Optimizing the Design of Connecting Rod under Static and Fatigue Loading
The main objective of this work is to re-optimize the existing design of connecting rod of universal tractor (U650) by changing some of the design variables. The existing design performs modelling and evaluates critical regions in the connecting rod under fatigue loading. In the present work, the model is developed, analyzed and designed using CATIA 19, PRO-E and ANSYS workbench v12. Optimization of connecting rod is done under same boundary and loading conditions for variation in the few stress and fatigue parameters i.e. stresses, weight, life, damage, bi-axiality indication and safety factor. The allowable numbers of cycles under fully reversed fatigue loading are increased and assumed up to a maximum limit of 10 cycles. Stress concentration coefficient is varied to obtain the maximum cycles condition. The critical regions under both static and fatigue analysis are identified and improved. The connecting rod is modelled and optimized for the reduced weight, improved life and manufacturability. The results obtained from performed analysis can be used to modify the design of existing connecting rod, so that better performance i.e. reduced inertia, fatigue life and manufacturability can be obtained under varying static and fatigue conditions.
Analysis of an Axle Shaft Fatigue Failure and Anti-Fatigue System Design
In this study, an axle shaft subjected to static deformation and fatigue damage was considered by using computer-aided engineering. This shaft system was modeled with CATIA and subjected to dynamic fatigue analyses with Ansys workbench. The damaged fracture surfaces of the shaft have been examined. Thus, the fatigue and damage was revealed in greater detail. For the present system, a design with a minimum cost, short production process, minimum weight was sought together with methodical construction principles. By means of CATIA and ANSYS, the product development design with reasonable tension and deformation values was formed for endless life fatigue. A design was produced in a short space of time with the help of 2D CATIA drawings and field tests were carried out. The design was used through 560.000 cycles and damage was not observed.
The Propensity of Community College Chief Academy Officers to Leave an Institution
The study described in this report was designed to measure the propensity of community college chief academic officers (CAOs) to leave their current position and college, the levels of satisfaction they feel with their jobs, and their perceptions of role conflict and ambiguity. For the purposes of this study, a chief academic officer (CAO) is defined as the administrative head with responsibility for all academic affairs at the institution. At most community colleges the chief academic officer is the second highest-ranking administrative officer and reports to the president. Although there are numerous titles in use, the most common titles used by community colleges for the chief academic officer include academic dean, academic vice-president, vice-president for instruction, instructional dean, dean of the college, . . . . In addition, community colleges often use the title "provost" to designate the head of a campus in multi-campus or multi-college operations; in many cases, the provost also serves as the chief academic officer for the campus. Definitions aside, however, each institution recognizes its chief academic officer as the person responsible for the institution's academic programs, the academic leader who works directly with the faculty. (Vaughan, 1990, p. 6) Recently the executive vice president has become an increasingly popular title for those performing the duties of the CAO at community colleges. Despite the nearly universal existence of job descriptions for this position at community colleges, the responsibilities of the chief academic officer are often ill-defined (Wolverton, Wolverton, & Gmelch, 1999). Vaughan (1990) notes that researchers have documented from 48 to 168 separate duties for CAOs at community colleges. Although not all duties carry the same degree of urgency, the CAO is accountable for performing or supervising the performance of all of them. Because CAOs are the direct link between the administration and faculty, they may have a greater effect on the internal affairs of an institution than even the president (Birnbaum, 1992; Mech, 1997; Vaughan, 1990). Despite its potential for effectiveness, this position often means being caught between the administration and the faculty, which is a significant source of role conflict and role ambiguity for CAOs. Role conflict occurs when individuals find it necessary to handle duties that appear to be inconsistent or in conflict with their self-perception of their role or roles within the organizational structure. For example, for CAOs this might occur when (in their administrative role) they have to carry out a personnel action having a negative effect on a faculty member who (in their faculty leader role) they consider a colleague. Role ambiguity, on the other hand, occurs when a CAO is uncertain about the functional boundaries of his or her organizational role. For example, a CAO who believes he or she needs to seek higher-level approval for what to others is a routine decision may be experiencing role ambiguity. Suppose, for example, a CAO believes that a faculty member's willingness to develop an Internet-based course justifies reducing or redistributing his or his workload. If the CAO is uncertain, about whether he or she needs to seek presidential approval before offering the faculty member a reduced load this would be role ambiguity. Several researchers who have focused on institutions of higher education have concluded that there is a direct connection between job satisfaction and stress resulting from role conflict or role ambiguity (McBride, Munday, & Tunnell, 1992; Milosheff, 1990; Simpson, 1984). Researchers have also established that job dissatisfaction and voluntary job turnover are strongly correlated (Cano & Miller, 1992; Glick, 1992; McBride, Munday, & Tunnell, 1992). Job satisfaction represents the individual workers subjective evaluation of the degree to which his or her requirements are met by the work environment. …