions ◽  
Interaction Analysis Model ◽  
Cooperative Methods

The present study aimed to examine blogs’ effectiveness on physical educators’ (TPE)further education, on the basis of three different cooperative teachingmethods/approaches (STAND, COOL, and ICL), in order to determine the mostbeneficiary ways to pedagogically exploit blogs on distance education (DE). Trainingcourses’ effectiveness was evaluated through the quantitative and qualitative approachof cognitive and metacognitive functions (knowledge, ability in evaluating TPEs’teaching performance), and emotional skills (perceived learning), as well as parametersdirectly related to (interaction) or influence learning (attitudes). The participants of thestudy were 54 TPE (29 men and 25 women) currently working in school units in ninedifferent geographical regions of Greece, who took an eight weeks’ distance trainingcourse, on effective teaching of physical education (PE). The training course utilizedthree different cooperative methods (STAND, COOL, and ICL) in three correspondencegroups of TPE, who were users of three technically identical, but separated blogs. At theprocess of designing the learning environment, an emphasis was placed upon thedevelopment of interaction, exploiting certain special technological characteristicsoffered by blogs, to support a) the growth of asynchronous, threaded discussion amongblogs’ members and b) the possibilities for availability and management of multiplemultimedia contents’ forms. The statistical analysis included descriptive statistics, nonparametric compare means test (Mann-Whitney U test), one-way Anova, two-wayAnova, Αnova repeated measures, MANOVA, correlation and social networks’ analysistechniques. Interaction was qualitatively evaluated through written discourses’ contendanalysis based on “interaction analysis model” (Gunawardena, Lowe & Anderson,1997). According to the results, TPE trained on the STAND and COOP methodsexcelled in the total of the evaluated variables (cognitive and metacognitive functions,perceived learning, and interaction) in comparison with ICL participants. Participants’attitudes towards the Information and Communication Technologies’ (ICT) use for educational purposes were positive. Therefore, they did not impact the results. Inconclusion, it is suggested that the exploitation of a pedagogically created framework ofblogs could efficiently support different cooperative teaching patterns, as well asreinforce the support of DE programmes targeted towards PETs’ life-long furthereducation.

scholarly journals Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing

1997 ◽  
Vol 17 (4) ◽  
pp. 397-431 ◽  
Author(s):  
Charlotte N. Gunawardena ◽  
Constance A. Lowe ◽  
Terry Anderson
Keyword(s):  
Social Construction ◽  
Interaction Analysis ◽  
Computer Conferencing ◽  
Analysis Model ◽  
New Model ◽  
Analysis Techniques ◽  
Construction Of Knowledge ◽  
Social Construction Of Knowledge ◽  
Interaction Analysis Model ◽  
Online Debate

This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.

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