Experimental Research on Cumulative Damage Law of Microcrystalline Limestone under Fixed Equivalent Cyclic Blasting Load

2022 ◽  
Vol 15 (2) ◽  
Author(s):  
Anrun Li ◽  
Hui Deng ◽  
Haojie Zhang
1970 ◽  
Vol 5 (3) ◽  
pp. 177-184 ◽  
Author(s):  
K J Miller

An hypothesis of cumulative damage is presented that may be expressed mathematically as Σn÷Nf = constant where n is the number of cycles performed at a constant strain range and strain rate and Nf is the number of cycles to failure at the same strain range and strain rate. An initial experimental investigation at room temperature shows that, under constant strain-rate conditions, the load-sequence effect is removed, but the value of the constant is dependent on the definition of failure. If failure is defined as complete rupture the summation term is less than unity whatever the sequence of loading. Should failure be defined as the termination of the steady-state period, that is at the point of crack growth instability, then the summation term is greater than unity. This latter definition therefore leads to a linear law of cumulative damage that gives a doubly cautious prediction of life that is of obvious advantage to engineers.


2009 ◽  
Vol 40 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Thomas F. Pettigrew

This paper reviews the evidence for a secondary transfer effect of intergroup contact. Following a contact’s typical primary reduction in prejudice toward the outgroup involved in the contact, this effect involves a further, secondary reduction in prejudice toward noninvolved outgroups. Employing longitudinal German probability samples, we found that significant secondary transfer effects of intergroup contact exist, but they were limited to specific outgroups that are similar to the contacted outgroup in perceived stereotypes, status or stigma. Since the contact-prejudice link is bidirectional, the effect is inflated when prior prejudice reducing contact is not controlled. The strongest evidence derives from experimental research. Both cognitive (dissonance) and affective (evaluative conditioning) explanations for the effect are offered.


1983 ◽  
Vol 28 (10) ◽  
pp. 805-805
Author(s):  
Roger E. Kirk

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