As a way of reinforcing classroom-based lessons, especially for continuous evaluation, we experimented with remote conferences and tutoring. These seminars were directed at three different groups of students: those who are struggling with the subject, those who were unable to attend all the lessons, and those seeking deeper insight. We experimented with different platforms for computer-assisted learning and with teaching through metaverses (Second Life and Open Sims). We experienced better results with the latter rather than with the platforms specially designed for computer-assisted learning. The metaverse sessions were also used as videos, recording the screen to later become part of the videos used for remote teaching. The sessions were also used to broadcast live conferences to people who were unable to attend them in person. A brief analysis was made of the videos' usefulness for teaching, combined with conferences, seminars through metaverses, etc.
Origami is to transform a flat square sheet of paper into a finished sculpture through folding and sculpting techniques. It is widely used in many fields such as traditional art, furniture design, solar panels and medical devices. To address the problems of complex configuration of origami, uneasy folding, and the difficult process of establishing origami model, this paper proposes a digital origami representation and design optimization method with DAG (Directed Acyclic Graph) model and directional plane. Firstly, the DAG model is constructed, whose nodes and branches represent the paper states and folding behaviors respectively. Secondly, the constraint relations are defined and established between the point-line-surface geometric elements and the folding behaviors, making it feasible to conform to the paper folding process. Lastly, combined with DAG model, the folding design process, including similar folding, reasonable folding and fewer folding operations, can be optimized to improve the computational efficiency. The method provides a digital theory for origami and is validated and tested by the software Unity3d.
En la realización de los estudios de este trabajo se han seguido las siguientes fases y metodología:
III
SUMMARYThe following work methodology has been followed in this document:1. Study and analysis of available bibliography 2. Analysis of existing tests on shear failure 3. Analysis on shear failure made for FEDECE. Failure in compression of the struts 4. Establish a structural rational model for shear 5. Evaluation of the tests with the model 6. Final conclusions There has been developed a rational model that has been later fully evaluated with real scale elements shear tests. Shear tests checked were originally made by F. Leonhardt in 1961 in Stuttgart with R. Walter. Also have been checked tests by M.P. Nielsen and M.W. Braestrup in Technical University of Denmark in 1980, and fínally some test made by Teófilo Serrano in CEDEX (Spain) during 1982 have been analyzed. Furthermore a number of data from the tests made for FEDECE by Intemac and the Technical School of Civil Engineers of Barcelona, under the direction of the Professors that are directors of this Thesis, have been analyzed. In these tests the failure of the elements, precast beams in this case, was produced directly in the shear struts, without previous plastifícation of shear reinforcement. The rational model developed combines resistance to shear with the strut and tie model, originally developed by Ritter and Mórsch, and the inscribed arch and tensión tie model, as proposed by the three professors that made Fedece Tests. IV VIII 1.2 2.1 Por lo que respecta al Eurocódigo 2, Parte 1 -3 (EC2.1 -3) "Reglas Generales. Elementos y Estructuras Prefabricados de Hormigón". Se introduce respecto a EC 2.1 -1 la siguiente modificación: V = 0.7 -fck/200 >0.50 >0.40 Para hormigones clase
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