This paper deals with a design and a shape optimization of a tool that combines punching of a tarpaulin with the tarpaulin grommet pressing in one operation. The tarpaulin grommet 0.5 mm thick with a diameter of 10 mm is made of DX51D+Z275MAC steel. The designed tool and its main shape dimensions are verified by using a numerical simulation in an ANSYS Workbench software and subsequently also by a practical experiment, i.e. verification and debugging functionality in cooperation with H + D kovo company.
The main topic of the submitted paper is intelligent logistics and its integration into production systems. In the beginning, the problem that lies in the inadequate knowledge of the internal state has been defined. The new society-wide trends that will originate in a few years are also outlined. Those trends will affect factories and their logistics systems on a large scale. Therefore, it is necessary to have a strategy that takes these new trends into consideration. In this manuscript, is described a strategy for intelligent production systems, as well as technologies for different types of production-logistic strategies. Many of these technologies can be applied together with the Digital Twin. The Digital Twin is a new concept in the field of designing production and logistics systems in the factory. Finally, we provide a description of the implementation of the Digital Twin into the production and logistics system.
BackgroundThere is an increasing interest in alternative implantation sites to the liver for islet transplantation. Intramuscular implantation has even been tested clinically. Possibilities to monitor β-cell mass would be of huge importance not only for the understanding of islet engraftment but also for the decision of changing the immunosuppressive regime. We have therefore evaluated the feasibility of quantifying intramuscular β-cell mass using the radiolabeled glucagon like peptide-1 receptor agonist DO3A-VS-Cys40-Exendin-4.MethodsOne hundred to 400 islets were transplanted to the abdominal muscle of nondiabetic mice. After 3 to 4 weeks, 0.2 to 0.5 MBq [177Lu]DO3A-VS-Cys40-Exendin-4 was administered intravenously. Sixty minutes postinjection abdominal organs and graft bearing muscle were retrieved, and the radioactive uptake measured in a well counter within 10 minutes. The specific uptake in native and transplanted islets was assessed by autoradiography. The total insulin-positive area of the islet grafts was determined by immunohistochemistry.ResultsIntramuscular islet grafts could easily be visualized by this tracer, and the background uptake was very low. There was a linear correlation between the radioactivity uptake and the number of transplanted islets, both for standardized uptake values and the total radiotracer uptake in each graft (percentage of injected dose). The quantified total insulin area of surviving β cells showed an even stronger correlation to both standardized uptake values (R = 0.96, P = 0.0002) and percentage of injected dose (R = 0.88, P = 0.0095). There was no correlation to estimated α cell mass.Conclusions[177Lu]DO3A-VS-Cys40-Exendin-4 could be used to quantify β-cell mass after experimental intramuscular islet transplantation. This technique may well be transferred to the clinical setting by exchanging Lutetium-177 radionuclide to a positron emitting Gallium-68.
Maximizing knowledge transfer is one of the main factors of modern education. It is important to raise the probability that students can successfully apply acquired knowledge into practice. This article deals with virtual reality (VR) as an alternative method to provide students with a more immersive approach to semester assignments and their completion. In addition to information on paper, they are provided with an immersive virtual environment that interactively visualizes problems. To test this approach, a case study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering at the University of Žilina. Students were given a standard assignment for workplace analysis and optimization. However, in addition to papers containing all the necessary information about the workplace and its processes (a drilling workplace), the students could also put on a VR headset and walk through a virtual copy of the assigned workplace. Instead of relying on a 2D layout and a few photos, the students observed every detail of the workplace from any angle. Moreover, the immersive virtual workplace was interactive, and the students could interact with machine tools and replicate the real manufacturing process. With this new addition, the students completed the assignment and then filled out a short questionnaire questioning their satisfaction with the chosen approach. With positive feedback, the implementation of VR into the teaching process could further motivate students and make the transfer of knowledge into their future jobs easier.
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