Experimental Study of Upsetting and Die Forging with Controlled Impact
The results from experimental research of deformation by upsetting and die forging of lead specimens wit controlled impact are presented. Laboratory setup for conducting the investigations, which uses cold rocket engine operated with compressed air, is described. The results show that when using controlled impact is achieving greater plastic deformation and consumes less impact energy than at ordinary impact deformation process. Keywords—Rocket Engine, Forging Hammer, Sticking Impact, Plastic Deformation.
InterCriteria Decision Making Approach for Iron Powder Briquetting
In this paper, we present approach, called ‘InterCriteria Decision Making’ that utilizes the apparatus of index matrices and intuitionistic fuzzy sets which from an existing multiobject multicriteria evaluation table generates a new table that contains estimations of the pairwise relations among the set of evaluating criteria. In the presented paper for the analysis purposes we have used experimental results of impact briquetting of iron powder. In this study we illustrate the application of the one original methodology to the data achieved for the following parameters distance, speed and acceleration of the impacting bodies. The research and the obtained results will show relations between the briquetting process parameters which will lead to increase in its efficiency.
Experience of using rating scales for the assessment of vocational trainees in general practice.
For two years trainers in the northern half of the south western region have been asked to assess their trainees with a condensed version of the new Manchester rating scales for vocational training in general practice and to send copies to the regional adviser. The condensed version retains the 23 scales but does not include the subscales. Trainers' workshops and comments from individuals suggested that no radical improvements to the scales were required and that they were an adequate statement of what was required from trainees. The response rate of 89% for returning at least one assessment and 38% for returning all three suggested that use of this condensed version would be more feasible than using the full version of the scales. Analysis of 86 first assessments and 48 sets of three assessments showed a range of variation both in trainee ratings and use of individual scales that was consistent with expectations. A lack of significant rank correlations between the scales indicated that each of the scales measured a different characteristic of behaviour. We suggest that the most useful way to achieve systematic assessment of vocational trainees is by the use of the 23 main rating scales, with regional variations where appropriate.