The Flow Theory of Mechanism-Based Strain Gradient Plasticity

The flow theory of mechanism-based strain gradient (MSG) plasticity is established in this paper following the same multiscale, hierarchical framework for the deformation theory of MSG plasticity in order to connect with the Taylor model in dislocation mechanics. We have used the flow theory of MSG plasticity to study micro-indentation hardness experiments. The difference between deformation and flow theories is vanishingly small, and both agree well with experimental hardness data. We have also used the flow theory of MSG plasticity to investigate stress fields around a stationary mode-I crack tip as well as around a steady state, quasi-statically growing crack tip. At a distance to crack tip much larger than dislocation spacings such that continuum plasticity still applies, the stress level around a stationary crack tip in MSG plasticity is significantly higher than that in classical plasticity. The same conclusion is also established for a steady state, quasi-statically growing crack tip, though only the flow theory can be used because of unloading during crack propagation. This significant stress increase due to strain gradient effect provides a means to explain the experimentally observed cleavage fracture in ductile materials [J. Mater. Res. 9 (1994) 1734, Scripta Metall. Mater. 31 (1994) 1037; Interface Sci. 3(1996) 169].

Reverse-flow integral methods for second-order supersonic flow theory,

"CM-1033."

Strain gradient theory with couple stress for crystalline solids

A new phenomenological strain gradient theory for crystalline solid is proposed. It fits within the framework of general couple stress theory and involves a single material length scale Ics. In the present theory three rotational degrees of freedom omega (i) are introduced, which denote part of the material angular displacement theta (i) and are induced accompanying the plastic deformation. omega (i) has no direct dependence upon u(i) while theta = (1 /2) curl u. The strain energy density omega is assumed to consist of two parts: one is a function of the strain tensor epsilon (ij) and the curvature tensor chi (ij), where chi (ij) = omega (i,j); the other is a function of the relative rotation tensor alpha (ij). alpha (ij) = e(ijk) (omega (k) - theta (k)) plays the role of elastic rotation reason The anti-symmetric part of Cauchy stress tau (ij) is only the function of alpha (ij) and alpha (ij) has no effect on the symmetric part of Cauchy stress sigma (ij) and the couple stress m(ij). A minimum potential principle is developed for the strain gradient deformation theory. In the limit of vanishing l(cs), it reduces to the conventional counterparts: J(2) deformation theory. Equilibrium equations, constitutive relations and boundary conditions are given in detail. For simplicity, the elastic relation between the anti-symmetric part of Cauchy stress tau (ij), and alpha (ij) is established and only one elastic constant exists between the two tensors. Combining the same hardening law as that used in previously by other groups, the present theory is used to investigate two typical examples, i.e., thin metallic wire torsion and ultra-thin metallic beam bend, the analytical results agree well with the experiment results. While considering the, stretching gradient, a new hardening law is presented and used to analyze the two typical problems. The flow theory version of the present theory is also given.

Steady-state crack growth and fracture work based on the theory of mechanism-based strain gradient plasticity

Mode I steady-state crack growth is analyzed under plane strain conditions in small scale yielding. The elastic-plastic solid is characterized by the mechanism-based strain gradient (MSG) plasticity theory [J. Mech. Phys. Solids 47 (1999) 1239, J. Mech. Phys. Solids 48 (2000) 99]. The distributions of the normal separation stress and the effective stress along the plane ahead of the crack tip are computed using a special finite element method based on the steady-state fundamental relations and the MSG flow theory. The results show that during the steady-state crack growth, the normal separation stress on the plane ahead of the crack tip can achieve considerably high value within the MSG strain gradient sensitive zone. The results also show that the crack tip fields are insensitive to the cell size parameter in the MSG theory. Moreover, in the present research, the steady-state fracture toughness is computed by adopting the embedded process zone (EPZ) model. The results display that the steady-state fracture toughness strongly depends on the separation strength parameter of the EPZ model and the length scale parameter in the MSG theory. Furthermore, in order for the results of steady crack growth to be comparable, an approximate relation between the length scale parameters in the MSG theory and in the Fleck-Hutchinson strain gradient plasticity theory is obtained.

Da abordagem Orff-Schulwerk ao desenvolvimento do ’eu musical’ : flow em processos de ensino/aprendizagem de educação musical

O presente trabalho visa discutir a relação entre a abordagem Orff-Schulwerk e o desenvolvimento do ‘Eu Musical’ em contexto de Educação Musical no 2.º Ciclo do Ensino Básico genérico português. Na tentativa de verificar, analisar e tentar compreender esta relação, o processo empírico fundamentou-se na Flow Theory, desenvolvida por Mihaly Csikszentmihalyi. O enquadramento teórico conduziu à elaboração do ‘Modelo Multidimensional de Eu Musical’ (‘MoMEuM’), o qual, partindo da abordagem Orff-Schulwerk, procurou bases epistemológicas na Flow Theory, nas vertentes Cultural, Social e Positiva da Psicologia, bem como no Embodiment. A componente empírica do estudo teve como base metodológica a investigação-ação. Nesse sentido, o professor-investigador acompanhou, de forma longitudinal, o percurso de 50 alunos no referido contexto e procurou verificar, através do FIMA - Flow Indicators in Musical Activity, a vivência de ‘experiências ótimas/estados de fluxo’ em atividades/estratégias pedagógicomusicais baseadas na abordagem Orff-Schulwerk e, por conseguinte, no desenvolvimento do ‘Eu Musical’. A análise e interpretação de dados sugere que a abordagem Orff-Schulwerk promove a ocorrência de ‘experiências ótimas/estados de fluxo’ e, no quadro do presente estudo, impulsiona o desenvolvimento do ‘Eu Musical’.

An experimental and theoretical study of unsteady flow (gust) effects on structures

The gust wind tunnel at IDR, Universidad Politécnica de Madrid (UPM), has been enhanced and the impact of the modification has been characterized. Several flow quality configurations have been tested. The problems in measuring gusty winds with Pitot tubes have been considered. Experimental results have been obtained and compared with theoretically calculated results (based on potential flow theory). A theoretical correction term has been proposed for unsteady flow measurements obtained with Pitot tubes. The effect of unsteady flow on structures and laying bodies on the ground has been also considered. A theoretical model has been proposed for a semi-circular cylinder and experimental tests have been performed to study the unsteady flow effects, which can help in clarifying the phenomenon.

Motivación, flow e intención de práctica físico-deportiva en estudiantes de educación física de España y Latinoamérica

A pesar de los innegables beneficios físicos y psicosociales que la práctica de actividad física tiene para la población en las últimas décadas se observa un importante descenso en el nivel de práctica de actividad física durante la adolescencia. La Educación Física (EF) es una asignatura presente en las primeras etapas educativas de los currículums de todos los países y supone para la población infantil y adolescente, durante el periodo de escolarización obligatoria, un entorno de contacto cotidiano con la actividad física y deportiva lo que explica el creciente interés que existe por investigar en este contexto y extraer conclusiones que puedan ayudar a revertir el proceso de progresivo abandono de la práctica en estas edades. El presente trabajo se centra en un periodo, la adolescencia, especialmente sensible al abandono de la práctica de actividad física. Apoyándonos en tres de los marcos teóricos más importantes de los últimos años - Teoría de Metas de Logro, Teoría de la Autodeterminación y Teoría del Flow - hemos realizado un diseño con tres estudios complementarios que nos permitan avanzar en el conocimiento de las variables que afectan a esta realidad. En el primero de los estudios, en el que participaron 3990 estudiantes de EF de España, Argentina, Colombia y Ecuador con edades comprendidas entre 12 y 18 años, se fijaron como objetivos el establecimiento de perfiles motivacionales en estudiantes de EF considerando las orientaciones motivacionales, la motivación intrínseca y el flow disposicional; la comprobación de la posible estabilidad de los perfiles establecidos en cuatro países diferentes; y el análisis de la relación entre los perfiles motivacionales establecidos con la práctica de actividad física realizada en la actualidad y la intención de ser activo en el futuro. Los resultados revelaron la existencia de tres perfiles motivacionales en los estudiantes: perfil de motivación baja-moderada, perfil de motivación de alta motivación con bajo ego y perfil de alta motivación. Se encontraron similitudes en los perfiles motivacionales obtenidos en los cuatro países analizados, sugiriéndose la posibilidad de que la lengua materna compartida pueda ser una variable de influencia en la existencia de patrones conductuales similares. La orientación al ego resultó ser un elemento diferenciador en la relación de los dos perfiles que mostraron niveles más altos de motivación intrínseca, flow disposicional y orientación a la tarea con las variables de práctica. Mayores niveles de orientación al ego determinaron mayores valores de práctica e intención de práctica. En el segundo estudio, en el que participaron 365 estudiantes de EF de España, Argentina y Colombia con edades comprendidas entre 12 y 16 años, se testó un modelo explicativo de la intención de ser físicamente activo en el futuro en estudiantes de EF poco motivados introduciendo el flow disposicional como variable explicativa junto a las orientaciones motivacionales y la motivación intrínseca. El modelo de ecuaciones estructurales testado muestra que tanto la orientación al ego como la orientación a la tarea y la motivación intrínseca predijeron el flow disposicional. No se encontró un efecto significativo de la orientación a la tarea sobre la motivación intrínseca, ni de esta sobre la intención de práctica de AFD en el futuro. El flow disposicional resultó ser un mediador entre ambas orientaciones motivacionales y dicha intención, adquiriendo un papel relevante en la predicción de la intención de realizar actividad física en el futuro en los sujetos con poca motivación hacia la clase de EF. En el último estudio, con una muestra de 53 estudiantes de EF pertenecientes a dos clases de segundo curso de ESO con edades comprendidas entre 13 y 15 años, se analizó el efecto de una intervención de apoyo a las NPB sobre la satisfacción de las mismas, la motivación intrínseca, la disposición a experimentar flow y la intención de ser físicamente activo en el futuro; estudiándose también el efecto de la misma sobre ciertas variables presentes en el proceso de enseñanza-aprendizaje tales como la diversión, el aprendizaje y el gusto hacia el contenido y la metodología empleada. La intervención resultó efectiva en la mejora de todas las variables motivacionales analizadas a excepción de la satisfacción de la necesidad de relaciones sociales, variable que podría ser más difícilmente modificable en tanto que los grupos de clase suelen permanecer estables a lo largo de esta etapa educativa. Los alumnos de la condición experimental presentaron niveles más elevados de diversión, aprendizaje y gusto hacia el contenido y la metodología empleada. ABSTRACT Despite the undeniable physical and psychological benefits that physical activity has on health, a significant drop in the level of physical activity during adolescence has been observed over the last few decades. Physical education (PE) is present in the early stages of educational curricula of all countries, creating an environment in which children and adolescents can maintain daily contact with sport and physical activity during the period of compulsory education. There is thus a growing interest in research within this context, helping to draw conclusions aimed at reversing the progressive decline of physical activity in this age bracket. The work presented here focuses on adolescence – a period particularly sensitive when faced with declining rates of physical activity. Relying on three of the most important recent theoretical frameworks – Achievement Goal Theory, Self-Determination Theory and Flow Theory – we have carried out a design using three complementary studies that allow us to advance the understanding of variables affecting this reality. The first two studies employ a correlational methodology while the third follows a quasi-experimental design. The objectives of the first study, with the participation of 3990 PE students aged 12 to 18 from Spain, Argentina, Colombia and Ecuador, were: a) to establish motivational profiles in physical education students taking into consideration motivational orientations, intrinsic motivation and dispositional flow; b) to check the possible stability of the established profiles in the four countries; and c) to analyze the relationship between motivational profiles and both current levels of physical activity and intention to be physically active in the future. Results revealed the existence of three motivational profiles: low-moderate motivation profile, high motivation and low ego profile and high motivation profile. Similarities were found across the four countries, which presents the possibility that sharing the same mother tongue might influence the existence of similar behavioral patterns. Amongst the profiles that showed the highest levels of intrinsic motivation, dispositional flow and task orientation with practice variables, ego orientation became apparent as a differentiating element. Higher levels of ego orientation correlated with higher levels both in current level of physical activity and intention to be physically active in the future. In the second study, with the participation of 365 PE students aged 12 to 16 from Spain, Argentina and Colombia, an explanatory model of the intention to be physically active within the low-moderate motivation profile was tested, including dispositional flow as an influence variable together with motivational orientations and intrinsic motivation. The structural model equation in the low-moderate motivation profile shows some differences with respect to findings of similar studies using heterogeneous samples in motivational profiles. It was found that ego orientation, task orientation and intrinsic motivation predicted dispositional flow. No significant effects of task orientation on intrinsic motivation, or of intrinsic motivation on intention to be physically active in the future were found. Dispositional flow emerged as a mediator between both motivational orientations and intention, acquiring an important role in the prediction of future intentions to be physically active in adolescents who show low levels of motivation towards physical education. In the last of the three studies, with the participation of 53 PE students drawn from two classes in the second year of secondary education aged 13 to 15, the effect of an intervention to support basic psychological needs was tested against the satisfaction of these needs, intrinsic motivation, disposition to experience flow and intention to be physically active in the future. Alongside this, the aforementioned intervention was tested on certain variables present in the teaching-learning process such as fun, learning and taste for the activity and methodology. Supportive intervention was effective in improving all the motivational variables, except for the satisfaction of the relatedness variable, which may be more difficult to modify as class groups tend to remain stable throughout this educational state. Students in the experimental condition showed higher levels of fun, learning and taste for the content and methodology.

A Novel Framework for Real-time Traffic Flow Parameter Estimation from Aerial Videos

Thesis (Master's)--University of Washington, 2016-06

Wave-generated flow on coral reefs - an analysis for two-dimensional horizontal reef-tops with steep faces

Waves breaking on the seaward rim of a coral reef generate a flow of water from the exposed side of the reef to the sheltered side and/or to either channels through the reef-rim or lower sections of the latter. This wave-generated flow is driven by the water surface gradient resulting from the wave set-up created by the breaking waves. This paper reviews previous approaches to modelling wave-generated flows across coral reefs and discusses the influence of reef morphology and roughness upon these flows. Laboratory measurements upon a two-dimensional horizontal reef platform with a steep reef face provide the basis for extending a previous theoretical analysis for wave set-up on a reef in the absence of a flow [Gourlay, M.R., 1996b. Wave set-up on coral reefs. 2. Set-up on reefs with various profiles. Coastal Engineering 28, 1755] to include the interaction between a unidirectional flow and the wave set-up. The laboratory model results are then used to demonstrate that there are two basic reef-top flow regimes-reef-top control and reef-rim control. Using open channel flow theory, analytical relationships are derived for the reef-top current velocity in terms of the offreef wave conditions, the reef-top water depth and the physical characteristics of the reef-top topography. The wave set-up and wave-generated flow relationships are found to predict experimental values with reasonable accuracy in most cases. The analytical relationships are used to investigate wave-generated flows into a boat harbour channel on Heron Reef in the southern Great Barrier Reef. (c) 2005 Elsevier B.V. All rights reserved.

Case study of collaborative learning in two contexts : what do English language learners gain?

This chapter describes the use of collaborative learning as an approach to enhance English language learning by students from non-English speaking backgrounds. Communicative Language Teaching (CLT) principles were applied to two case studies, one comprising of undergraduate English as Foreign Language Learners in Turkey and the other involved English as Second Language learners in Australia. Social constructivism inspired communicative language teaching using collaborative learning activities such as team work, interactive peer-based learning, and iterative stages of learning matrix were incorporated to enhance students' learning outcomes. Data collected after the CLT intervention was made up of field notes, reflective logs and focus group interviews which revealed complementarities, as well as subtle differences between the two cases. The findings were summarized as learning dispositions; speaking fluency and confidence; learning diagnostics and completion deficiencies; task engagement, flow theory and higher order thinking skills; in addition to self efficacy and development of student identity. CLT has the potential to provide a more inclusive and dynamic education for diverse learners through vital outcomes and benefits which resonate with the real world.

Asymptotic and finite element analyses of mode III dynamic crack growth at a ductile-brittle interface

In this work, dynamic crack growth along a ductile-brittle interface under anti-plane strain conditions is studied. The ductile solid is taken to obey the J(2) flow theory of plasticity with linear isotropic strain hardening, while the substrate is assumed to exhibit linear elastic behavior. Firstly, the asymptotic near-tip stress and velocity fields are derived. These fields are assumed to be variable-separable with a power singularity in the radial coordinate centered at the crack tip. The effects of crack speed, strain hardening of the ductile phase and mismatch in elastic moduli of the two phases on the singularity exponent and the angular functions are studied. Secondly, full-field finite element analyses of the problem under small-scale yielding conditions are performed. The validity of the asymptotic fields and their range of dominance are determined by comparing them with the results of the full-field finite element analyses. Finally, theoretical predictions are made of the variations of the dynamic fracture toughness with crack velocity. The influence of the bi-material parameters on the above variation is investigated.

Constraint loss under dynamic loading in rate independent plastic solids

The objectives of this paper are to examine the loss of crack tip constraint in dynamically loaded fracture specimens and to assess whether it can lead to enhancement in the fracture toughness at high loading rates which has been observed in several experimental studies. To this end, 2-D plane strain finite element analyses of single edge notched (tension) specimen and three point bend specimen subjected to time varying loads are performed. The material is assumed to obey the small strain J(2) flow theory of plasticity with rate independent behaviour. The results demonstrate that a valid J-Q field exists under dynamic loading irrespective of the crack length and specimen geometry. Further, the constraint parameter Q becomes strongly negative at high loading rates, particularly in deeply cracked specimens. The variation of dynamic fracture toughness K-dc with stress intensity rate K for cleavage cracking is predicted using a simple critical stress criterion. It is found that inertia-driven constraint loss can substantially enhance K-dc for (K) over dot > 10(5) MPa rootm/s.

The effect of T-stress on plane strain dynamic crack growth in elastic-plastic materials

In this paper, the effects of T -stress on steady, dynamic crack growth in an elastic-plastic material are examined using a modified boundary layer formulation. The analyses are carried out under mode I, plane strain conditions by employing a special finite element procedure based on moving crack tip coordinates. The material is assumed to obey the J (2) flow theory of plasticity with isotropic power law hardening. The results show that the crack opening profile as well as the opening stress at a finite distance from the tip are strongly affected by the magnitude and sign of the T -stress at any given crack speed. Further, it is found that the fracture toughness predicted by the analyses enhances significantly with negative T -stress for both ductile and cleavage mode of crack growth.