Word Chapter 3 Skill-Based Training. Long Description. Cancel Update Criterion. Additional Comments: Cancel Update Comments. Additional Comments:. Rating Score. Rating Title. Rating Description. Cancel Update Rating. Can't change a rubric once you've started using it. Find a Rubric. Title: Find Rubric. You've already rated students with this rubric.
Any major changes could affect their assessment results. Edit criterion description Delete criterion row. This criterion is linked to a Learning Outcome Description of criterion. Edit rating Delete rating. This area will be used by the assessor to leave comments related to this criterion. Total Points: 5 out of 5. I'll write free-form comments when assessing students.
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Edit criterion description Delete criterion row This criterion is linked to a Learning Outcome Description of criterion view longer description Range threshold: 5 pts. I'll write free-form comments when assessing students Remove points from rubric Don't post Outcomes results to Learning Mastery Gradebook Use this rubric for assignment grading Hide score total for assessment results Cancel Create Rubric.What is Finite Element Analysis?
Example: Brick road from home to mailbox measure the distance of a curved path using yard stick. Fixtures used to reduce the size of the problem to a component level or subassembly level. Split the fitting into small tetrahedral pieces and approximate the deformation on each piece. Split the surfaces of bracket into small triangular pieces and approximate the deformation on each piece 9.
Split the members of frame into small straight pieces and approximate the deformation on each piece Using Stress Results to Validate Design Stresses at a point are defined by 6 quantities 3 normal stress and 3 shear stresses depend on orientation of coordinate system.
Assumptions in Linear, Static Analyses Response is proportional to the applied loads If you double the load, deformation also gets doubled If you remove the load, model has no deformation Material is linearly elastic The part returns to its original shape if the loads are removed no permanent deformation Loads are static Loads are applied slowly and gradually. Rapidlyapplied loads cause additional displacements, strains, and stresses Lesson 1 Topics Introduction to the Simulation interface Perform linear static analysis Static study Material properties Restraints Loads Mesh Run Influence of mesh density on displacement and stress results Post-processing Can greatly simplify the model Can also affect results Know your assumptions.
Global and Component contact apply only to initial touching areas Global contact for most common condition, component and local contact as needed For thermal studies Insulated similar to Free in a static study Thermal contact resistance. Friction at the local level for touching entities Initial gap clearance can be ignored or accounted for by specifying it here Analyze shrink-fit problem Use of symmetry Review stress results in local coordinate systems Solver options to eliminate rigid body modes.
Contact conditions local only Shrink fit 1 - Program creates a shrink fit condition between selected faces.
Why is there a jump in the hoop stress value across the interface? Would the assembly experience a similar jump58in radial stresses? Suppress the original helical spring from the analysis. Introduce Spring Connector.
We notice high stresses in the vicinity of welds. Would the subsequent mesh refinement in these regions bring more accurate stress distribution? Compatible solid element mesh with Bonded contacts Incompatible solid element mesh with Bonded contacts Simplified bonding for incompatible solid meshes.
Surface based contact. Results at the contact interface are uniform but solution time is longer. Node based contact. Results at the contact interface may be patchy but solution time is lower. Lesson 7: Topics Analyze larger assembly using solid elements Remote load feature Define multiple contact conditions Nontraditional contact and connector use Analyze mesh quality and question the results of the simulation.
Mesh parameters are not ideal leading to excessive von Mises stress results Mesh parameters improved, so did the results of the simulation. NOTE: The time required to complete the simulation increased as well. Shell Elements Mid-plane and surface shell element meshing Alignment of shell mesh Evaluating mesh sizes Evaluating results for shell elements Reaction forces Solid vs.
Shell meshing. Lesson 8: Results Shell vs. Solid Elements Shell elements can greatly decrease the required computational time. Dassault Systmes Confidential Information.Excel Chapter 3: Simulation Training This assignment is part of the module Week Oct 23, to Oct 29, and hasn't been unlocked yet. Long Description. Cancel Update Criterion. Additional Comments: Cancel Update Comments. Additional Comments:. Rating Score. Rating Title.
Rating Description. Cancel Update Rating. Can't change a rubric once you've started using it. Find a Rubric. Title: Find Rubric. You've already rated students with this rubric. Any major changes could affect their assessment results. Edit criterion description Delete criterion row.
This criterion is linked to a Learning Outcome Description of criterion. Edit rating Delete rating. This area will be used by the assessor to leave comments related to this criterion. Total Points: 5 out of 5. I'll write free-form comments when assessing students.
Remove points from rubric. Don't post Outcomes results to Learning Mastery Gradebook. Use this rubric for assignment grading. Hide score total for assessment results.Not a MyNAP member yet?
Register for a free account to start saving and receiving special member only perks. Many current marine education and training approaches are outgrowths of an established profession with strong, traditional professional development practices.
These practices reflect an approach to instruction in which instructors often served as both teacher and mentor, and ship's officers were trained to be generalists.
Solidworks Simulation Training Chapter 3
The use of ship-bridge simulators is becoming an accepted method of training in the international marine industry.
Yet even as more simulators are being used, their use has not dovetailed smoothly into comprehensive training programs. Many simulator-based training courses were developed ad hoc, often designed to individual requirements of a shipping company or training establishment. Among the experts the committee consulted, there was strong evidence that they had thought seriously about training needs and had organized their programs to address those needs. There were also diverse opinions on the exact character of those training needs.
In some instances it appeared that training emphasis was guided by equipment capabilities such as simulators. The committee concluded that professional training in the maritime industry could be improved by effective advancement and systematic application of instructional design concepts. A simulator does not train; it is the way the simulator is used that yields the benefit.
Trainees taking part in most simulator-based training courses can be divided loosely into two groups:. Although instruction design theories can be applied to both groups, the training programs and corresponding instructional processes will vary by trainee level.
An effective training program addresses the student's training needs with respect to knowledge, skills, and abilities. It exploits all media, from personal computer-based training to limited-task and full-mission simulators and applies the appropriate training tool to the specific level of training.
For example, it would not be necessary to use a full-mission simulator for early instruction in rules-of-the-road training. Rather, a systematic approach to training promotes convergence toward full-mission expertise by developing basic modules of skills in several steps. This approach encourages the assembly of ever-larger skills modules until the trainee can exploit training on a full-mission simulator.
The instructional process is central to the overall focus of this report. Instructional design is a relatively new process. It has not advanced sufficiently to the point where this committee can provide a complete vision of how it should be implemented. The committee can, however, provide guidance. Instructional design is an iterative process whereby training managers continually test innovations and improve training.
It is an incremental approach that involves inserting new pieces developed by the instructional design process into existing training programs, assessing results, and then revising the program as necessary. This systematic application yields simulator-based training programs with clearly defined objectives, carefully designed training and evaluation scenarios, and qualified instructors.
Figure illustrates the iterative nature of this training process.Enjoy the word chapter. Slater leaned on the wall and waited for Winter to emerge. He watched the AK Knights who were busy patrolling the hospital halls. I'm going to guess we're headed back to Alsius Academy? Winter removed Frostbite from her belt while Slater reached for his weapon.
His gloved glowed light blue as he poked at them. Winter watched the pole portion of the weapon extend and an axe head attach to the weapon while a point extended from the head of the axe. She also saw what looked like a magazine and scope on the weapon. She sidestepped a stab at her face by backflipping before parrying the weapon as Slater shifted it and rested it on his shoulder.
She was forced to block a bullet as the spear of the weapon receded into the weapon. She looked at Slater before he backflipped away and took cover. He blocked one's hand before slicing off it's head before being forced to parry another hit as he shot the Beowolf in the face.
Winter emerged from behind and swung a slash he was barely able to block with Umbra's pole portion.Access Chapter 3 Hands-on Exercise 2 Simulation for MyITLab for Office 2019
Slater sighed before flipping the weapon into the ground by the spear portion. He landed a kick to one Beowolf and dodged the other's slash by spinning around the weapon.
He grabbed the Grimm by the head before snapping its neck. When is that ever fair!? She charged forward. Slater blocked the attack with the head of his halberd.
He hummed before being forced to dodge a kick from Winter which she followed up with by use of a Glyph. He flipped another switch and took cover again.
Slater's weapon now resembled a sniper while the axe portion shrunk and then was absorbed into the weapon. He fired another bullet which Winter deflected only to be knocked backwards by an explosion of flames.
She stopped her foot on the ground before the arena cleared up. Slater sighed and folded his weapon down before putting it onto his back. Your strikes will take down enemies not possessing speed, but if they do?
Phew, another chapter done! I want to point out that Slater is supposed to be related to one villain, but I won't explain who yet. Until then, Lighting Wolf out! Story Story Writer Forum Community.View larger. Preview this title online. Request a copy. Download instructor resources. Additional order info. Buy this product. Buy an eText. The goal of the Exploring series is to move students beyond the point-and-click, to understanding the why and how behind each skill.
And because so much learning takes place outside of the classroom, this series provides learning tools that students can access anywhere, anytime. Students go to college now with a different set of skills than they did years ago. With this in mind, the Exploring series seeks to move students beyond the basics of the software at a faster pace, without sacrificing coverage of the fundamental skills that everyone needs to know. HTML5 Simulation exercises and Live-in-Application Grader projects come with the convenience of auto-grading and instant feedback, helping students learn more quickly and effectively.
Digital badges lets students showcase their Microsoft Office or Computer Concepts competencies, keeping them motivated and focused on their future careers. MyITLab builds the critical skills needed for college and career success. This product is part of the following series. Click on a series title to see the full list of products in the series.
HTML5 Simulation exercises and Live-in-Application Grader projects come with the convenience of auto-grading and instant feedback, so students learn more quickly and effectively, and build the critical skills needed for college and career success. Digital badges allow students to showcase their Microsoft Office or Computer Concepts competencies, keeping them motivated and focused on their future careers.
The latest edition provides an easy-to-follow map through each chapter to help students learn, study, and review efficiently and be successful in this class and beyond. Important: To use the test banks below, you must download the TestGen software from the TestGen website. If you need help getting started, read the tutorials on the TestGen site.
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Mary Anne Poatsy, Series Editor. Mary Anne is a senior faculty member at Montgomery County Community College, teaching various computer application and concepts courses in face-to-face and online environments. She holds a B. Mary Anne has more than 12 years of educational experience. Lynn Hogan teaches at the University of North Alabama, providing instruction in the area of computer applications. With over 30 years of educational experience at the community college and university level, Lynn has taught applications, programming, and concepts courses in both online and classroom environments.
She received an M. Lynn is a co-author of Practical Computing and has served on the authoring team of Your Office as well as the Exploring Office series. She resides in Alabama with her husband and two daughters.
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SinceDr. Linda K. She received the Outstanding Academic Advisor Award in This can be useful, for instance, when you're performing various GET requests and want to compute the union of the returned regions. You'll want this only when unique is set to true, otherwise all those extra values will be equal to 1. When index is also set to true (see above), the multiplicity column is added after the row index.
Useful when paginating over the sample in linear mode. Once you delete a sample, it is permanently deleted. If you try to delete a sample a second time, or a sample that does not exist, you will receive a "404 not found" response.
However, if you try to delete a sample that is being used at the moment, then BigML. To list all the samples, you can use the sample base URL. By default, only the 20 most recent samples will be returned. You can get your list of samples directly in your browser using your own username and API key with the following links. You can also paginate, filter, and order your samples. You can also list all of your correlations. Example: "This is a description of my new correlation" discretization Object Global numeric field transformation parameters.
See the discretization table below. None of the fields in the dataset is excluded. Specifies the fields that won't be included in the correlation. That is, no names or preferred statuses are changed. This can be used to change the names of the fields in the correlation with respect to the original names in the dataset or to tell BigML that certain fields should be preferred.
All the fields in the dataset Specifies the fields to be considered to create the correlation. It is to be applied globally with all input fields. A Discretization object is composed of any combination of the following properties.
For example, let's say type is set to "width", size is 7, trim is 0. Field Discretizations is also used to transform numeric input fields to categoricals before further processing. However, it allows the user to specify parameters on a per field basis, taking precedence over the global discretization.
It is a map whose keys are field ids and whose values are maps with the same format as discretization. It also accepts edges, which is a numeric array manually specifying edge boundary locations. If this parameter is present, the corresponding field will be discretized according to those defined bins, and the remaining discretization parameters will be ignored. The maximum value of the field's distribution is automatically set as the last value in the edges array. A value object of a Field Discretizations object is composed of any combination of the following properties.
You can also use curl to customize a new correlation. If you do not specify a range of instances, BigML. If you do not specify any input fields, BigML. Read the Section on Sampling Your Dataset to lean how to sample your dataset. Once a correlation has been successfully created it will have the following properties. The Nuovo disegno 2016 evangeline glitter angelo ala sandali sophia Object of test has the following properties.