The open shop scheduling problem with a given sequence of jobs on one machine

The paper considers the open shop scheduling problem to minimize the make-span, provided that one of the machines has to process the jobs according to a given sequence. We show that in the preemptive case the problem is polynomially solvable for an arbitrary number of machines. If preemption is not allowed, the problem is NP-hard in the strong sense if the number of machines is variable, and is NP-hard in the ordinary sense in the case of two machines. For the latter case we give a heuristic algorithm that runs in linear time and produces a schedule with the makespan that is at most 5/4 times the optimal value. We also show that the two-machine problem in the nonpreemptive case is solvable in pseudopolynomial time by a dynamic programming algorithm, and that the algorithm can be converted into a fully polynomial approximation scheme. © 1998 John Wiley & Sons, Inc. Naval Research Logistics 45: 705–731, 1998

Simulating one of the CIB W14 round robin test cases using the SMARTFIRE fire field model

Numerical predictions produced by the SMARTFIRE fire field model are compared with experimental data. The predictions consist of gas temperatures at several locations within the compartment over a 60 min period. The test fire, produced by a burning wood crib attained a maximum heat release rate of approximately 11MW. The fire is intended to represent a nonspreading fire (i.e. single fuel source) in a moderately sized ventilated room. The experimental data formed part of the CIB Round Robin test series. Two simulations are produced, one involving a relatively coarse mesh and the other with a finer mesh. While the SMARTFIRE simulations made use of a simple volumetric heat release rate model, both simulations were found capable of reproducing the overall qualitative results. Both simulations tended to overpredict the measured temperatures. However, the finer mesh simulation was better able to reproduce the qualitative features of the experimental data. The maximum recorded experimental temperature (12141C after 39 min) was over-predicted in the fine mesh simulation by 12%. (C) 2001 Elsevier Science Ltd. All rights reserved.

Computer modeling of a micro-manufactured one-turn inductor

The results of a finite element computer modelling analysis of a micro-manufactured one-turn magnetic inductor using the software package ANSYS 10.0 are presented. The inductor is designed for a DC-DC converter used in microelectronic devices. It consists of a copper conductor with a rectangular cross-section plated with an insulation layer and a layer of magnetic core. The analysis has focused on the effects of the frequency and the air gaps on the on the inductance values and the Joule losses in the core and conductor. It has been found that an inductor with small multiple air gaps has lower losses than an inductor with a single larger gap

CFD analysis of one-dimensional infiltration in vadose zone

This study presents a CFD analysis constructed around PHYSICA, an open framework for multi-physics computational continuum mechanics modelling, to investigate the water movement in unsaturated porous media. The modelling environment is based on a cell-centred finite-volume discretisation technique. A number of test cases are performed in order to validate the correct implementation of Richard's equation for compressible and incompressible fluids. The pressure head form of the equation is used together with the constitutive relationships between pressure, volumetric water content and hydraulic conductivity described by Haverkamp and Van Genuchten models. The flow problems presented are associated with infiltration into initially dry soils with homogeneous or layered geologic settings. Comparison of results with the problems selected from literature shows a good agreement and validates the approach and the implementation.

Two steps forward, one step back: developing the curriculum for training teachers for technical and further education England 1945-1956

This paper discusses the development of provision for the training of teachers in English further and technical education from 1945 to 1956. While these years saw little growth in this provision, they were formative in that the institutional and curricular patterns of teacher training for the diverse fields of technical and further education were developed at this time. The work of the three national centres in Bolton, London and Huddersfield, during the period of the Emergency Training Scheme (ETS) is summarised with particular reference to the influence of the Ministry of Education‟s conditions for ETS colleges and courses. With the ending of the ETS in 1951 the three centres were given permanent status as teacher training colleges which in turn brought them into association with their local universities as constituent colleges of their Area Training Organisations. The consequences of this transfer to the universities for the curriculum and assessment of technical teacher training and the 'policy dichotomy' of teacher training for secondary and technical education are examined.

C-H activations on a 1H-1,4-benzodiazepin-2(3H)-one template

Air stable benzodiazepine containing palladacycles were synthesized by a C-H activation reaction and studied by mass spectrometry and X-ray crystallography. Catalytic C-H functionalizations of 1-methyl-5-phenyl-1H-1,4-benzodiazepin-2(3H)-one with diphenyliodonium hexafluorophosphate led to a mixture, which included the starting material and the expected product 1-methyl-5-(2'-biphenyl)-1H-1,4-benzodiazepin-2(3H)-one. (C) 2008 Elsevier Ltd. All rights reserved.

But no one in my family has been to university - aiming higher: school students attitudes to higher education

In this paper, we present findings from the second stage of a three year longitudinal study involving 3,570 students aged 13-18 in a London Borough looking at the impact of Widening Participation (WP) on the attitudes of students. We outline findings from a previous stage and then focus specifically on two cohorts of Year 10 students (aged 14-15) in two consecutive years. The students completed the specially designed Attitudes to Higher Education Questionnaire (AHEQ) and provided information on WP activities in which they had participated. Data on the students' academic attainment and social backgrounds were also included. There were significant sex and cohort differences and interactions which were found to be related to WP activities specifically aimed at increasing the participation of socially disadvantaged students in higher education. The implications of findings are discussed in relation to theories of social identity and self concept and the implementation of strategies to increase participation in Higher Education