Estudo de deslocamentos em placas utilizando um elemento sólido de baixa ordem enriquecido com modos incompatíveis

The work proposes to study the displacement in plates, characteristics of geometry and diverse loads. The computational implementation of an 8-node hexahedral solid finite element is performed. After that, this element is enhanced through incompatible modes in order to improve the performance of the element in situations of multiaxial stresses, commonly present on plates. Then, we perform comparative analyzes with the purpose of studying the performance of the developed algorithm and compare its results with the final values of analyzes made by other authors, and with the results obtained by the modeling of the plates in commercial software. The analyzes take place in the static, linear and elastic range. It has been found that the enrichment of the low-order eight-node hexahedral solid element significantly improves its performance in plate analyzes, making it a viable alternative to the application.

A modified four-node rectangular element

The sensitized principle of virtual work is applied to modify the stiffness matrix of the ordinary four-node rectangular element by sensitizing terms. The sensitizing parameter values are determined by the single-element strain energy test. The reference solutions used are of bending mode types and their application removes the so-called parasitic shear behavior. A stiffness matrix of good quality is obtained corresponding exactly to an earlier formulation using incompatible modes.

TEACHER EDUCATION SCENARIO IN INDIA: CURRENT PROBLEMS & CONCERNS

The intent of the present paper is to enhance the teacher education quality in India by focusing on the emerging issues & related concerns. Various issues of teacher education namely, institutional inertia, brand inequity, quality crisis, overgrowing establishment, rare humane and professional teachers, poor integration of skills, alienated and incompatible modes of teacher education, little contribution to higher education, domain pedagogy mismatches, identity crisis, rare innovations, stake holders' non-alignment, inadequate technology infusion, little choice base, poor research scenario, vision and vision mismatches, non-scientific manpower planning, illusive laboratories, over activism of distance/open universities, invalid recognition and accreditation and no teacher education policy have been dwelt on in this paper. The paper concludes that teacher education system in India calls for revolutionary changes.