Fabricating composite materials-a comprehensive problem-solving architecture based on generic tasks

IEEE Expert ◽  
1992 ◽  
Vol 7 (2) ◽  
pp. 43-53 ◽  
Author(s):  
J. Sticklen ◽  
A. Kamel ◽  
M. Hawley ◽  
V. Adegbite
Keyword(s):  
Composite Materials ◽  
Problem Solving ◽  
Generic Tasks

Generic tasks as building blocks for knowledge-based systems: the diagnosis and routine design examples

1988 ◽  
Vol 3 (3) ◽  
pp. 183-210 ◽  
Author(s):  
B. Chandrasekaran
Keyword(s):  
Problem Solving ◽  
Domain Knowledge ◽  
Building Blocks ◽  
Knowledge Based Systems ◽  
Diagnostic Systems ◽  
Planning Systems ◽  
Knowledge Based ◽  
Generic Tasks ◽  
High Level ◽  
And Control

AbstractThe level of abstraction of much of the work in knowledge-based systems (the rule, frame, logic level) is too low to provide a rich enough vocabulary for knowledge and control. I provide an overview of a framework called the Generic Task approach that proposes that knowledge systems should be built out of building blocks, each of which is appropriate for a basic type of problem solving. Each generic task uses forms of knowledge and control strategies that are characteristic to it, and are in general conceptually closer to domain knowledge. This facilitates knowledge acquisition and can produce a more perspicuous explanation of problem solving. The relationship of the constructs at the generic task level to the rule-frame level is analogous to that between high-level programming languages and assembly languages in computer science. I describe a set of generic tasks that have been found particularly useful in constructing diagnostic, design and planning systems. In particular, I describe two tools, CSRL and DSPL, that are useful for building classification-based diagnostic systems and skeletal planning systems respectively, and a high level toolbox that is under construction called the Generic Task toolbox.

Comparative Microstructures of Ion Milled and Electrochemically Thinned Composite Materials

1974 ◽  
Vol 32 ◽  
pp. 546-547
Author(s):  
R.R. Russell
Keyword(s):  
Electron Microscopy ◽  
Transmission Electron Microscopy ◽  
Composite Materials ◽  
Great Difficulty ◽  
Ion Milling ◽  
Transmission Electron ◽  
Ion Damage ◽  
Intermetallic Composite

Transmission electron microscopy of metallic/intermetallic composite materials is most challenging since the microscopist typically has great difficulty preparing specimens with uniform electron thin areas in adjacent phases. The application of ion milling for thinning foils from such materials has been quite effective. Although composite specimens prepared by ion milling have yielded much microstructural information, this technique has some inherent drawbacks such as the possible generation of ion damage near sample surfaces.

Transmission electron microscopy of composite materials

1988 ◽  
Vol 46 ◽  
pp. 1012-1015
Author(s):  
K.P.D. Lagerlof
Keyword(s):  
Composite Materials ◽  
Physical Properties ◽  
Structural Defects ◽  
Structural Composites ◽  
Multiphase Materials ◽  
Structural Reinforcement ◽  
Transmission Electron ◽  
Reinforced Fiber ◽  
Particulate Reinforced Composites ◽  
Definition Of

Although most materials contain more than one phase, and thus are multiphase materials, the definition of composite materials is commonly used to describe those materials containing more than one phase deliberately added to obtain certain desired physical properties. Composite materials are often classified according to their application, i.e. structural composites and electronic composites, but may also be classified according to the type of compounds making up the composite, i.e. metal/ceramic, ceramic/ceramie and metal/semiconductor composites. For structural composites it is also common to refer to the type of structural reinforcement; whisker-reinforced, fiber-reinforced, or particulate reinforced composites [1-4].For all types of composite materials, it is of fundamental importance to understand the relationship between the microstructure and the observed physical properties, and it is therefore vital to properly characterize the microstructure. The interfaces separating the different phases comprising the composite are of particular interest to understand. In structural composites the interface is often the weakest part, where fracture will nucleate, and in electronic composites structural defects at or near the interface will affect the critical electronic properties.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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