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What’s the most difficult question you’ve been asked as a maintenance instructor?
Blye Widmar
"Where are the prints?!"
This was the final question in an onslaught of verbal feedback, comments, and critiques I received from my students back in 2019. I had two years of instructor experience and was teaching a class that had been meticulously rehearsed in preparation for an accreditation visit. I knew the training material well and transferred that knowledge effectively enough for all the students to pass the class. As we wrapped up, I asked the students how they felt about my first big system-level class, and they did not hold back.
“Why was the exam from memory when we don’t work from memory in the plant?” “Why didn’t we refer to the vendor documents?” “Why didn’t we practice more on the mock-up?” And so on.
Heinz-Josef Penkalla, Hans-Helmut Over, Florian Schubert
Nuclear Technology | Volume 66 | Number 3 | September 1984 | Pages 685-692
H. Design Codes and Life Prediction | Status of Metallic Materials Development for Application in Advanced High-Temperature Gas-Cooled Reactor / Material | doi.org/10.13182/NT84-A33490
Articles are hosted by Taylor and Francis Online.
At high temperatures, the creep deformation of metallic materials is correlated with the accumulation of creep damage. Creep crack growth leads to a decrease of bearing cross section and an increase in stationary creep. Both variables, creep strain rate and creep damage, are described by a system of coupled differential equations. The solutions of these equations are given for the boundary conditions of creep tests under constant load, for creep rupture behavior, for damage accumulation in the creep region, and for creep-regimed low-cycle fatigue. A general correlation between applied stress, cumulative strain, and cumulative damage is given.