An Euler–Bernoulli stress resultant beam finite element for static collapse analysis of planar reinforced concrete beams and frames is presented in detail. The pre-failure inelastic effects are described by the (axial force dependent) bending elastoplasticity with bi-linear isotropic hardening. To capture the response of the beam after the localized failure of the critical cross-section, the softening plastic hinge is incorporated at the location of the failure. The dissipative effects of the softening hinge are introduced into the finite element formulation by enhanced kinematics, with singular curvature in the softening hinge, within the framework of finite elements with embedded strong discontinuities. The implementation details of the finite element formulation are provided. Several numerical examples are presented to illustrate the performance of the element.
COBISS.SI-ID: 5983585
Invited lecture at 1st International BIM konference, Porto, Portugal, 21.6.2013.
COBISS.SI-ID: 6426977
This design-based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2-year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer-supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer-assisted learning environments supported by TUI. The article was selected by Slovene National research Agency as exceptional achievement in science in 2012 in Slovenia.
COBISS.SI-ID: 9276500
Today design information often takes the form of building information models. The physical Reality (PR) of construction projects, however, is out there on the job site. It is on the job site where the PR of construction projects and the information in project documentation meet. Establishing the relationship between these two aspects of construction has so far been exclusively the domain of human effort not assisted much by information technology. Many construction errors occur when the information in project documentation is poorly transferred to physical reality either because the information is misunderstood or misused. There have been numerous attempts to try to minimize these errors that focus mainly on the production of higher and higher quality documentation and presentations. This, however, has not been able to solve the access problems to relevant information on field, which is often difficult. In recent years, however, progress has been made in the field of Augmented Reality, which may be able to significantly improve the transfer of models to physical reality. This paper presents the relation between real and virtual environment and with that defines the concept of Augmented Reality. It presents the hardware requirements and the process of augmentation. The historical overview of Augmented Reality serves us as a starting point. With it foundations are laid to justify meaningfulness of augmentation. The hypothesis that Augmented Reality can facilitate the access to BIM models on the job site is provided in Chapter four. The opportunities for the use of Augmented Reality in construction industry are presented in the concluding part
COBISS.SI-ID: 6200417
The equation discovery system Lagramge was applied to a specific engineering problem of modelling the earthquake’s peak ground acceleration. The Lagramge system uses context-free grammar formalism which contains rules for building equations and limits the hypothesis space of possible equations. We developed three different grammars, each incorporating a different level of domain specific knowledge, which included 68 published equations. In the experiments a database of 3550 strong motion earthquake recordings was used. The results of this study are encouraging and show that the Lagramge system could also be applied to similar problems in earthquake engineering as well as to other fields of engineering.
COBISS.SI-ID: 6210657