Marco Öchsner

A First Introduction to the Finite Element Analysis Program MSC Marc/Mentat

Introduction to Marc/Mentat -- Rods and Trusses -- Euler-Bernoulli Beams and Frames -- Timoshenko Beams -- Plane Elements -- Classical Plate Elements -- Three-Dimensional Elements -- Elasto-Plastic Simulation -- Advanced Topics -- Answers to Additional Questions.

Women, capitalism and education: On the pedagogical implications of postfeminism

Abstract We examine the emergence of the ‘postfeminist’ sensibility from feminist theory and praxis, and its relation and relevance to education. Analytical frameworks such as postfeminism and intersectionality have given equal weight to recognition-based struggles, such as those based on sexual, racial, class-based, gender-related identities. We follow Nancy Fraser’s argument that these identity-based movements have been co-opted by neoliberal politicians and bureaucratic policy-makers, and become a divide and rule strategy, neglecting the subjugating power of capital. Beginning with third-wave feminism’s emphasis on individual identity, women’s struggles have been become a part of the greater parisitic neoliberal project. We consider the implications of this docile and domesticated feminism for the education of women.

Gender and Class Relations

Which is the more significant in achieving equity: gender or class—or are both merely equally contributing variables (such as racism, transphobia, homophobia, and ableism) in explaining gender subordination in the gender gap stakes? In capitalist society, class is central to the root causes of inequity, if we assume we work to live, not live to work. Power is primarily based on those who own or control work and the normative structures that support that work, as in a competitive market many have only their labor to sell. Because we live in a patriarchal as well as capitalist society, gender often modulates the conditions of labor. Within this capitalist framework, working women (and men) need protective regulation for their well-being and equity in the workplace.

Three-Dimensional Elements

This chapter starts with the analytical description of solid or three-dimensional members. Based on the three basic equations of continuum mechanics, i.e. the kinematics relationship, the constitutive law, and the equilibrium equation, the partial differential equation, which describes the physical problem, is derived. The weighted residual method is then used to derive the principal finite element equation for solid elements. The chapter exemplarily treats an eight-node trilinear hexahedron (hex 8)—solid element .

Rods and Trusses

This chapter starts with the analytical description of rod/bar members. Based on the three basic equations of continuum mechanics, i.e. the kinematics relationship, the constitutive law and the equilibrium equation, the partial differential equation, which describes the physical problem, is derived. The weighted residual method is then used to derive the principal finite element equation for rod elements. Assembly of elements and the consideration of boundary conditions is treated in detail. The chapter concludes with the spatial arrangements of rod elements in a plane to form truss structures.

Classical Plate Elements

This chapter starts with the analytical description of classical plate members. Classical plates are thin plates where the contribution of the shear force on the deformations is neglected. Based on the three basic equations of continuum mechanics, i.e. the kinematics relationship, the constitutive law, and the equilibrium equation, the partial differential equation, which describes the physical problem, is derived. The weighted residual method is then used to derive the principal finite element equation for classical plate elements. The chapter exemplarily treats a four-node bilinear quadrilateral (quad 4) bending element .

Elasto-Plastic Simulation

The following paragraph summarizes some fundamental characteristics and modelling approaches of one-dimensional elasto-plastic material behavior.

Introduction to Marc/Mentat

The development of finite element software goes back to the early 60s when Richard MacNeal and Bob Schwendler in 1963 founded the MacNeal-Schwendler Corporation (MSC).

Einführung: Was ist LATEX?

LATEX ist eine Sammlung von Makros, welche die Benutzung des Textverarbeitungssystems TEX vereinfacht. TEX wurde von Donald Knuth, einem emeritierten Professor der Stanford University, von 1977–1986 entwickelt und ist hauptsachlich ein Programm, das aus Quellcode eine Binardatei generiert, welche dann in Textdokumente umgewandelt werden kann. TEX dient der Erstellung von jeglicher Art von Texten: kurzere Dokumente, Briefe, Dissertationen sowie Bucher. Was TEX-Dokumente charakterisiert ist, dass sie von auserordentlicher Qualitat sind und dass die Handhabung mathematischer und technischer Formeln und Ausdrucke sehr vereinfacht wird. Mittels TEX wird aus dem Quellcode eine DVI-Datei erzeugt. Hierbei steht DVI fur „Device Independent“, was darauf zuruckzufuhren ist, dass TEX und die generierten Dateien betriebssystemunabhangig sind. Um die Dateien dann auszudrucken oder anzusehen, mussen diese in ein Format, wie z. B. PS oder PDF, umgewandelt werden.

Tabellen und Bilder

In wissenschaftlichen Arbeiten werden Tabellen und Abbildungen in der Regel durchnummeriert und mit Unter- oder Uberschriften versehen. Des Weiteren muss haufig im Fliestext auf eine Tabelle oder eine Abbildung ein Bezug uber die Tabellen- oder Abbildungsnummer hergestellt werden. Hierzu erlaubt LaTeX die Definition sog. fliesender oder gleitender Objekte mittels folgender Umgebungen: \begin{…} … \end{…}.