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Academic literature on the topic 'Abstract elementary classes'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Abstract elementary classes"

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Vasey, Sebastien. "Quasiminimal abstract elementary classes." Archive for Mathematical Logic 57, no. 3-4 (June 28, 2017): 299–315. http://dx.doi.org/10.1007/s00153-017-0570-7.

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Hyttinen, Tapani. "Types in Abstract Elementary Classes." Notre Dame Journal of Formal Logic 45, no. 2 (April 2004): 99–108. http://dx.doi.org/10.1305/ndjfl/1095386646.

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Hirvonen, Åsa, and Tapani Hyttinen. "Metric abstract elementary classes with perturbations." Fundamenta Mathematicae 217, no. 2 (2012): 123–70. http://dx.doi.org/10.4064/fm217-2-2.

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Campion, Tim, and Jinhe Ye. "Homotopy types of abstract elementary classes." Journal of Pure and Applied Algebra 225, no. 5 (May 2021): 106461. http://dx.doi.org/10.1016/j.jpaa.2020.106461.

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Hyttinen, T., and M. Kesälä. "Independence in finitary abstract elementary classes." Annals of Pure and Applied Logic 143, no. 1-3 (November 2006): 103–38. http://dx.doi.org/10.1016/j.apal.2006.01.009.

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Kueker, David W. "Abstract elementary classes and infinitary logics." Annals of Pure and Applied Logic 156, no. 2-3 (December 2008): 274–86. http://dx.doi.org/10.1016/j.apal.2008.07.002.

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Beke, T., and J. Rosický. "Abstract elementary classes and accessible categories." Annals of Pure and Applied Logic 163, no. 12 (December 2012): 2008–17. http://dx.doi.org/10.1016/j.apal.2012.06.003.

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Shelah, Saharon, and Sebastien Vasey. "Abstract elementary classes stable in ℵ0." Annals of Pure and Applied Logic 169, no. 7 (July 2018): 565–87. http://dx.doi.org/10.1016/j.apal.2018.02.004.

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Lieberman, Michael, Jiří Rosický, and Sebastien Vasey. "Internal sizes in μ-abstract elementary classes." Journal of Pure and Applied Algebra 223, no. 10 (October 2019): 4560–82. http://dx.doi.org/10.1016/j.jpaa.2019.02.004.

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LIEBERMAN, M., and J. ROSICKÝ. "METRIC ABSTRACT ELEMENTARY CLASSES AS ACCESSIBLE CATEGORIES." Journal of Symbolic Logic 82, no. 3 (May 8, 2017): 1022–40. http://dx.doi.org/10.1017/jsl.2016.39.

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AbstractWe show that metric abstract elementary classes (mAECs) are, in the sense of [15], coherent accessible categories with directed colimits, with concrete ℵ1-directed colimits and concrete monomorphisms. More broadly, we define a notion of κ-concrete AEC—an AEC-like category in which only the κ-directed colimits need be concrete—and develop the theory of such categories, beginning with a category-theoretic analogue of Shelah’s Presentation Theorem and a proof of the existence of an Ehrenfeucht–Mostowski functor in case the category is large. For mAECs in particular, arguments refining those in [15] yield a proof that any categorical mAEC is μ-d-stable in many cardinals below the categoricity cardinal.
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Dissertations / Theses on the topic "Abstract elementary classes"

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Vasey, Sebastien. "Superstability and Categoricity in Abstract Elementary Classes." Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/947.

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Boney, Will. "Advances In Classification Theory For Abstract Elementary Classes." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/364.

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Johnson, Gregory M. "Abstract elementary classes with Lowenheim-Skolem number cofinal with omega." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8567.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Mathematics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Books on the topic "Abstract elementary classes"

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Publishing, Sizzleprint. Composition Book Wide Ruled: Abstract Wide Ruled Blank Lined Workbook for Kids and Teens for Elementary, Middle School Students or Teachers for Back to School, Online Classes Distance Learning or Homeschooling 7. 5 X 9. 75 in 100 Sheets, 200 Pages. Independently Published, 2020.

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Anderson, James A. Brain Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/acprof:oso/9780199357789.003.0015.

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“What is a number that a man may know it?” (Warren McCulloch). A wave model can determine “numerosity” (number of identical items) for small numbers of items. Identity and numerosity can be explained through similar mechanisms. Can there be a biology of number? Imaging studies find a topographic map of number magnitude in the human brain. Higher mathematics is based in part on refined perception. Classic mathematical philosophy—Platonism and formalism—may be usefully extended with perceptual components both learned and unlearned. Perceptual involvement suggests why mathematics is surprisingly good at dealing with the physical world. We find perceptual involvement even in simple integer multiplication. We can use “active” perceptual-based nets to program elementary abstract mathematical operations. A “brain-like” program is described for the “greater-than” program done by a digital computer in Chapter 4
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Anderson, James A. Brain Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/acprof:oso/9780199357789.003.0013.

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The elementary particles of cognition are concepts. Simple, accurate association alone can be misleading. Cognitive concepts work as valuable cognitive data compression, for example, giving a set of related items the same class name: tables, chairs, birds. Cognitive concepts also contain internal structure with good and bad examples and have fuzzy edges. Concepts can be associatively linked in semantic networks to store and retrieve information. Cognition using networks is an active search process and need not require further learning to be useful. Low-level concepts can lead to the formation of higher level abstractions. An experiment by Deidre Gentner involves perception of identity in pairs of items; some pairs the same and some not. Seeing many identical pairs allows the abstraction of “identity.” The abstract relationship “identity” can then become more powerful than the details of any single example pair.
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Book chapters on the topic "Abstract elementary classes"

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Baldwin, John. "Abstract elementary classes." In Categoricity, 27–37. Providence, Rhode Island: American Mathematical Society, 2009. http://dx.doi.org/10.1090/ulect/050/04.

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Shelah, Saharon. "Classification of non elementary classes II abstract elementary classes." In Classification Theory, 419–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/bfb0082243.

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Boney, Will, and Sebastien Vasey. "A survey on tame abstract elementary classes." In Beyond First Order Model Theory, 353–427. Chapman and Hall/CRC, 2017. http://dx.doi.org/10.1201/9781315368078-13.

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Furnée, Jan Hein. "Urban Tourism." In The Oxford Handbook of the History of Tourism and Travel, C34.P1—C34.N104. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190889555.013.34.

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Abstract Since the seventeenth century, visiting cities for pleasure transformed from a predominant male elite pastime to a middle-class family activity, and finally a mass phenomenon accessible to men and women of all classes and generations. Drawing examples from a selection of European and American cities, this chapter demonstrates that motivations and experiences of urban tourists, despite evident differences and changes, also show some remarkable continuities. Not only with regard to their very first impressions of unfamiliar cities and their elementary strategies of navigating and sightseeing, but also in their enduring quest to search for spiritual enrichment through personal encounters with religion, art and history; their search for shared pleasures and exotic otherness in urban entertainment; their fascination for transgressing ethnic, class, gender, sexual, and other boundaries; as well as in their perennial hunt for souvenirs.
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Semina, M. V. "THE ROLE OF PROJECT ACTIVITY IN THE STUDY OF THE MEANS OF ARTISTIC REPRESENTATION OF NATURE IN PRIMARY SCHOOL." In ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ, 247–50. ФГБОУ ВО «АлтГПУ», 2022. http://dx.doi.org/10.37386/2687-0576-2022-4-247-250.

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The article talks about the importance of using design methods in art lessons in elementary school, which allows children to develop creative activity and strengthen their motivation to learn about the world around them. The importance of fine art lessons with the use of project activities for students is emphasized. The author notes that projects in the classroom create the best motivation for independent cognitive activity of younger schoolchildren and demonstrates the possibility of obtaining not only abstract knowledge from life in school classes, but also acquiring the necessary information and skills necessary for real life.
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Swick, Bill. "Using Feeder Programs, Recruiting Students, and Building Longevity." In Building an Award-Winning Guitar Program, 55—C5.P81. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197609804.003.0005.

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Abstract How do you make the most of students who may be coming into your program, and how do you help these students get into their desired programs when they graduate from your program? Chapter 5 focuses on using feeder programs, recruiting students, and building longevity. This chapter offers ideas for each level of education to include all educators. This chapter’s sections cover elementary to middle school, middle school to high school, and high school to college. The chapter also addresses the issue of not having a handle on how many students are leaving the program at each level and how many students are needed to keep classes balanced both in numbers and skill levels. In addition, Chapter 5 offers ideas on how to maintain and motivate students to remain in your program.
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Kirp, David, Marjorie Wechsler, Madelyn Gardner, and Titilayo Tinubu Ali. "Union, OK." In Disrupting Disruption, 18—C1.P108. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197651995.003.0002.

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Abstract Over the past two decades, the demographics of the Union, Oklahoma, School District changed dramatically—a school system that had served a predominantly White, well-off student population was charged with educating a racially diverse mix of students body, with many of them hailing from families in poverty. Conventional wisdom would have it that such a change would result in lower graduation rates; in fact, the graduation rate has substantially increased. The district’s success can be attributed to its culture of inclusion—a system designed to deliver tailored support to each student. Union has made science, technology, engineering, and mathematics (STEM) a key feature of its curriculum, from kindergarten through high school. It operates community schools in every elementary school, which offer activities ranging from sports to writing, as well as providing healthcare. The district embraces an “everyone participates” philosophy in both the arts and athletics. And it eases the transition to higher education by offering college classes at the high school.
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Silber, Norman I. "Deep Structures in the Law." In Outside In, 327—C14.N31. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197635124.003.0015.

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Abstract Guido talks about the development of his ideas concerning property rules, liability rules, and entitlements, and their exposition in the classic article Property Rules, Liability Rules, and Inalienability: One View of the Cathedral. Finding logical consistencies in apparently unrelated phenomena is prized in every discipline. In law, the systematizers and model builders have been especially admired. Wesley Newcomb Hohfeld, for example, constructed models that clarified ambiguous aspects of legal rhetoric; Karl Lewellyn located common purposes in disparate parts of contract law; Herbert Wechsler identified gradients of criminal culpability; H.L.A. Hart identified elemental rules for legal systems; and Grant Gilmore created a common vocabulary to rationalize hundreds of previously discrete commercial transactions. In a comparably synthetic fashion, Guido, together with Douglas Melamed, modeled legal entitlements and investigated their correspondence with remedies and liability rules, which might be employed to protect them. The resulting schema pointed to previously underappreciated moral and logical correspondences that would be investigated by others in hundreds of journal articles that would themselves undergird decisions in tort law, property law, contract law, and other fields.
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Hamburg, David A., and Beatrix A. Hamburg. "Putting Education for Peace into Practice." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0022.

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Now let us turn our attention toward the practice of education for peace from several perspectives. We will examine some developmentally appropriate approaches to children and youth in understanding issues of war and peace, practical applications of teaching the prevention of deadly conflict and conflict resolution in schools, international relationships in education for peace, and other institutions with strong potential to promote peace education and conflict resolution. Even first-grade children can distinguish between societal conventions, noncontroversial questions, and controversial issues. Also, they expect their teachers to teach these types of knowledge differently. They are able to recognize that others may hold opposing viewpoints different from their own. With increasing age, elementary school children in democratic societies expect teachers to present different viewpoints on questions about which there is little societal consensus. And teachers are expected to present different viewpoints in addition to the one that students favor. Adolescence is the period when students markedly increase their ability to generalize the perspective of society, which is most important when discussing issues related to war, peace, and conflict. It is also a time when young people are most interested in issues related to fairness, justice, and equality. In the 1960s, Joseph Adelson, conducted a series of classic studies involving young people aged 11 to 18 from the United States, Great Britain, and West Germany. Interviews were conducted about concepts of law, community, individual rights, and the public good. It was found that at the age of 14, a shift in quality of thought occurred. They could see the possibility of conflict between individual rights and public good; they could connect specific examples of rights with abstract principles; they could consider long-term consequences of specific actions on individuals and communities. Similar findings were noted in subsequent research, leading to the belief that the period of adolescence is appropriate for developing critical thinking skills.
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Conference papers on the topic "Abstract elementary classes"

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Urošev Palalić, Oliverа. "METODIČKI PRISTUP RAZVOJU MORALNOSTI UČENIKA STARIJEG OSNOVNOŠKOLSKOG UZRASTA NA PRIMERIMA ROMANA (PRIMENOM TEORIJE MORALNOSTI MARTINA HOFMANA)." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.085up.

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This paper deals with the importance of the development of moral thinking, through the interpretation of novels in upper classes of elementary school. A good interpretation starts with student’s experience and assessment of main characters’ acts and their attitudes. Within school classes, it is possible to follow the moral development of students, which is the aim of this paper. In adolescents aged 11 to 14, abstract, logical thinking is developed, as well as inductive-deductive reasoning; therefore, the starting point of this study is based on psychological theories of moral thinking development. By giving concrete methodological examples based on Hoffman’s theory of morality, it is shown how the moral development of students is encouraged and built by interpreting literary works – novels (novels included in the elementary school curriculum). The contribution of this paper is based on the assessment of students’ moral development at certain age.
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Du Bernard, Xavier, Jonathan Gallon, and Jérôme Massot. "The Gaia Explorer, a Powerful Search Platform." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207837-ms.

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Abstract After two years of development, the GAIA Explorer is now ready to assist Geoscientists at Total! This knowledge platform works like a little Google, but with a focus solely on Geosciences - for the time being. The main goal of the GAIA Explorer is to save time finding the right information. Therefore, it is particularly useful for datarooms or after business acquisitions to quickly digest the knowledge, but also for feeding databases, exploration syntheses, reservoir studies, or even staff onboarding specially when remote working. With this additional time, Geoscientists can focus on tasks with added value, such as to synthesize, find analogies or propose alternative scenarios. This new companion automatically organizes and extracts knowledge from a large number of unstructured technical documents by using Machine Learning (ML). All the models relie on Google Cloud Platform (GCP) and have been trained on our own datasets, which cover main petroleum domains such as geosciences and operations. First, the layout of more than 75,000 document pages were analyzed for training a segmentation model, which extracts three types of content (text, images and tables). Secondly, the text content extracted from about 6,500 documents labelled amongst 30 classes was used to train a model for document classification. Thirdly, more than 55,000 images were categorized amongst 45 classes to customize a model of image classification covering a large panel of figures such as maps, logs, seismic sections, or core pictures. Finally, all the terms (n-grams) extracted from objects are compared with an inhouse thesaurus to automatically tag related topics such as basin, field, geological formation, acquisition, measure. All these elementary bricks are connected and used for feeding a knowledge database that can be quickly and exhaustively searched. Today, the GAIA Explorer searches within texts, images and tables from a corpus (document collection), which can be made up of both technical and operational reports, meeting presentations and academic publications. By combining queries (keywords or natural language) with a large array of filters (by classes and topics), the outcomes are easily refined and exploitable. Since the release of a production version in February 2021 at Total, about 180 users for 30 projects regularly use the tool for exploration and development purposes. This first version is following a continuous training cycle including active learning and, preliminary user feedback is good and admits that some information would have been difficult to locate without the GAIA Explorer. In the future, the GAIA Explorer could be significantly improved by implementing knowledge graph based on an ontology dedicated specific to petroleum domains. Along with the help of Specialists in related activities such as drilling, project or contract, the tool could cover the complete range of upstream topics and be useful for other business with time.
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Lueschen, Gerhard G. G., and Lawrence A. Bergman. "Green’s Function Synthesis for Layered Distributed Parameter Systems." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0650.

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Abstract Dynamic Green’s functions for a class of layered distributed parameter systems are derived using a new method. The resulting system Green’s function, which is comprised of the elemental Green’s function of each of the substructures, defines the dynamics of the fully coupled system. Green’s functions for sandwiched beams with both identical and different layer properties are derived. The result retains the accuracy of the constituent elemental Green’s functions. The application of the method to other layered structures is immediate as long as the elemental Green’s functions of the substructures are known.
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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
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Farley, Jove S., and Osama M. Ibrahim. "Design Analysis of the Stirling Engine Using an Equation Solver." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0657.

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Abstract A typical undergraduate course in thermal-fluids design sees the unfolding of important concepts in heat transfer, thermodynamics, and fluid mechanics and associated governing laws. Unfortunately, up until the recent past students have largely been asked to study fundamental, but often elusive, topics in these areas by means of simplified problems mostly resulting in the solution of elementary sets of algebraic equations. More complex problems involving higher order equations and ordinary differential equations are left unexamined, due mostly to the time consumption and difficulty level of programming, which may detract from the scope of the class. Fortunately, there now exists prewritten software (i.e. EES, Matlab, Mathematica, etc.) which numerically allows students to solve more challenging problems with relative ease. Thus allowing thermal-fluids design courses to focus on more challenging projects. This paper illustrates the use of a program, written for an equation solving software package that solves the ordinary differential equations governing the processes of the Stirling engine. Stirling engines, their history and present applications along with the methods EES software uses to allow for the engine’s study is briefly described. A step by step development of the general equations concerning mass, energy, entropy balances, and the Nusselt number for approximating the heat transfer coefficient is given and discussed. Results are shown through plotting numerical solutions of various points of interest. Lastly, a list of the program’s equations will be supplied in an appendix at the end of the paper.
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Oliveira, Victor, Fernando Castro, Jose Carlos Teixeira, Jorge Araujo, Andre Ribeiro, Joana Carvalho, and Maria Cândida Vilarinho. "Physicochemical Characterization of the Rejected Waste From the Mechanical and Biological Treatment of Municipal Solid Waste." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-73595.

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Abstract Mechanical and Biological Treatment units (MBT), are a key element in the management of municipal solid waste as they are the preferred route for minimization of the amount of waste delivered to landfills. However, taking into account the waste received by the MBT’s, it is observed that a significant part is sent to controlled landfills without any kind of valorization. Within this framework, a characterization of the rejected waste produced in one of these facilities was carried out in order to assess their potential for energy recovery. The rejected waste is composed by different fractions, namely paper, textiles, plastic films, hard plastics, glass, metal, organic matter and undifferentiated waste. In the present work the rejected waste from a MTB unit is sorted into different classes and each one is fully characterized and assessed as an energy source. For the physicochemical characterization of different residues the following tests were performed: weight loss at 105 °C, elemental analysis, the determination of the heating value, thermogravimetric analysis and FTIR spectroscopy. Considering the potential for energetic recovery of the different fractions, only paper, textiles, hard plastics and plastic films were characterized because of the high moisture content of organic material. According to the results, there is a great variability of the physical-chemical properties within the various samples, both in composition and moisture. Most notably the polymer based residues (hard plastics and plastic films) show a heating value that compares favorably with both traditional biomasses and fossil fuels. Therefore, providing their acceptance in terms of toxicity, they can provide a valuable source of energy and contribute to the reduction of waste delivered to landfills.
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Horikawa, Atsushi, Kunio Okada, Masato Yamaguchi, Shigeki Aoki, Manfred Wirsum, Harald H. W. Funke, and Karsten Kusterer. "Combustor Development and Engine Demonstration of Micro-Mix Hydrogen Combustion Applied to M1A-17 Gas Turbine." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-59666.

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Abstract Kawasaki Heavy Industries, LTD. (KHI) has research and development projects for a future hydrogen society. These projects comprise the complete hydrogen cycle, including the production of hydrogen gas, the refinement and liquefaction for transportation and storage, and finally the utilization in a gas turbine for electricity and heat supply. Within the development of the hydrogen gas turbine, the key technology is stable and low NOx hydrogen combustion, namely the Dry Low NOx (DLN) hydrogen combustion. KHI, Aachen University of Applied Science, and B&B-AGEMA have investigated the possibility of low NOx micro-mix hydrogen combustion and its application to an industrial gas turbine combustor. From 2014 to 2018, KHI developed a DLN hydrogen combustor for a 2MW class industrial gas turbine with the micro-mix technology. Thereby, the ignition performance, the flame stability for equivalent rotational speed, and higher load conditions were investigated. NOx emission values were kept about half of the Air Pollution Control Law in Japan: 84ppm (O2-15%). Hereby, the elementary combustor development was completed. From May 2020, KHI started the engine demonstration operation by using an M1A-17 gas turbine with a co-generation system located in the hydrogen-fueled power generation plant in Kobe City, Japan. During the first engine demonstration tests, adjustments of engine starting and load control with fuel staging were investigated. On 21st May, the electrical power output reached 1,635 kW, which corresponds to 100% load (ambient temperature 20 °C), and thereby NOx emissions of 65 ppm (O2-15, 60 RH%) were verified. Here, for the first time, a DLN hydrogen-fueled gas turbine successfully generated power and heat.
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Nagchaudhuri, Abhijit, and Harold M. Conway. "Teaching Tools for Teachers: An Engineering Design Project to Enhance Science and Mathematics Education for Middle/High School Students." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0638.

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Abstract With the approach of the new millennium and the emergence of the global market, significant restructuring of university education in general, and science and engineering education in particular, is taking place with the objective of preparing the students for the new social and economic order. The paradigm shift and emerging trends in engineering education demand a holistic integration of “soft” and “technical” skills. There is also an emphasis on “educational outcomes” as evidenced by student design projects and other outcome evaluation criteria. “Service-Learning”, an approach that endeavors to integrate “community service” and “student learning” has found wide acceptance in the Humanities and Social Sciences. Implemented in a novel and creative fashion, it may well provide an effective pedagogical tool consistent with the new paradigm of engineering education. The design project described in this paper integrates both “Service-Learning” and “Design Project” requirements in the first course in “Engineering Mechanics” offered at the University of Maryland Eastern Shore (UMES), Engineering Program. One of the desired “outcomes” of the course is that the student not only understands the theory as discussed in class but also learns to apply the knowledge to develop and design engineering products useful for the society. The project demonstrates the development of a device that visually reinforces concepts related to Newton’s laws of motion and mechanical advantage in simple machines (lever arms, pulley systems, and springs), in consultation with a science and mathematics teacher in a local high school. In the future, the device will be utilized in the school and benefit education efforts not only at the high school level but also in the elementary and middle schools. It is anticipated that it will also help introduce the field of Engineering to school students. During the implementation of the project, other learning outcomes were accomplished in concert with the demonstration of application of engineering mechanics and providing service to the community. The student has reflected that the project has helped him in realizing the “role” of the customer in engineering design, developing a clear perception of constraints in space, time and budget in implementing projects, and improving communication skills. It has also given him a better appreciation of the role of engineering in society and helped his inner growth as an individual and a citizen.
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Rodríguez, L. G., J. P. Moreno Cardenas, A. Mónaco, S. María, J. G. Osorio Gallego, and J. B. Angel Alvarez. "Reducing Uncertainty in the Pore Pressure Profile of the Most Important Unconventional Argentinian Play: Vaca Muerta." In International Geomechanics Symposium. ARMA, 2022. http://dx.doi.org/10.56952/igs-2022-157.

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Abstract In the centre of the Neuquén Basin, the Vaca Muerta formation is a 400 m thick over-pressurized shale characterized by presenting a 100% marl lithology with Total Organic Carbon (TOC) contents that can exceed 10 wt.%. This condition causes important logs distortion since it reduces their dependence on the rock matrix, being even almost impossible to determine facial changes by conventional mudloging visual techniques. This work is focused in La Calera block, an unconventional asset operated by Pluspetrol S.A (in partnership with YPF S.A.) where a theoretical and operational crosschecked methodology was established as to reduce the Vaca Muerta pore pressure uncertainty. Data from LCa.x-3001, the first unconventional exploration well in the block, was used to calibrate a Bowers’ pore pressure model, including lithology descriptions, operational and drilling events, and MPD tests. In addition, kerogen corrected synthetic sonic logs were incorporated in the pore pressure estimation workflow as a more accurate input, avoiding logs distortion. The pore pressure model built for the Vaca Muerta formation show highly precise results, being implemented to date on 40 unconventional wells, with optimal performance, neither well loss nor Geological/Geomechanical NPTs. Finally, X-Ray Fluorescence (XRF) from a Vaca Muerta horizontal well was used as a crosschecking input since it acts as an accurate indicator of facial changes and paleoenvironmental variations, existing high correlation between some elemental concentrations and the pore pressure variations. Introduction On the west part of Argentina, the Neuquén basin has been producing oil and gas from several proved conventional plays for more than 100 years (Carbone et al., 2020). In the last decade, Vaca Muerta has become a world-class example of an unconventional reservoir, being by its own the Argentina's most important energy source, with estimated resources around 20 to 40 Bbbl (Billion barrels) of oil (Gutiérrez Schmidt et al., 2014) and 150 to 250 TCF (Trillion Cubic Feet) of gas. Considering the country current consumption, it can supply its energy demands for the next 100 years.
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