Benefits of using a Wendland Kernel for free-surface flows

The aim of this paper Is lo discuss the influence of the selection of the interpolation kernel in the accuracy of the modeling of the internal viscous dissipation in Tree surface Hows, Simulations corresponding to a standing wave* for which an analytic solution available, are presented. Wendland and renormalized Gaussian kernels are considered. The differences in the flow pattern* and Internal dissipation mechanisms are documented for a range of Reynolds numbers. It is shown that the simulations with Wendland kernels replicate the dissipation mechanisms more accurately than those with a renormalized Gaussian kernel. Although some explanations are hinted we have Tailed to clarify which the core structural reasons for Mich differences are*

Assesing the usefulness of the ACM/IEEE-CS Computing Curricula for the design of Computer-Related Engineering Curricula, an experience in Telematics

This paper presents the rationale to build up a Telematics Engineering curriculum. Telematics is a strongly computing oriented area; then, the authors have initially intended to apply the common requirements described in the computing curricula elaborated by the ACM/EEEE-CS Joint Curriculum Task Force. This experience has revealed some problematic aspects in the ACM/IEEE-CS proposal. From the analysis of these problems, a model to guide the selection and specially the approach of the Telematics curriculum contents is proposed. This model can be easily generalized to other strongly computing oriented curricula, whose number is growing everyday

Systems in Engineering Education: account of an experience

Systems Engineering (SE in the following) has not received much attention as a subject matter in engineering curricula. There are several dozens of universities around the world offering programs (most of them at the graduate level) on systems science and engineering. However, SE is, per se, rarely found among the courses offered by engineering schools. This observation does not strictly mean that systems concepts be left apart. For example, it is usual to find specialized courses for systems of some particular classes (e.g., courses on software systems engineering for computing curricula) or for particular phases of the system life cycle (e.g., courses on systems analysis). Even so, these kinds of courses tend to over-emphasize the importance of specific methodologies and, in consequence, to deviate the attention from the realm of systernness