世界経済・社会統計 = World development indicators

I have developed "tennis elbow" from lugging this book around the past four weeks, but it is worth the pain, the effort, and the aspirin. It is also worth the (relatively speaking) bargain price. Including appendixes, this book contains 894 pages of text. The entire panorama of the neural sciences is surveyed and examined, and it is comprehensive in its scope, from genomes to social behaviors. The editors explicitly state that the book is designed as "an introductory text for students of biology, behavior, and medicine," but it is hard to imagine any audience, interested in any fragment of neuroscience at any level of sophistication, that would not enjoy this book. The editors have done a masterful job of weaving together the biologic, the behavioral, and the clinical sciences into a single tapestry in which everyone from the molecular biologist to the practicing psychiatrist can find and appreciate his or

Principles of Neural Science

This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.

Engineering Design Thinking, Teaching, and Learning

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Engineering design thinking, teaching, and learning

Origami can turn a sheet of paper into complex three-dimensional shapes, and similar folding techniques can produce structures and mechanisms. To demonstrate the application of these techniques to the fabrication of machines, we developed a crawling robot that folds itself. The robot starts as a flat sheet with embedded electronics, and transforms autonomously into a functional machine. To accomplish this, we developed shape-memory composites that fold themselves along embedded hinges. We used these composites to recreate fundamental folded patterns, derived from computational origami, that can be extrapolated to a wide range of geometries and mechanisms. This origami-inspired robot can fold itself in 4 minutes and walk away without human intervention, demonstrating the potential both for complex self-folding machines and autonomous, self-controlled assembly.

/pdf/a-method-for-building-self-folding-machines-57agl8pynh.pdf

A method for building self-folding machines

Teaching engineering design through senior project or capstone engineering courses has increased in recent years. The trend toward increasing the design component in engineering curricula is part of an effort to better prepare graduates for engineering practice. This paper describes the standard practices and current state of capstone design education throughout the country as revealed through a literature search of over 100 papers relating to engineering design courses. Major topics include the development of capstone design courses, course descriptions, project information, details of industrial involvement, and special aspects of team-oriented design projects. An extensive list of references is provided.

A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses

The purpose of this work is to create deployment systems with a large ratio of stowed-to-deployed diameter. Deployment from a compact form to a final flat state can be achieved through origami-inspired folding of panels. There are many models capable of this motion when folded in a material with negligible thickness; however, when the application requires the folding of thick, rigid panels, attention must be paid to the effect of material thickness not only on the final folded state, but also during the folding motion (i.e., the panels must not be required to flex to attain the final folded form). The objective is to develop new methods for deployment from a compact folded form to a large circular array (or other final form). This paper describes a mathematical model for modifying the pattern to accommodate material thickness in the context of the design, modeling, and testing of a deployable system inspired by an origami six-sided flasher model. The model is demonstrated in hardware as a 1/20th scale prototype of a deployable solar array for space applications. The resulting prototype has a ratio of stowed-to-deployed diameter of 9.2 (or 1.25 m deployed outer diameter to 0.136 m stowed outer diameter).

Accommodating Thickness in Origami-Based Deployable Arrays

pt. 1. Introduction to compliant mechanisms -- pt. 2. Modeling of compliant mechanisms -- pt. 3. Synthesis of compliant mechanisms -- pt. 4. Library of compliant mechanisms.

Handbook of compliant mechanisms

Senior project or Capstone-type courses have existed at engineering schools for many years. Capstone courses provide student engineers the opportunity to solve real-world engineering projects, and have been highly regarded as important learning activities. A survey of Capstone courses in engineering departments throughout North America was conducted in order to understand current practices in Capstone education. This study was conducted for presentation at the 1994 Advances in Capstone Education Conference, held at Brigham Young University, which brought together engineering educators interested in improving Capstone experiences. This conference was sponsored by ASEE, ASME, SME, and NSF. Response to the study was very high, with 360 departments from 173 schools responding to the survey. Survey results were categorized into five major areas of interest: Profile of the Respondents, Course Description Information, Faculty Involvement in Capstone Education, Project Information, and Industrial Involvement in Capstone Education. Graphs provide the results of responses to survey questions.

A Survey of Capstone Engineering Courses in North America

The direct linearization method (DLM) for tolerance analysis of 3-D mechanical assemblies is presented. Vector assembly models are used, based on 3-D vector loops which represent the dimensional chains that produce tolerance stackup in an assembly. Tolerance analysis procedures are formulated for both open and closed loop assembly models. The method generalizes assembly variation models to include small kinematic adjustments between mating parts. Open vector loops describe critical assembly features. Closed vector loops describe kinematic constraints for an assembly. They result in a set of algebraic equations which are implicit functions of the resultant assembly dimensions. A general linearization procedure is outlined, by which the variation of assembly parameters may be estimated explicitly by matrix algebra. Solutions to an over-determined system or a system having more equations than unknowns are included. A detailed example is presented to demonstrate the procedures of applying the DLM to a 3-D mechanical assembly.

http://adcats.et.byu.edu/Publication/94-2/paper2_10_18_97.PDF

Spencer P. Magleby

Papers

A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses

Accommodating Thickness in Origami-Based Deployable Arrays

Handbook of compliant mechanisms

A Survey of Capstone Engineering Courses in North America

Generalized 3-D tolerance analysis of mechanical assemblies with small kinematic adjustments