Full Chapter Advances in Mechanical Engineering Selected Contributions From The Conference Modern Engineering Science and Education Saint Petersburg Russia June 2020 Alexander N Evgrafov PDF

Advances in Mechanical Engineering:
Selected Contributions from the

Conference “Modern Engineering:
Science and Education”, Saint
Petersburg, Russia, June 2020
Alexander N. Evgrafov
Visit to download the full and correct content document:
https://textbookfull.com/product/advances-in-mechanical-engineering-selected-contrib
utions-from-the-conference-modern-engineering-science-and-education-saint-petersb
urg-russia-june-2020-alexander-n-evgrafov/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Advances in Mechanical Engineering Selected

Contributions from the Conference Modern Engineering
Science and Education Saint Petersburg Russia May 2018
https://textbookfull.com/product/advances-in-mechanical-
engineering-selected-contributions-from-the-conference-modern-
engineering-science-and-education-saint-petersburg-russia-
may-2018-alexander-n-evgrafov/
Advances in Mechanical Engineering Selected

Contributions from the Conference Modern Engineering
Science and Education Saint Petersburg Russia June 2016
1st Edition Alexander N. Evgrafov (Eds.)
engineering-selected-contributions-from-the-conference-modern-
engineering-science-and-education-saint-petersburg-russia-
june-2016-1st-edition-alexander-n-evgrafov-eds/
Biota Grow 2C gather 2C cook Loucas
https://textbookfull.com/product/biota-grow-2c-gather-2c-cook-
loucas/
Advances in Mechanical Engineering, Materials and

Mechanics: Selected contributions from the 7th
International Conference on Advances in Mechanical
Engineering and Mechanics, ICAMEM 2019, December 16-18,
2019, Hammamet, Tunisia Mohamed Kharrat
engineering-materials-and-mechanics-selected-contributions-from-
the-7th-international-conference-on-advances-in-mechanical-
Coulson and Richardson’s Chemical Engineering, Fourth
Edition: Volume 3A: Chemical and Biochemical Reactors
and Reaction Engineering R. Ravi
https://textbookfull.com/product/coulson-and-richardsons-
chemical-engineering-fourth-edition-volume-3a-chemical-and-
biochemical-reactors-and-reaction-engineering-r-ravi/
Advances in Mechanical Engineering: Select Proceedings

of ICAME 2020 Vilas R. Kalamkar
engineering-select-proceedings-of-icame-2020-vilas-r-kalamkar/
Advances in Computer Science for Engineering and

Education II Zhengbing Hu
https://textbookfull.com/product/advances-in-computer-science-
for-engineering-and-education-ii-zhengbing-hu/
Advances in Computer Science for Engineering and

Education III Zhengbing Hu
https://textbookfull.com/product/advances-in-computer-science-
for-engineering-and-education-iii-zhengbing-hu/
Practical Aspects of Chemical Engineering: Selected

Contributions from PAIC 2019 Marek Ochowiak
https://textbookfull.com/product/practical-aspects-of-chemical-
engineering-selected-contributions-from-paic-2019-marek-ochowiak/
Lecture Notes in Mechanical Engineering
Alexander N. Evgrafov Editor
Advances in
Mechanical
Engineering
Selected Contributions
from the Conference “Modern
Engineering: Science and Education”,
Saint Petersburg, Russia, June 2020
Series Editors
Francisco Cavas-Martínez, Departamento de Estructuras, Universidad Politécnica
de Cartagena, Cartagena, Murcia, Spain
Fakher Chaari, National School of Engineers, University of Sfax, Sfax, Tunisia
Francesco Gherardini, Dipartimento di Ingegneria, Università di Modena e Reggio
Emilia, Modena, Italy
Mohamed Haddar, National School of Engineers of Sfax (ENIS), Sfax, Tunisia
Vitalii Ivanov, Department of Manufacturing Engineering Machine and Tools,
Sumy State University, Sumy, Ukraine
Young W. Kwon, Department of Manufacturing Engineering and Aerospace
Engineering, Graduate School of Engineering and Applied Science, Monterey,
CA, USA
Justyna Trojanowska, Poznan University of Technology, Poznan, Poland
Lecture Notes in Mechanical Engineering (LNME) publishes the latest develop-
ments in Mechanical Engineering—quickly, informally and with high quality.
Original research reported in proceedings and post-proceedings represents the core of
LNME. Volumes published in LNME embrace all aspects, subfields and new
challenges of mechanical engineering. Topics in the series include:
• Engineering Design
• Machinery and Machine Elements
• Mechanical Structures and Stress Analysis
• Automotive Engineering
• Engine Technology
• Aerospace Technology and Astronautics
• Nanotechnology and Microengineering
• Control, Robotics, Mechatronics
• MEMS
• Theoretical and Applied Mechanics
• Dynamical Systems, Control
• Fluid Mechanics
• Engineering Thermodynamics, Heat and Mass Transfer
• Manufacturing
• Precision Engineering, Instrumentation, Measurement
• Materials Engineering
• Tribology and Surface Technology
To submit a proposal or request further information, please contact the Springer
Editor of your location:
China: Dr. Mengchu Huang at mengchu.huang@springer.com
India: Priya Vyas at priya.vyas@springer.com
Rest of Asia, Australia, New Zealand: Swati Meherishi at
swati.meherishi@springer.com
All other countries: Dr. Leontina Di Cecco at Leontina.dicecco@springer.com
To submit a proposal for a monograph, please check our Springer Tracts in
Mechanical Engineering at http://www.springer.com/series/11693 or contact
Leontina.dicecco@springer.com
Indexed by SCOPUS. The books of the series are submitted for indexing to
Web of Science.
More information about this series at http://www.springer.com/series/11236

Editor
Advances in Mechanical
Engineering
Selected Contributions from the Conference
“Modern Engineering: Science
and Education”, Saint Petersburg, Russia,
June 2020
123
Editor
Saint Petersburg Polytechnic University
Saint Petersburg, Russia
ISSN 2195-4356 ISSN 2195-4364 (electronic)

ISBN 978-3-030-62061-5 ISBN 978-3-030-62062-2 (eBook)
https://doi.org/10.1007/978-3-030-62062-2
© The Editor(s) (if applicable) and The Author(s), under exclusive license
to Springer Nature Switzerland AG 2021
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
herein or for any errors or omissions that may have been made. The publisher remains neutral with regard
to jurisdictional claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
The “Modern Mechanical Engineering: Science and Education” (MMESE) con-

ference was initially organized by the Mechanical Engineering Department of Peter
the Great St. Petersburg Polytechnic University in June 2011 in St. Petersburg
(Russia). It was envisioned as a forum to bring together scientists, university pro-
fessors, graduate students, and mechanical engineers, presenting new science,
technology, and engineering ideas and achievements.
The idea of holding such a forum proved to be highly relevant. Moreover, both
location and timing of the conference were quite appealing. Late June is a won-
derful and romantic season in St. Petersburg—one of the most beautiful cities,
located on the Neva river banks and surrounded by charming greenbelts. The
conference attracted many participants, working in various fields of engineering:
design, mechanics, materials, etc. The success of the conference inspired the
organizers to turn the conference into an annual event.
More than 60 papers were presented at the 9th Conference MMESE 2020. They
covered topics ranging from mechanics of machines, materials engineering, struc-
tural strength to transport technologies, machinery quality, and innovations, in
addition to dynamics of machines, walking mechanisms, and computational
methods. All presenters contributed greatly to the success of the conference.
However, for the purposes of this book, only 23 papers, authored by research
groups representing various universities and institutes, were selected for inclusion.
I am particularly grateful to the authors for their contributions and all the par-
ticipating experts for their valuable advice. Furthermore, I thank the staff and
management of the university for their cooperation and support, and especially, all
members of the program committee and the organizing committee for their work in
preparing and organizing the conference.
Last but not least, I thank Springer for its professional assistance and particularly
Mr. Pierpaolo Riva who supported this publication.
v
Contents
Organization of Remote Education for Higher Mathematics.

Challenges and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Marina V. Lagunova, Liubov A. Ivanova, and Natalja V. Ezhova
Industrial Cyber-Physical Systems Engineering:
The Educational Aspect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Oman A. Abyshev, Eugeny I. Yablochnikov, and Juho Mäkiö
System Analysis of Cold Axial Rotary Forging of Thin-Walled
Tube Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
L. B. Aksenov, S. N. Kunkin, and N. M. Potapov
Mechanical Challenges of Inspection Robot Moving Along
the Electrical Line: Effect of Flexural Rigidity . . . . . . . . . . . . . . . . . . . . 30
Mohammad Reza Bahrami
Development and Research of Mechatronic Spring Drives with Energy
Recovery for Rod Depth Pumps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Valentina P. Belogur, Victor L. Zhavner, Milana V. Zhavner,
and Wen Zhao
Solving the Problem of Decomposition of an Orthogonal Polyhedron
of Arbitrary Dimension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Vladislav A. Chekanin and Alexander V. Chekanin
Shock Spectra in Non-linear Interactions . . . . . . . . . . . . . . . . . . . . . . . . 60
Alexander N. Evgrafov, Vladimir I. Karazin, Valery A. Tereshin,
and Igor O. Khlebosolov
Algorithm of Determining Reactions in Hinge Joints of Linkage
Mechanisms with Non-ideal Kinematic Pairs . . . . . . . . . . . . . . . . . . . . . 71
Alexander N. Evgrafov, Gennady N. Petrov, and Sergey A. Evgrafov
vii
viii Contents
Axisymmetric Vibrations of the Cylindrical Shell Loaded

with Pointed Masses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
George V. Filippenko and Tatiana V. Zinovieva
Gear Shift Analysis in Dual-Clutch Transmissions Using
Impact Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Georgy K. Korendyasev and Konstantin B. Salamandra
Technological Schemes for Elongated Foramen Internal Surface
Finishing by Forced Electrolytic-Plasma Polishing . . . . . . . . . . . . . . . . . 102
Mihail Mihailovich Radkevich and Ivan Sergeevich Kuzmichev
Local Buckling of Curvilinear Plates in Axial Compression . . . . . . . . . . 112
Konstantin P. Manzhula and Anastasia A. Valiulina
Interactive Synthesis of Technological Dimensional Schemes . . . . . . . . . 122
Kirill P. Pompeev, Andrey A. Pleshkov, and Viktoriya A. Borbotko
To Calculation of Corones Lens Compensators Bimetallic Pipelines
of Hydro Power and Nuclear Power . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Vladimir A. Pukhliy, Efim A. Kogan, and Sergey T. Miroshnichenko
Thermoelasticity of Flexes Bimetallic Pipelines Atomic Energy . . . . . . . 150
Vladimir A. Pukhliy, Efim A. Kogan, and Sergey T. Miroshnichenko
Vibration Active of Machines with Elastic Transmission Mechanism . . . 163
Yuri A. Semenov and Nadezhda S. Semenova
Method for Calculating and Selection the Optimal Profile of Clearance
in Pairs of Cylinder-Piston Group of Piston Engine . . . . . . . . . . . . . . . . 173
Alexander Yu. Shabanov, Anatolii A. Sidorov, Pavel N. Brodnev,
Oleg V. Abysov, and Victor V. Rumyantsev
Oscillations of Double Mathematical Pendulum with Noncollinear
Joints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Alexey S. Smirnov and Boris A. Smolnikov
The Method for Determining the Risks of the Transport
of Dangerous Goods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Dmitry R. Stakhin and Dmitry G. Plotnikov
The Method of Exponential Differential Inequality in the Estimation
of Solutions of Nonlinear Systems in the Vicinity of the Zero
of the State Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
G. I. Melnikov, V. G. Melnikov, N. A. Dudarenko, and V. V. Talapov
The Application of the Tubular Sorbing Elements Based
on the Composition Powders of Zeolites in Adsorption
Cryogeno-Vacuum Pumps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Aleksey V. Gotsiridze, Pavel A. Kuznetsov, Alexandra O. Prostorova,
and Valeriy P. Tretyakov
Contents ix
Research of Air Suspension of Shock Machine . . . . . . . . . . . . . . . . . . . . 219

Mikhail N. Polishchuck, Arkadii N. Popov, Alexey K. Vasiliev,
and Dmitrii V. Reshetov
Optimization of Parameters of Cyclic Machines When Crossing
Resonance Zones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Iosif I. Vulfson
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Organization of Remote Education for Higher
Mathematics. Challenges and Solutions
Marina V. Lagunova(B) , Liubov A. Ivanova, and Natalja V. Ezhova
Peter the Great St. Petersburg Polytechnic University, Saint Petersburg, Russia
lagmarina@gmail.com
Abstract. The paper considers the organization of distance learning in higher

mathematics during the period of quarantine measures. It is told about the means
already available and their further development. The issue of the possibilities of
intermediate certification in the remote mode is discussed, as well as the experi-
ence of conducting a colloquium with proctoring elements is highlighted. Interim
students’ results on studying higher mathematics of one of the streams are given.
The results showed that remote learning, which, of course, cannot completely
replace personal communication with lecturers, can and should be used not only
during the period of self-isolation, but also in the normal educational process.
Keywords: Distance learning · Remote learning · Test · Moodle · Proctoring ·

Point-rating system
1 Introduction
During the period of distance learning, university lecturers faced many problems:
• how to gather students;

• how to track attendance;
• how to organize the educational process;
• how to monitor the timely completion of tasks;
• how to evaluate the work of students;
• how to take into account the degree of student’s personal participation in mastering
the material. This is perhaps the most difficult question - the question of proctoring.
In this paper, we share our experience and some of the results obtained.
To begin with, in two streams of mechanical engineering students of the Institute of
Metallurgy, Mechanical Engineering and Transport (IMMET) and in one stream of the
Institute of Energy (IE), a distance course in higher mathematics has been widely used for
a long time, covering all three semesters of the course, which mechanical engineering
students study [1–3]. This course contains video lectures, text files of recommended
textbooks, questions and tasks for self-testing, as well as control and final tests. A year
A. N. Evgrafov (Ed.): MMESE 2020, LNME, pp. 1–8, 2021.
https://doi.org/10.1007/978-3-030-62062-2_1
2 M. V. Lagunova et al.
ago, two courses were released on the open portal “Open Education”: https://openedu.ru/
course/spbstu/HIMAT/ and https://openedu.ru/course/spbstu/HIMAT2/. They cover the
materials of the first and second terms [4–6]. It should be noted that this is so far the only
course on the Russian open portal that covers exactly the course of higher mathematics
being studied in the general technical educational programs of universities. More than
3000 participants signed up for this course. We are constantly in touch with them - we
answer questions that arise in the learning process.
The third semester has not yet been released due to the great complexity of the work.
But, given the current situation, we plan to speed up the process and place the third
semester on the Open Portal in the near future. As for the university site https://lms.spb
stu.ru/, which is being used by students of Peter the Great St. Petersburg Polytechnic
University (SPbPU), it is based on the Moodle platform, which is more convenient and
has a lot of features that are not available on the Open Portal. For this reason, we prefer
to use this site when working with our students.
2 New Challenges
At the very beginning of the quarantine measures, on March 16, 2020, an order was issued
to start distance learning. Against the background of general confusion, and in some cases
even panic, we invited many lecturers of our Department of Higher Mathematics to our
course. For each lecturer his/her own forum was created, which was open to access only
to groups studying with this lecturer. In this forum a task was given for each study day. In
addition, each student had an opportunity to submit his/her work to this site for review.
As for the material that they had to master, the site, as already mentioned, has a full set
of video lectures (40 in total), assignments for independent solving and control tests.
In addition to the distance course, social networks were involved. Each of the authors
of this report has a personal page on Vkontakte (VK), as well as specially created groups
on this social network, where we post materials for preparing for exams and tests, as well
as the results of exams, colloquia and tests. In order to gather students, we used a general
conversation with the group leaders. By the evening of Monday, March 16, almost all
students, except for inveterate truants, went to the site lms.spbstu.ru and registered in
the forum. The forum was set up so that the mark of participation was reflected in the
table of results for both the student and the lecturer.
Since March 25, the entire SPbPU has switched to remote learning using various sites
on the same Moodle platform. All lecturers, having entered their electronic timetable,
went to the LMS website (Learning Management System), where they had an opportunity
to conduct webinars, answer questions and conduct other educational activities: surveys,
questionnaires, testing, receiving and issuing calculation assignments [7, 8].
We use the following method to check attendance: we make a forum for each specific
study day and students should go to the special topic “Attendance” and put +, and they
can do this only in a limited period of time, during the lesson itself.
Organization of Remote Education for Higher Mathematics 3
3 New Approach to the Educational Process

The organization of the educational process is mainly based on the materials that have
already been posted on the site https://lms.spbstu.ru/, but, in fairness, we note that this
was not enough. Some of the topics that are studied in the fourth semester of IE were
missing the necessary material. Also, there were no practical lessons on the site that
could adequately compensate for the lack of live communication between students and
a lecturer in the atmosphere of a normal practical lesson. Therefore, we had to post a
lot of additional materials. Topics such as field theory, curvilinear and surface integrals,
and a short course on the theory of probability were added.
In order to conduct more or less full-fledged practical exercises, practical assignments
in the “Lecture” format were created (and are still being created). This format allows
you to convey material with elements of interactivity, i.e. with the participation of the
student himself/herself [9]. When a specific task is analyzed, it is described in detail how
it can be solved, if possible, illustrations are used that would be rather difficult to depict
with chalk on a blackboard. After analyzing typical examples, it is proposed to solve a
similar problem on your own and enter an answer. If the answer is correct, then the student
receives points, if incorrect, then possible errors are explained and another attempt is
proposed, but without adding points. As a result, the lesson is considered passed if there
are 60% correct answers. The number of tasks of various levels of complexity, intended
for independent solution, from 6 to 8 in each practical lesson. The passage time is limited
- from 45 min to 3 h. The test can be completed several times and the average score is
counted.
It should be noted that the students took an active part in the creation of these practical
exercises. A group of about 10 volunteers, mostly excellent students, was organized, who
were the first to test these assignments, providing valuable comments and correcting
inevitable mistakes. These students actively communicate with each other and with the
lecturer, discussing assignments, and identifying their mistakes in solving problems. We
also used social network VK to communicate. Subsequently, they explain various subtle
points to their classmates, taking on part of the teacher’s functions, for which we are very
grateful. In total, about 20 practical lessons in the “Lecture” format have been created to
date, and the work is still ongoing. A lesson looks something like one on Fig. 1. (Sorry
for our Russian).
Lectures for part of the study streams are presented on the website in video format.
There is probably no particular point in conducting webinars on them. Any webinar
simply announces which lecture is on the agenda. If some of the lectures have not yet
been recorded in the studio, then a presentation with animation is created on this topic
so that each new phrase or new formula appears in the desired sequence. At the webinar,
the presentation is voiced, recorded and uploaded in PowerPoint format on two sites.
Now about how it is proposed to monitor the timely completion of tasks. Of course,
each student works in his/her own pace, and sometimes in his own time zone, which
must also be taken into account. As you now, Russia is a vast country and sometimes
the difference between time zones reached 4 h. There are deadlines - for not completing
work before a certain point of time, the student receives penalty points in his/her rating.
We must say that for several years now we have been using a point-rating system,
which takes into account all the student’s work during the term. This includes home
Fig. 1. Screen shot of the lecture about function level lines. Students see the behavior of level
lines for some function of several variables. Next, they need to answer the question about the level
lines of another function.
control tests, the colloquium and the final test, as well as bonuses in the form of extra
points for participating in the Olympiads and completing additional tasks, which students
themselves named «carrots», reflecting typical stimulation of domestic animals like
donkeys.
Every month, the group leaders are provided with an Excel files with intermediate
results. The task of the group leader is to convey this information to all students in the
group. Figure 2 shows the results of part of group 3331504/90001 as of May 6 of this
year. The colored cells are debts that should be closed in the near future. As mentioned
above, the student’s work is assessed throughout the term. Points can be earned for home
tests (T6 - T8 in the table), which must be completed on time. These points are taken
with a weight of 1/3. Practical exercises (the table shows that the majority is gaining
100%) are not included in the rating at all. But students know that if they score less
than 66%, they will not get the final test. The rest of the points can be obtained for the
colloquium, which we will talk about later, and, in fact, for the exam. If, for example,
the maximum possible number of points received is 100, then the marks are distributed
as follows: starting from 51 - satisfactory, from 71 - good, above 90 – excellent.
Fig. 2. Distance learning results for one of the student groups /May 6, 2020/.
4 Methods of Proctoring
The most difficult issue when organizing distance learning is the issue of proctoring. We
need to be sure that we give a well-deserved mark to a student who did everything on his
own. According to the rules approved by order of the Ministry of Education and Science
of Russia No. 816 of 23.08.2017, SPbPU approved the Internal Regulations for Interim
Certification using exclusively e-learning and distance learning technologies (the full
text can be found on the university website).
Interim certification can be carried out in the following forms:
• computer testing,
• oral interview;
• a combination of the listed forms.
Taking into account the large number of students in study streams passing higher
mathematics, and the specifics of the discipline itself, we stopped at the first approach -
computer testing. Computer testing is carried out using the specialized free software Safe
Exam Browser, which blocks the opening of windows on the student’s computer, except
for the window with the task (test). In this case, before testing begins, the teacher in the
MS Teams webinar room begins the meeting by turning on video recording, conducting
identification of individuals and inspecting the premises of all students participating
in the testing, fixing students who did not appear for interim certification. A student
who has begun to perform the test before the identification of his personality, according
to the results of the intermediate certification, receives an unsatisfactory grade. The
advantage of this type of certification is the ability to conduct it for several groups at
the same time (for a stream). The disadvantages include, firstly, that the Safe Exam
Browser software must be installed on the student’s computer prior to the start of the
intermediate certification. Secondly, the very process of performing computer testing
by a student cannot be recorded, i.e. students take the test without proctor supervision.
Thirdly, for a large stream, identification of individuals and inspection of the premises
of all students is simply impossible.
For our part, we tested the capabilities of the webinar in MS Teams and would
like to share the following observations. At the beginning of May, at the numerous
requests of students, a traditional colloquium in our course was held according to a very
unconventional scheme. First, a survey was created on the desire to participate in the
colloquium and on the availability of the necessary funds. This refers to uninterrupted
Internet access and the availability of an acceptable web camera. 143 students out of
159 registered on the site indicated their desire to participate. The number 159 does
not quite correspond to reality; unfortunately, it also includes already expelled students,
there are about 10 of them. The colloquium was held in two days, with only 3 volunteers
participating on the first day. This allowed us to test our capabilities in a sparing manner.
On the second day, the number of participants was already 140.
For the colloquium, a special test was compiled, as expected, of 30 tasks. For each
task, 10–15 variants were created, so the test variants were equivalent, but not the same. A
small part of the questions was borrowed from those tests that students already completed
as homework, the rest were created a new. Test writing time is limited to two hours. Only
one attempt planned. Login is carried out with a password, which was changed after the
first 3 students passed the test. They learned their results only together with classmates.
Since the colloquium includes not only practical questions, but also theoretical ones,
the student had to prove something, derive or write down one of the formulas. For this
purpose, questions of the “Essay” type were introduced into the test, in which the student
had to either type the required text, including formulas, or write it on paper, photograph
and insert the answer as a file. In order not to use homework, the theoretical tasks were
concretized, that is, the derivation of the formula was required not in general form, but
in a particular case. The big disadvantage of this type of questions is that they are tested
separately, and the student does not see his result in points immediately after testing. We
had 5 such questions in each test, it is probably worth reducing this number to one or
two.
Before the test, the students’ record-books were checked, not for all, but selectively,
for two reasons - firstly, we already know our students by sight, and secondly, it was
technically impossible, given the number of participants. A video was included that
recorded the entire process of passing the colloquium. In total, there were three lecturers
who supervised the work of students. The students did not know what the two of them
saw, but the observation was carried out constantly. The lecturers’ cameras were turned
off. The students’ microphones were also turned off, but at the right moment it was
possible to select any student, display his image on the screen, ask a question or answer
a question that arose. After completing the work, in question 31, any student had to take
a photo of his draft and upload it to the test. This was the sixth Essay question that was
not scored. This was where his participation ended. We must say that the ability to send
large files to the LMS-site is not the same for everyone. It all strongly depends on the
quality of the local Internet connection. Therefore, those who were unable to do this
within two hours of testing could send drafts to the social network VK, but no later than
within 20 min after the end of testing. The students were able to find out their results the
next day because the lecturers had to check the essay. Analysis of errors was carried out
at the webinar, during the practical sessions. Any student could see his/her answers, the
lecturer explained mistakes in MS Teams.
5 Results and Conclusion

Now a few words about the results.
The diagram below (Fig. 3) shows the results obtained by the students.
Fig. 3.
The highest score is 69, it was received by a single student, as is usually the case
when conducting a colloquium in the classroom. Two students lost contact for various
reasons - they will rewrite work with those who scored less than 50% of the points.
Rewriting, by the way, also entails the accrual of penalty points, but this, of course, will
not apply to those who have lost communication.
In conclusion, a few words about how you can use the gained experience in the normal
learning mode. It seems to us that practical exercises in the «Lecture» format may well
replace the usual homework assignments, the completion of which is easy to check. Even
if the student enters the answers known in advance, this is no different from the fact that
he copied the answer from the end of a textbook. The fact is that whoever wants to learn
will learn, and whoever wants to deceive someone will be deceived himself/herself. In
the regular (not remote) mode, the student will have to solve similar problems on a
full-time exam or on a test.
You can successfully use the distance test while in the classroom. At the same time,
there is no doubt that the student performs the test on his/her own, especially if we take
into account the fact that he/she will certainly have to pass a draft. The great advantage
of this approach is that the time for verification is significantly reduce and free up in
order to further improving the distance course. Information about distance learning both
in Russia and other countries and experience obtained during pandemic time can also
be found in [10–16].
References
1. Vasiliev, V.E., Lagunova, M.V., Ezhova, N.V.: Distance education of correspondence stu-
dents of the mechanical engineering department of IMMiT. In: Modern Engineering. Science
and Education: Materials Intern. Scientific-Practical Conferences, pp. 72–81. Polytechnic
Publishing House. University, SPb. (2016)
2. Lagunova, M.V., Ezhova, N.V.: An interactive approach in the distance teaching of a
mathematics course to students in the mechanical engineering field. In: Modern Engineer-
ing. Science and Education: Materials Intern. Scientific-Practical Conferences, pp. 67–71.
Polytechnic Publishing House. University, SPb. (2014)
3. Lagunova, M.V., Ezhova, N.V., Ketov, D.V.: The use of Internet technologies in teaching a
mathematics course for students of the mechanical engineering field of IMMiT. In: Mod-
ern Engineering. Science and Education: Materials Intern. Scientific-Practical Conferences,
pp. 118–123. Polytechnic Publishing House. University, SPb. (2013)
4. Kozlikin, D.P., Radkevich, M.M.: Features of the preparation of bachelors according to the new
federal state educational standard. In: Modern Engineering. Science and Education: Materials
of the International Scientific-Practical Conference, 14–15 June 2011, 410 p. Polytechnic
Publishing House. University, St. Petersburg (2011)
5. Lagunova, M.V., Ezhova, N.V.: The distribution of time in the course of mathematics and
the organization of independent work of students. In: Modern Engineering. Science and Edu-
cation: Materials of the International Scientific-Practical Conference, pp. 41–49. Publishing
House of the Polytechnic. University, SPb. (2017)
6. Afanasyeva, I.B., Matveev, I.A., Merkulova, O.V.: Pedagogical conditions for managing the
learning process. In: Modern Engineering. Science and Education: Materials Mezhdunar.
Scientific-Practical Conferences, pp. 16–30. Publishing House of the Polytechnic. University,
SPb. (2017)
7. Afanasyeva, I.B.: The formation of intellectual skills in learning. SPbSPU Scientific Technical
Journal: Scientific Journal, Series “Science and Education”, no. 4 (110), pp. 349–356 (2010)
8. Skelcher, S., Yang, D., Trespalacios, J., Snelson, C.: Connecting online students to their higher
learning institution. Distance Educ. 41(1), 128–147 (2020)
9. Gusev, V.A.: Psychological and pedagogical foundations of teaching mathematics, 267 p.
Verbum Publishing House, Publ. Center “Academy” (2003)
10. Jordan, K.: Initial trends in enrolment and completion of massive open online courses. Int.
Rev. Res. Open Distance Learn. 15(1), 133–160 (2014)
11. Eaton, P.W., Pasquini, L.A.: Networked practices in higher education: a netnography of the
#AcAdv chat community. Internet High. Educ. 45 (2020)
12. Sun, Z., Xie, K.: How do students prepare in the pre-class setting of a flipped undergraduate
math course? A latent profile analysis of learning behavior and the impact of achievement
goals. Internet High. Educ. 46 (2020)
13. Ayupova, L.I.: Distance learning and russian realities. Educational Bulletin “Consciousness”,
no 9 (2016)
14. Naidu, S.: The MOOC is dead—long live MOOC 2.0! Distance Educ. 4(1), 1–5 (2020)
15. Moorhouse, B.L.: Adaptations to a face-to-face initial teacher education course ‘forced’ online
due to the COVID-19 pandemic. J. Educ. Teach. (2020)
16. Bu, W.: Teaching study of engineering graphics for expressions of innovative design. In:
Majewski, M., Kacalak, W. (eds.) Innovations Induced by Research in Technical Systems.
IIRTS 2019. Lecture Notes in Mechanical Engineering. Springer, Cham (2020)
Industrial Cyber-Physical Systems Engineering:
The Educational Aspect
Oman A. Abyshev1(B) , Eugeny I. Yablochnikov1 , and Juho Mäkiö2

1 ITMO University, Saint Petersburg, Russia
abyshev.o@yandex.ru, yablochnikov@itmo.ru
2 University of Applied Sciences Emden/Lehr, Emden, Germany
juho.maekioe@hs-emden-leer.de
Abstract. This work discusses issues and approaches to organizing training for
specialists in the field of engineering of industrial cyber-physical systems (ICPS)
at technical universities. An overview of the current state of research in the field
of competence models of a future specialist, expectations of industrial enterprises
is presented. This work proposes a novel educational approach T-CHAT and its
application in education of engineers in the field of ICPS. Additionally, a com-
prehensive organization and provision of students are examined connecting the
competency model, the architectural model of the “smart factory”, the forma-
tion of curricula, and individual educational trajectories of students. Furthermore,
this work formulates recommendations for the use of the indicated practices and
approaches in the training of specialists in the framework of consideration of the
educational aspect of the engineering of industrial cyber-physical systems.
Keywords: Engineering training · Competency model · T-CHAT · Smart

manufacturing · Smart factory · Educational factory · Learning factory · RAMI ·
ICPS · Industrial cyber physical system
1 Introduction
Modern industry is interested in the new generation of specialists who will design and
create “smart” factories with a high degree of automation, flexibility, self-organization,
and the ability to quickly respond to individual consumer requests. The training of such
specialists is based on the study of new information and manufacturing technologies,
such as digital design, modeling and simulation, digital manufacturing, additive and
hybrid technologies, robotics, industrial sensing, industrial Internet of things (IIoT),
service-oriented architecture (SOA), processing large data (Big Data), artificial intelli-
gence, machine learning, information systems for production and enterprise management
and others.
A modern industrial enterprise that operates and organizes its production processes
on the basis of aforementioned technologies can be considered as an ICPS. In general
terms, cyber-physical systems are understood as a network technical system consisting
https://doi.org/10.1007/978-3-030-62062-2_2
10 O. A. Abyshev et al.
of digital (virtual) and physical systems (components) interacting with each other. In an
ICPS physical components are machines and robots, devices and tools, transport systems
and any other active (that is, identified, capable of interacting with other objects and
control system) material objects used in the manufacturing processes of products. Virtual
objects are digital representations (digital twins in perspective) of physical objects. The
software is provided upon request from the ICPS components as cloud services when
the system performs the corresponding tasks. The basic technology for organizing the
communication of all components is the industrial Internet of things (IIoT). Thus, the
main parameters of an ICPS allow us to consider it as one of the basic concepts of
Industry 4.0 [22].
The new requirements put forward by the industry require constant improvement of
master’s programs, within the framework of which it is possible to organize the study of
the construction and operation of ICPS. This is an urgent task for the Russian Federation
and is being actively discussed abroad [2, 3]. The content of the program is determined
by the chosen direction of training and the need to form competencies among students
in accordance with accepted standards.
The purpose of the research is to select or develop educational approaches that could
take into account the specifics of this topic, determine and justify the application of
the basic methodology that logically connects the proposed academic disciplines, and
propose an approach to organizing a real production and technological environment for
experimental research and development of ICPS components.
2 Educational Approaches for ICPS Education – Literature Review
According to [1], knowledge is a product of cognition, an attitude is an automated (i.e.

carried out without the direct participation of consciousness) component of activity,
formed during repeated repetitions (exercises, training). Attitudes and skills are related
as part and whole: an attitude is specific (automated) component of skill. Skills (synonym
– competences) – mastered by a person the ability to perform actions, provided by a set
of acquired knowledge and skills. Skills is the highest human quality, the formation of
which is the goal of the educational process, its completion.
Core competencies are context independent and versatile. Disciplinary competencies
can be understood as fundamental knowledge and professional knowledge in the subject
area. Disciplinary competencies differ depending on the subject, since each area requires
different competencies [25].
Training programs for specialists in the field of cyber physical systems include a
list of mandatory disciplinary competencies, according to [2, 3]. The necessary list of
disciplinary knowledge, abilities and skills form the basis in understanding the essence
of cyber physical systems and their non-functional characteristics, systems engineering,
business and humanities. Key competencies include cooperation and communication
(especially in multidisciplinary multicultural teams), cooperation and communication
with clients, problem identification and solving, analytical skills, creativity, critical think-
ing and critical attitude to technological developments, entrepreneurship, including life-
long learning. Knowledge in English is a key competency, especially in international
projects, since in such projects the working language is usually English.
Industrial Cyber-Physical Systems Engineering 11
ICPS is an interdisciplinary field of knowledge that requires the use of special teach-
ing methods. The use of interdisciplinary teaching allows learners to integrate informa-
tion, data, methods, tools, concepts and theories from two or more disciplines to create
ideas and models, explain phenomena, or solve problems in ways that are difficult to
describe and logically construct using the approaches of only one discipline [4]. Thus,
teaching methods that support interdisciplinary learning are the preferred choices for
ICPS teaching.
Today, despite the use of modern educational approaches, graduates of engineering
specialties do not meet industry expectations in hard-skills and soft-skills [8–10]. One
of the options for solving the significant gap between the requirements of the industry
and the system of training engineers is the use of a holistic adaptive educational app-
roach T-CHAT, focused on solving problems in the process of training engineers in the
field of industrial cyber physical systems [6, 7]. This approach is aimed at improving
the methodological, social and personal competencies of students along with the devel-
opment of disciplinary knowledge and skills. The main idea of T-CHAT, according to
the authors, is to use five pedagogical teaching approaches: perceptual, design, prob-
lem, research and full-time, and combine them in order to increase the efficiency of this
process by flexibly varying pedagogical methods in accordance with changing needs
students and industry. This educational approach is being introduced and developed as
part of a new curriculum for the preparation of undergraduates at ITMO University in
the field of ICPS. Teaching students is carried out in accordance with the accepted model
of modular training of students [5].
3 Educational Factories as a Tool for Training Specialists

An educational, training factory is a learning environment, the processes and technolo-
gies of which are based on a real industrial site, which allows you to directly approach
the process of creating products and products. Learning factories are based on a didactic
concept that emphasizes experiential and problem-based learning [11].
The issue of creating, engineering and developing educational factories for training
engineers in the field of ICPS involves considering the approaches and achievements
of various research groups through a harmonious and detailed analysis of the proposed
solutions.
Of interest is the guide to the creation of ICPS proposed by the authors [12], compiled
based on the results of their own research in the field of engineering of educational facto-
ries. The approach described in the work allows for the systematic, purposeful design of
training systems for industrial engineering by integrating the configuration and design
of the entire training factory infrastructure, training course, as well as individual training
and training situations. This manual promotes the development of a practical approach to
the effective development of competencies in the environment of the educational factory
by solving the problems of intuitively designed learning systems.
The experience of interaction between industrial partners and students of the Uni-
versity of Patras, Greece based on the two pilot projects under consideration within the
framework of the Learning Factory concept is described in [13]. The proposed imple-
mentation option is based on the principle of remote interaction between industry repre-
sentatives through video communications and remote access with students in specially
equipped classrooms according to the “one-to-one” or “one-to-many” schemes. The

experience of interaction between the parties through the transfer to production of the
results of ongoing academic research based on university laboratories (robot complexes)
- the “Academia-to-Industry” model is described.
A similar approach to building a multi-purpose academic laboratory Learning Fac-
tory with a focus on the requirements of local manufacturers of mechanical components
and mechatronic systems was considered in [14]. In this case, the homogeneity of the
composition of components and information systems should be noted as a special fac-
tor, which contributes to the construction of an integral problem-oriented educational
environment.
The project of an educational factory with a key focus on small-node assembly
and intra-shop logistics is of interest. Within the framework of this project, based on
these technologies, students to a greater extent independently master the main areas of
knowledge of the technologies and methods used. The role of the teacher changes from
instructor to mentor of the educational process. Special attention is paid to considering
the role of a person and the ergonomics of his work in a working environment with ICPS
[15].
The CubeFactory [16] implements the original model of an autonomous, waste-free,
environmentally friendly educational factory. The aim of the CubeFactory is to teach
human-machine interaction with a high significance of zero waste of the applied pro-
cesses. For this purpose, a special module for 3D prototyping from polymeric materials
and their subsequent regeneration is applied.
Among them, a number of works can be distinguished, in which great attention is paid
to the consideration of the concept of digital educational modular methodology based on
the use of a competency model formed by the results of the analysis of literature sources
and the method of situational tasks (cases) [17, 18]. This technique is used within the
educational factory - LEAD Factory when training specialists in lean management in the
workplace. Students are invited to go through several modules: independent study of the
case, passing an introductory theoretical course, developing their own project, working
on a project in the perimeter of the LEAD Factory, final theoretical training.
The presented examples of educational factories have their own unique specifics and
strong differentiation of their purpose as a project, due to the significant dependence on
the tasks and conceptual concepts underlying its design. The specific target orientation
of the factories does not provide universality; however, it should be noted the impor-
tance of ensuring multitask project design training of students in accordance with the
multidisciplinary nature of the subject under consideration. In this regard, an important
aspect is the definition of general conceptual principles that ensure its effectiveness as
an educational environment for the training of engineers in the field of ICPS. A wide
variety of tasks and learning objectives must be considered in the further development
of such factories.
Next, we will consider some provisions and concepts, the use of which can be rec-
ommended in the training of modern engineering specialists of a wide profile - engineers
of industrial cyber physical systems.
4 Conceptual Provisions for the Development of Curricula

and the Choice of Specialization
One of the possible variants of the conceptual principle in the formation of a methodology
that ensures the coherence of academic disciplines and factories can be the reference
architecture of an enterprise, which determines the general principles of building a new
type of production. The use of the reference architecture of the enterprise allows you
to determine the stages in the study of technologies by a student, to build a logical
connection between educational courses and research projects, to form a holistic view
of modern technologies, and also to provide a connection between the theoretical and
experimental-applied aspects of the educational process. The latter can be achieved
through external collaboration with industrial partners of the university, as well as the
creation of experienced educational factories and laboratories of industrial cyber physical
systems.
In the framework of this work, the use of the reference architecture model Refer-
ence Architecture Model for Industry 4.0 (RAMI), which defines the standards for the
engineering of industrial cyber physical systems [22], is proposed. This architectural
model was proposed in 2013 by BITCOM, VDMA and ZWEI as a development of the
existing Smart Grid Architecture Model for the electric power industry for the needs of
the industry, as well as developed by the Platform Industrie 4.0 association.
This model is a service-oriented architecture that describes the structure and rela-
tionships of Smart Factory elements in three-dimensional coordinate space within the
framework of the Industrie 4.0 concept. It combines the concepts of hardware and virtual
components in a seven-level hierarchical automation model - IEC 62264, IEC 61512 and
IEC 628990 life cycle. The model also allows you to decompose complex processes into
simple modules, making the notation easier to understand and master, and facilitating
better interdisciplinary collaboration. between engineers of various specialties.
The Reference Architecture Model for Industry 4.0 harmonizes major advances in
enterprise concepts, life cycle concepts, and generally recognized engineering standards,
serving as a navigator for designers.
Application of the RAMI model allows organizing the necessary variability and flexi-
bility of educational technologies in accordance with the requirements and expectations
of the industry and personal requests of students [25]. This is ensured by the multi-
level and multi-disciplinarity of the proposed model, combining the best experience and
developments in the concepts of previous stages - the life cycle of the development of
technical products and products, a hierarchical pyramid of automation, various special-
izations, and aspects of the design and manufacture of complex technical devices (from
mechanics and kinematics of units to program logic and electronic components).
A variant of using the proposed approach is shown in Fig. 1. This illustration shows
the relationship between the reference architecture of the ICFS based on RAMI and
curricula: RAMI provides navigation, acting as the “Atlas of competencies for an ICPS
engineer” in the process of forming individual educational paths: from the type of spe-
cialization of the program to the choice of subjects and educational projects of students
depending on the expectations of learning outcomes.
The curriculum can be determined based on the tasks of the individual project activ-
ities of students. In the event of an understanding or a need to master a new subject area,
Fig. 1. The choice of academic disciplines based on the reference architectural model RAMI
the student can change the order or structure of educational modules. For example, hav-
ing received the task to implement the integration of software modules for monitoring
equipment with an enterprise resource management system, the student will need skills
in software engineering, network protocols, and system integration. These aspects can
be studied by students by introducing additional modules by replacing them, rotating or
expanding the curriculum. To consolidate the acquired knowledge in practice and test
the hypotheses and solutions developed, the student will need a learning environment for
prototyping and debugging. This task can be solved in several ways: building a prototype
in an educational factory, pilot projects with industrial partners, etc.
5 Building an Educational Environment for Learning ICPS
The role of technical universities today is to be a center for the creation of advanced
technologies and innovative development projects for various industries, to act as the
organizer of a new educational ecosystem, integrating the current and future needs of
industry with advanced research, technologies and approaches in training specialists.
This determines the key task of universities, namely, predicting the sources of future
scientific breakthroughs and working “ahead of the curve”: preparing specialists for the
requirements of future reality, considering the duration of the academic training cycle.
For the successful implementation of this task, it is necessary to regularly monitor

the world achievements in the field of education and production. It is the ability of
universities to foresee, anticipate the future and build, organize academic and industrial
cooperation is the key to its success today.
It is important to note the development trends of global industrial technologies
towards the creation of smart manufacturing in accordance with the concept of Industrie
4.0 (Fig. 2). The expansion of the use of information and communication technologies
in industrial production, as well as the new role of information processing in manage-
ment and decision-making processes, determine new requirements for the formation of
the educational environment and the adaptation of new solutions. New approaches in
building an educational environment for training specialists in the field of ICPS must
meet the future needs of industry and provide the ability to study advanced technologies,
state-of-the-art, as well as conduct innovative research and development.
Fig. 2. Development milestones for Industry 4.0 [23]
In particular, this approach was tested in the framework of academic cooperation

between students and professors of ITMO University and the University of Applied
Sciences, Emden-Leer, Germany, which made it possible to pay great attention to the use
of new communication technologies, organization of system integration of components,
human interaction with ICPS. using the educational approach T-CHAT presented in the
learning process [6].
The implementation of the project for the development of an educational factory
within the framework of a joint collaboration of students made it possible to obtain
intermediate results presented by the authors in [19]. The created site is designed to
familiarize students with the basics of modern industrial automation and Industrie 4.0
technologies, serving as a platform for new student research projects. This aspect is
realized due to the modular organization of the site, as well as the ability to connect new
components and systems. It should be noted that there is a description of this section in
the RAMI 4.0 architecture notation, which ensures that the project relates to the proposed
model for constructing an educational trajectory by students.
In 2019, in collaboration with international industrial and academic partners, in
collaboration with international industrial and academic partners, as part of the creation
and provision of an educational environment, a new master’s program “Industrial Cyber-
Physical Systems” was created. This program is focused on training a new generation of
specialists for the development of high-tech industry in the format of “smart” industries
with a high degree of automation, flexibility, self-organization, the ability to quickly
respond to individual consumer requests.
The program covers such advanced information and production technologies as
digital design and modeling, digital manufacturing, additive and hybrid technologies,
robotics, industrial sensing, the industrial Internet of things (IIoT) and services, big data
and artificial intelligence, and also information systems for production and enterprise
management in general. This set of technologies meets and supports the development of
new competencies among students in accordance with future technology development
trends for Industrie 4.0 (Fig. 2).
It should be noted that ITMO University has extensive experience in creating Engi-
neering Centers that meet the challenges of building educational factories [24]. There is
considerable experience based on the PLM paradigm - product life cycle management.
So, in order to ensure a holistic educational approach and in order to develop a new
direction for training masters at the university, together with industrial partners, a labo-
ratory “Digital production technologies” was created based on the conceptual provisions
of the RAMI reference architecture - the basis for future smart industries:
• BiPitron JV LLC, as an expert in the field of PLM class information systems and
digital Internet of things platforms. Partner of ITMO University in the ICPS corporate
master’s program;
• Schneider Electric, a global leader in providing digital solutions for power manage-
ment and automation. Partner of ITMO University in the ICPS corporate master’s
program;
• PJSC Techpribor, a historical partner of the university, supports the concept of dig-
ital production in a joint laboratory. The company is engaged in the development,
production, certification and maintenance of on-board avionics.
The main task of partners is to support educational programs that consider

technologies for the design, production and operation of competitive products through:
• development of infrastructure and laboratories;

• active international cooperation;
• development and maintaining competencies in technology, automation and production
organization;
• the formation of a partner environment from high-tech companies;
• development of a methodology for constructing ICPS in the Industry 4.0 paradigm.
6 Results and Discussion

The industry is always interested in competent specialists. New generation engineers
are faced with the task of designing and creating new, modernized “smart” industries.
Requirements for the complexity of these systems are growing - adaptability and self-
correction, information integration and a high degree of process automation, reaction
speed, mass personalization [3, 8, 11, 12, 20–23]. Industry requirements for young
specialists graduating from technical universities are changing [8–10].
It was noted that the study of ICPS can be organized using multidisciplinary methods
and approaches in education that have integrity and adaptability [4]. The connectivity of
academic disciplines should be determined by the unity of the conceptual principles of
educational trajectories and the flexibility of their choice, provided by their modularity
and variability [5].
It is noted that one of the possible options for the conceptual principle in the formation
of a methodology that ensures the coherence of academic disciplines and factories can
be the enterprise’s reference architecture, which allows one to determine the stage-by-
stage study of technology by a student, build a logical connection between educational
courses and research projects, and form a holistic view of modern technologies, as well
as to provide a connection between the theoretical and experimental-applied aspects of
the educational process, through the use of the educational approach T-CHAT in the
training of ICPS specialists [6, 7, 26].
It is necessary to note a special place in the consolidation of students’ skills through
work in educational factories - a special environment based on a didactic concept that
focuses on experimental and problem-based learning and allows to provide many aspects
of the proposed educational approach and the considered competency model [11–17, 19].
World experience shows that the adopted concept of developing the training of engineers
through an educational factory and the connection it creates between academic education
and the industrial world should become a common connecting foundation for a new
educational ecosystem.
It should be noted that the results will be used to develop a comprehensive model
and engineering methodology for Smart Factory as part of the ongoing study, as well as
updating curricula, work disciplines and materials within the framework of the ITMO
University’s “Master Cyber Physical Systems” Master Program.
7 Conclusion
The educational aspect of the engineering of ICPS is a complex task requiring the
revision of classical approaches in the training of technical specialists in view of its
multidisciplinary structure and the high expectations placed by the industry. The use
of new combinations of methods, the rethinking of classical approaches along with the
study of the achievements of leading international centers, can become the basis of a new
intellectual philosophy and attitude towards the construction of the educational process
in academic environments and universities.
References
1. Novikov a.m. Pedagogy: dictionary of the system of basic concepts, 268 p. Publishing center
IET, Moscow (2013)
2. Mäkiö-Marusik, E.: Current trends in teaching cyber physical systems engineering: a literature
review. In: 2017 IEEE 15th International Conference on Industrial Informatics (INDIN),
pp. 518–525. IEEE (2017)
3. Makio-Marusik, E., Ahmad, B., Harrison, R., Makio, J., Walter, A.: Competences of cyber
physical systems engineers — Survey results. In: 2018 IEEE Industrial Cyber-Physical
Systems (ICPS) (2018). https://doi.org/10.1109/icphys.2018.8390754
4. Mansilla, V.B.: Learning to synthesize: the development of interdisciplinary understanding.
In: The Oxford Handbook of Interdisciplinarity, pp. 288–306 (2010)
5. Pyrkin, A.A., Bobtsov, A.A., Vedyakov, A.A., Shavetov, S.V., Andreev, Y.S., Borisov, O.I.:
Advanced technologies in high education in cooperation with high-tech companies. IFAC-
PapersOnLine 52, 312–317 (2019). https://doi.org/10.1016/j.ifacol.2019.08.226
6. Mäkiö, J., Mäkiö-Marusik, E., Yablochnikov, E.: Task-centric holistic agile approach on
teaching cyber physical systems engineering. In: Industrial Electronics Society, IECON 2016-
42nd Annual Conference of the IEEE, pp. 6608–6614. IEEE (2016)
7. Mäkiö-Marusik, E., Mäkiö, J., Kowal, J.: Implementation of task-centric holistic agile app-
roach on teaching cyber physical systems engineering. In: AMCIS 2017 Proceedings: Pro-
ceedings of the Twenty-third Americas Conference on Information Systems, IS in Education,
IS Curriculum, Education and Teaching Cases (SIGED), pp. 1–10 (2017)
8. National Research Council, Interim Report on 21st Century Cyber-Physical Systems
Education. The National Academies Press (2015)
9. Radermacher, A., Walia, G., Knudson, D.: Investigating the skill gap between graduating
students and industry expectations. In: Companion Proceedings of the 36th International
Conference on Software Engineering, pp. 291–300. ACM (2014)
10. Rudskoy, A.I., Borovkov, A.I., Romanov, P.I., Kolosova, O.V.: General professional compe-
tence of a modern Russian engineer. In: Higher Education in Russia, no. 2 (220), pp. 5–18
(2018)
11. Initiative on European Learning Factories. General Assembly of the Initiative on European
Learning Factories. Initiative on European Learning Factories, Munich (2013)
12. Tisch, M., Hertle, C., Abele, E., Metternich, J., Tenberg, R.: Learning factory design: a
competency-oriented approach integrating three design levels. Int. J. Comput. Integr. Manuf.
29(12), 1355–1375 (2016). https://doi.org/10.1080/0951192X.2015.1033017
13. Rentzos, L., Mavrikios, D., Chryssolouris, G.: A two-way knowledge interaction in manu-
facturing education: the teaching factory. Procedia CIRP 32, 31–35 (2015). https://doi.org/
10.1016/j.procir.2015.02.082
14. Faller, C., Feldmuller, D.: Industry 4.0 learning factory for regional SMEs. Procedia CIRP
32, 88–91 (2015). https://doi.org/10.1016/j.procir.2015.02.117
15. Hummel, V., Hyra, K., Ranz, F., Schuhmacher, J.: Competence development for the holistic
design of collaborative work systems in the Logistics Learning Factory. Procedia CIRP 32,
76–81 (2015). https://doi.org/10.1016/j.procir.2015.02.111
16. Muschard, B., Seliger, G.: Realization of a learning environment to promote sustainable value
creation in areas with insufficient infrastructure. Procedia CIRP 32, 70–75 (2015). https://doi.
org/10.1016/j.procir.2015.04.095
17. Hulla, M., Hammer, M., Karre, H., Ramsauer, C.: A case study-based digitalization training
for learning factories. Procedia Manuf. 31, 169–174 (2019). https://doi.org/10.1016/j.promfg.
2019.03.027
18. Erpenbeck, J.: Handbuch Kompetenzmessung: erkennen, verstehen und bewerten von Kom-
petenzen in der betrieblichen, pädagogischen und psychologischen Praxis, Schäffer-Poeschel
(2007)
19. Tisch, C., Hertle, E., Abele, J.Metternich, Tenberg, R.: Learning factory design: a competency-
oriented approach integrating three design levels. Int. J. Comput. Integr. Manuf. 29(12),
1355–1375 (2016). https://doi.org/10.1080/0951192X.2015.1033017
20. Glushchenko, F.A., Borzykh, V., Vermann, J., Colombo, A.V.: Development of a model of a
training platform for the study of the production process in the concept of industry 4.0. Sci.
Tech. Bull. Inf. Technol. Mech. Opt. 18(3), 554–560 (2018). https://doi.org/10.17586/2226-
1494-2018-18-3-554-560
21. Metternich, J., Abele, E., Chryssolouris, G., Sihn, W., Maraghy, H.E., Tracht, K., Tolio, T.,
et al.: Definitions of “Learning Factories”. CIRP Collaborative Working Group on Learning
Factories, CIRP General Assembly, Nantes, France, 28 August 2014 (2014)
22. Plattform Industrie 4.0. The background to Plattform Industrie 4.0. https://www.plattform-
i40.de/PI40/Navigation/EN/Home/home.html. Accessed 17 Jan 2020
23. Shu, G., Anderl, R., Gausemeier, Y., ten Hompel, M., Walster, V., et al.: Industry 4.0 maturity
Index – managing digital transformation of companies (acatech research). Herbert Utz Verlag,
Munich (2017)
24. Yablochnikov, E.I.: Creation of the engineering center “Integrated computer technologies of
design and production of devices and systems”. In: Collection of Materials of the Fourth
All-Russian Scientific and Practical Conference “Computer Integration of Production and
IPI-Technologies” - Orenburg: IPK GOU OSU, pp. 104–110 (2009)
25. Radermacher, A., Walia, G., Knudson, D.: Investigating the skill gap between graduating
students and industry expectations. In: Companion Proceedings of the 36th International
Conference on Software Engineering, pp. 291–300. ACM (2014)
26. Mäkiö-Marusik, E., Colombo, A.W., Mäkiö, J., Pechmann, A.: Concept and case study for
teaching and learning industrial digitalization. Procedia Manuf. 31, 97–102 (2019). https://
doi.org/10.1016/j.promfg.2019.03.016
System Analysis of Cold Axial Rotary Forging
of Thin-Walled Tube Blanks
L. B. Aksenov(B) , S. N. Kunkin, and N. M. Potapov
Peter the Great St. Petersburg Politechnic University, St. Petersburg, Russia
l_axenov@mail.spbstu.ru, kunkin@spbstu.ru, nicitanic@yadex.ru
Abstract. The paper presents the results of a system analysis of the process of
cold axial rotary forging of parts from thin-walled tube blanks with a conical
roll. The technology is designed for manufacturing axisymmetric hollow parts of
various shapes. A feature of the process is the possible loss of stability of the shape
of the tube blanks, which does not allow getting the parts of the required geometry.
On the basis of experiments and computer simulation of the process, six types of
metal flow of the tube blank during rotary forging are determined, three of which
are associated with the loss of stability of the tube blank. The main ten parameters
that affect the technological process, including the kinematic characteristics of the
machine and the geometric parameters of the tube blanks are systematized. Only
three parameters can actually be used to control the metal flow. Recommendations
are offered to reduce the time of adequate computer simulation of metal flow when
forming tube blanks in the Deform 3D complex, which is used to determine the
rational values of the parameters of a stable rotary forging process.
Keywords: Axial rotary forging · System analysis · Tube blank · Stability ·

Conical roll · Angle of inclination · Computer simulation
1 Introduction
Axial rotary forging is a representative of technology with local deformation of the
formed metal. In this case, only a part of the blank is in contact with the deforming tool.
That reduces the contact area and the amount of contact stresses, and, accordingly, the
necessary forming force, which ensures the effectiveness of the process, especially in
small-scale production. The capabilities of this relatively new technology are not yet
fully established. At the present stage, considerable attention is paid to the development
of new kinematic schemes of machines and the type of forming tool [1–3], as well as to
the expansion of the application of rotary forging to obtain specific parts [4], including
from new materials [5–7].
Parts made by axial rotary forging from thin-walled tube blanks can have a variety of
shapes: with external and internal flanges, with conical bell mouth or spherical surfaces
(Fig. 1).
Manufacturing of parts from thin-walled tube blanks by axial rotary forging has a
number of technological features. Non-wide flanges with a thickness of the flanged part
https://doi.org/10.1007/978-3-030-62062-2_3
Another random document with
no related content on Scribd:
John Knowles Paine
John Knowles Paine (1839–1906), was the first professor of music

at Harvard. In 1862, he gave his services without pay for a course of
lectures on music, but they were not appreciated. When President
Eliot became head of the University, music was made part of the
college curriculum with Professor Paine at the head of the
department. In 1896, Walter R. Spalding was made assistant and
since Professor Paine’s death has been full professor.
Professor Paine was the first American who wrote an oratorio. St.
Peter was performed in 1873 in Portland, Maine, his birthplace.
Next, he wrote two symphonies, one of which was often played by
Theodore Thomas. Paine’s Centennial Hymn opened the
Philadelphia Exhibition, with more success than the Wagner March,
it is said.
Professor Paine was a pioneer in many fields of American
composition and taught American composers to follow in the lines of
sincerity and honesty which he carved out for himself.
Dudley Buck
Dudley Buck (1839–1909), was a noted organist, composer and

teacher. He did not remain in New England (Hartford, Connecticut)
where he was born, but held church positions in Chicago, Cincinnati,
Brooklyn, and New York, and was active in the musical life of these
different cities. His principal works were anthems and hymns, still in
use, music for the organ and valuable text-books, also many popular
cantatas.
George Chadwick
George Chadwick, one of our most important composers, was born

in Lowell, Massachusetts, in 1854. He studied in Germany with
Reinecke, Jadassohn and Rheinberger, three celebrated teachers
who had more to do with forming the taste of the American
composers than any American teacher.
Chadwick comes of a musical family. His musical life began as alto
singer in a Lawrence church choir, where later he blew the bellows of
the organ, but soon was promoted from blowing to playing it. He
began composing while in High School. He was a student at the New
England Conservatory, founded in 1867, but was not allowed to study
with the idea of becoming a professional. When he saw that he would
receive no further help from his father toward music-training, the
young musician of twenty-two went to Michigan for a year. He taught
music, conducted a chorus, gave organ recitals, saving enough to
study in Leipsic. Jadassohn told Louis Elson that Chadwick was the
most brilliant student in his class.
In 1880, Chadwick returned to Boston where he has lived ever
since. From 1880 he was first, teacher, then musical director of the
New England Conservatory. Some of his pupils have become leaders
in American music,—Horatio Parker, Arthur Whiting, J. Wallace
Goodrich (organist), Henry K. Hadley and others.
Chadwick has composed more orchestral works than any other
American. A list of them includes three symphonies, a sinfonietta, six
overtures, three symphonic sketches for orchestra, a lyric sacred
opera, Judith, music to the morality play Everywoman, much
chamber music, many choral works and about fifty songs, of which
the best known is perhaps Allah.
Arthur Foote
Arthur Foote (1853) is one of the few prominent composers whose

training bears the label “made in America,” for he never studied
abroad. He was born in Salem, Massachusetts, and worked with
Stephen Emery, a prominent theory teacher. Foote was graduated
from Harvard in 1874, where he studied music in Professor Paine’s
department. After organ study with B. J. Lang, Foote became
organist of the First Unitarian Church founded in 1630, which post
he filled from 1878 to 1910. This is doubtless the longest record of an
organist in one church in America. Foote has been one of America’s
finest teachers, and has influenced many, not only by his teaching,
but by his broad-minded criticism. His harmony text-book, written
with Walter R. Spalding, is among the most valuable and reliable in
the musical world.
Foote has written scholarly and beautiful chamber and orchestral
music which has placed him in the foremost ranks of American
composers, but he has won the hearts of the entire English-speaking
world by two little songs, Irish Folk Song and I’m Wearing Awa’.
Horatio Parker
Horatio Parker (1863–1919) inherited his talent from his mother

who played the organ in Newton, Massachusetts, but she had a hard
time interesting her son in music, for he disliked it very much. But at
fourteen he had a change of heart going to the other extreme of
having literally to be dragged away from the instrument. He studied
with Emery and Chadwick, and then went to Germany to work with
Rheinberger. He was organist in several churches and in 1894 was
made professor of music at Yale University where he remained until
his death.
In 1894, his best known work was performed in Trinity Church,
New York. It is an oratorio, Hora Novissima (The Last Hour), on the
old Latin poem by Bernard de Morlaix, with English translation by
Parker’s mother also the author of the librettos for two other of his
oratorios. Hora Novissima, one of America’s most important works,
has been performed many times, not only in America, but it was the
first American work given at the English Worcester Festival. It was
so successful that Dr. Parker received the commission to write for
another English festival at Hereford, and he composed A Wanderer’s
Psalm. This was followed by The Legend of St. Christopher which
contains some of Parker’s most scholarly contrapuntal writing for
chorus. As another result of England’s recognition of his music,
Cambridge University conferred upon the American composer the
honorary degree of Doctor of Music.
Parker became famous for winning the prize of $10,000 offered by
the Metropolitan Opera Company in 1911 for the best opera by an
American. This was Mona, a story of the Druids in Britain, for which
Brian Hooker, the American poet, wrote the libretto. In spite of the
work having won the prize, it had no success with the public, and did
not outlive its first season.
In 1915 Parker and Hooker won another $10,000 prize offered by
the National Federation of Music Clubs, with an opera called
Fairyland. It has not seen the light of day since its performances in
Los Angeles.
Frederick Converse
Frederick Converse (1871), like many other Boston musicians, was

graduated from Harvard (1893), when his Opus I, a violin sonata,
was publicly performed. After study with Chadwick, he went to
Germany to Rheinberger, returning in 1898, with his first symphony
under his arm. He is now living in Boston. Converse has written
many orchestral and chamber music works, and has often set Keats,
the English poet, or used his writings as inspiration for his music,—
Festival of Pan and Endymion’s Narrative, two symphonic poems,
and La Belle Dame sans Merci, a ballad for baritone voice and
orchestra.
Converse was the first of the present day Americans to have had an
opera The Pipe of Desire produced by the Metropolitan Opera
Company (1910).
Two College Professors
David Stanley Smith, a native of Toledo, Ohio (1877), belongs to

this New England group, for he was graduated from Yale University
and since 1903 has been, first, instructor in the music department
and later full professor. He has composed some excellent chamber
music, and several of his string quartets were played by the famous
Kneisel Quartet (1886–1917) which organization has had a generous
share in improving musical taste in this country.
Edward Burlingame Hill, born in Cambridge, Massachusetts
(1872), is one of the professors of music at Harvard University. He
has composed piano pieces, songs, and orchestral works, and has
written many articles on music.
Mrs. H. H. A. Beach Prepares the Path for American
Women
One of the most important composers of the New England group,

is Mrs. H. H. A. Beach (1867). She was Amy Marcy Cheney, an
astonishing little child who before her second year sang forty tunes.
Louis Elson tells that at the age of two she was taken to a
photographer, and just as he was about to take the picture, she sang
at the top of her voice, See, the Conquering Hero Comes! She could
improvise like the old classic masters, and could transpose Bach
fugues from one key to another, at fourteen. When sixteen, she made
her début as a pianist, and at seventeen she played piano concertos
with the Boston Symphony Orchestra, also with Theodore Thomas’
orchestra.
Mrs. Beach received her training in America. Her first work in
large form was a mass sung in 1892 by the Handel and Haydn
Society. She next composed a scena and aria for contralto and
orchestra, sung with the New York Symphony Society. It was the first
work by a woman and an American to be given at these concerts,
which Walter Damrosch conducted.
The next year, Mrs. Beach was invited to write a work for the
opening of the woman’s building at the Chicago Columbian World’s
Exposition. She has two piano concertos and a symphony (The
Gaelic) to her credit, also a violin sonata, a quintet for flute and
strings, many piano pieces and splendid songs among which must be
mentioned The Year’s at the Spring, June, and Ah, Love, but a Day.
Mrs. Beach prepared the way for other American women, not only
by showing that women could write seriously in big forms, but also
by her sympathetic encouragement of talent and sincerity wherever
she finds it.
Margaret Ruthven Lang (1867), daughter of B. J. Lang, is also a
Boston composer. Irish Mother’s Lullaby is the best known of her
many art songs, in addition to which she has written an orchestral
Dramatic Overture which Arthur Nikisch played, when he was
conductor of the Boston Symphony Orchestra.
Among our best song writers are many women:—Harriet Ware,
Gena Branscombe, Alice Barnett, Fay Foster, Eleanor Freer, Mana
Zucca (who has written also a piano concerto, and piano pieces),
Rhea Silberta, Ethel Glenn Hier (piano pieces and songs), Fannie
Dillon (piano pieces and violin compositions), Mabel Wood Hill
(songs, chamber music and an arrangement of two preludes and
fugues of Bach for string orchestra), Lilly Strickland, Mabel Daniels,
Katherine Ruth Heyman (songs, many of them in old Greek modes,
and a book, Relation of Ultramodern Music to the Archaic), Rosalie
Housman (songs, piano pieces and a complete Hebrew Temple
Service), Gertrude Ross, Mary Turner Salter, Florence Parr Gere and
Pearl Curran, writer of several popular successes. And although she
is not a composer of art songs, we must not forget Carrie Jacobs
Bond, whose End of a Perfect Day has sold in the millions, and her
songs for little children have brought joy to many.
One of Our Most Scholarly Musicians
Another Boston musician and composer, teacher of piano and

composition is Arthur Whiting (1861), nephew of the organist and
composer George Whiting. He has made a specialty of harpsichord
music, and plays charmingly on the little old instrument. Since 1895,
he has lived in New York City.
Charles Martin Loeffler—First Impressionist in
America
Charles Martin Loeffler is a composer belonging to a different class

from any of the Boston group just mentioned. Loeffler is French by
birth, as he was born in Alsace in 1861, French in his musical training
and in his musical sympathies. For forty-two years he has lived in
Boston, twenty of them at the second desk (next to the
concertmaster) of the Boston Symphony Orchestra. He was the first
composer to write in this country, the kind of music that existed at
the end of the 19th century in France,—the music of Fauré, Dukas,
Chausson and Debussy. The seed he planted did not fall on fertile
soil, for all his fellow musicians as well as the orchestral conductors,
from whose hands the public received its music, were Germans and
German trained. They knew their “three B’s,” their Wagner and even
the French Berlioz, but Loeffler brought something different,
something disturbing, and was not easy to place. His music belonged
neither to the classical nor to the romantic school.
Not only in America did this new French music have a fight, but on
its own ground in France was it misunderstood! But you have seen
from Monteverde to Wagner that the path of true innovation never
ran smooth!
Loeffler’s work is original, the work of a musician completely
master of the modern orchestra and of modern harmony with its
colorful and expressive effects. Besides this there was a spirit that
never before had come into art. This was given the name of
Impressionism, the getting of effects from objects, painted, or
described in literature, without elaborate details. In music,
composers who try to suggest to the hearer an image existing in their
own minds are called Impressionists. This image may be a thought,
an emotion, a definite object, a poem, a picture, a beautiful tree, the
grandeur of Niagara, any one of a thousand things that await the
hand of the Alchemist-Musician to be transmuted into tone.
All Loeffler’s compositions reflect this impressionism, and he was
the first, but not the last of these poetic tone impressionists in
America. He is foremost a composer of symphonic poems: La Mort
de Tintagiles (The Death of Tintagiles) after the play by Maurice
Maeterlinck, A Pagan Poem after Virgil, La Bonne Chanson (The
Good Song) after Verlaine, La Vilanelle du Diable, The Mystic Hour
with male chorus, Psalm 137 with female chorus. He also wrote an
eight part mixed chorus, For One who Fell in Battle. Other orchestral
works include a suite in four movements for violin and orchestra
called Les Veillées de l’Ukraine (Evening Tales of the Ukraine),
concerto for ’cello and orchestra, first played by Alwyn Schroeder
with the Boston Symphony Orchestra, Divertissement for violin and
orchestra, and Spanish Divertissement for saxophone and orchestra.
There are also important works for chamber music: two rhapsodies
for clarinet, viola and piano, an octet for strings and two clarinets, a
quintet and a quartet built on Gregorian modes; and he has written a
group of songs for medium voice and viola obligato with French texts
by Verlaine and Beaudelaire, two impressionist poets.
The Red Man Attracts Composers
The next composer, Henry F. Gilbert, born in Somerville,

Massachusetts (1868), brings us into an interesting field, the study of
Negro and Indian folk music. After working with Edward
MacDowell, Gilbert turned his attention to a thorough investigation
of Negro music, resulting in orchestral works based on Negro themes
such as, American Humoresque, Comedy Overture on Negro
Themes, American Dances, Negro Rhapsody, and The Dance in
Place Congo, a symphonic poem which was mounted as a ballet at
the Metropolitan Opera House (1918).
Gilbert tells that the Comedy Overture was rescued from a wreck
that was to have been a Negro Opera, based on Joel Chandler Harris’
Uncle Remus. What a pity he did not complete it!
The American Humoresque is based on old Negro minstrel tunes
like Zip Coon, Dixie, and Old Folks at Home.
Gilbert was one of the founders of the Wa-Wan Press, established
at Newton Center, Massachusetts, by Arthur Farwell. It was
organized (1901) by composers in the interest of American
compositions, and to study and encourage the use of Indian music.
He died in 1928.
Arthur Farwell was born in St. Paul, Minnesota (1872). He
attended college in Boston and studied music with Homer Norris
(1860–1920), a Boston organist and composer, whose cantata Flight
of the Eagle was based on a Walt Whitman poem. Farwell was also a
pupil of Humperdinck in Berlin and Guilmant in Paris. The Indian
music research, in which he is a pioneer, led him into the West to live
among the Redskins and to make phonograph records of hundreds of
tunes. He is also interested in community singing and music for the
people. Practically a new field is his music for Percy MacKaye’s
pageants Caliban and The Evergreen Tree.
Carlos Troyer, a very old Californian who died recently, spent his
life collecting Zuni and Mojave-Apache songs, having realized their
artistic value long before any one else. In his youth he was an
intimate friend of Liszt. He travelled, later, through South American
jungles, with his violin and music paper, writing down the tunes he
heard, and several times he would have been burned by the savages,
but saved himself by playing for them.
Harvey Worthington Loomis contributed a piano version of
Omaha Indian melodies to the Wa-Wan Press (1904) called Lyrics of
the Redman. In the preface Loomis shows that Indian themes should
be used impressionistically, for he says: “If we would picture the
music of the wigwam and the war-path we must aim by means of the
imagination to create an art work that will project, not by imitation
but by suggestion, the impression we have ourselves received in
listening to this weird savage symphony in its pastoral entourage
(surroundings) which, above all, makes the Indian’s music sweet to
him.”
Natalie Curtis’ valuable service to Indian and Negro music was cut
off by her tragic death in Paris (1921), from an automobile accident.
Fortunately she left several works in which she gave not only
information on the music of these primitive Americans and also the
Songs and Tales of the Dark Continent of Africa, but in them she set
down quite unconsciously the beauty of her character and the
sincerity of her purpose. There are four volumes of Negro Folk
Songs, and The Indians’ Book, besides the African book. Recently we
heard two Spanish-Indian melodies, a Crucifixion Hymn and Blood
of Christ, that Miss Curtis found in use in religious festivals near
Santa Fe, New Mexico. They are Spanish in character, and are almost
unaltered examples of the songs of the Middle Ages brought down to
us by the Indian. These were arranged by Percy Grainger according
to directions left by Miss Curtis.
Several American operas have been written on Indian legends and
it would be difficult to find more picturesque subjects.
Our Light Opera Genius
Victor Herbert’s Natoma, given by the Chicago Opera Company in

1911, is an Indian story and one of his two grand operas. Born in
Dublin, Ireland (1854), Herbert was the grandson of the novelist
Samuel Lover. He was educated in Germany, and was a fine ’cellist.
He came to the Metropolitan Opera orchestra as first ’cellist in 1886,
and since then until his death in 1924, he delighted every one with
his incomparable melodies in light operas.
After Patrick Gilmore’s death, Herbert in 1893, became
bandmaster of the 22nd Regiment band which had become famous
in 1869 and 1872 for two monster Peace Jubilees held in Boston. We
think the 20th century, the age of gigantic enterprises, but——! for
the first Jubilee, Gilmore had a chorus of 10,000 voices, and a band
of 1,000! Not satisfied with this volume, in the second Jubilee he
doubled the number! He also had cannons fired to increase the drum
battery!
From Gilmore’s Band, Herbert became conductor of the Pittsburgh
Symphony, also guest conductor of the New York Philharmonic
Orchestra, but he had made such a success as composer of light
operas, that he finally devoted all his time to the theater. Among
Herbert’s most popular successes are: The Serenade, The Idol’s Eye,
Babes in Toyland, Mlle. Modiste, Naughty Marietta, The Madcap
Duchess, etc.
Julian Edwards (1855–1910), like Victor Herbert was born a
British subject, in Manchester, England, and was a successful
composer of light opera. He also wrote many sacred cantatas.
Sousa, the March King
Our most famous bandmaster is America’s “March King,” John

Philip Sousa (1856), once leader of the United States Marine Band.
Who has not marched to Stars and Stripes Forever, Washington
Post, or Liberty Bell? Who does not love them, be he “high” or “low
brow”? With Sousa leading, the band has played around the world,
and no American composer is better known abroad. In fact, Sousa’s
music was considered as “typically American” twenty years ago as is
jazz today.
Another Indian Opera
Now for the Redskins again! Charles Wakefield Cadman’s Indian

opera Shanewis was given at the Metropolitan Opera House in 1918.
Cadman is well known for many songs which have become popular,
At Dawning and The Land of the Sky-blue Water, a lovely Indian
song. Born in Johnstown, Pennsylvania (1881), Cadman received
musical training in Pittsburgh. For some years he has been living in
California.
Another Pennsylvanian, who spent several years among the
Indians, studying their music and using genuine themes for his opera
Poia is Arthur Nevin (1871), younger brother of Ethelbert Nevin. For
several years he was professor of music at the University of Kansas.
A professor at the same college is Charles Sanford Skilton (1868),
writer of many cantatas and orchestral Indian dances.
Thurlow Lieurance (1897), one of the latest recruits to Indian
music lore, is so well known for By the Waters of Minnetonka that
we almost forget other songs and a music drama in which he has
used Indian themes tellingly. One of these is a Navajo blanket song.
The blankets woven by the Navajo women are not only remarkable
examples of primitive art, but tell the stories of the tribe. No two
blankets are the same, and like the music we write, are expressions of
the weaver’s hopes, fears, joys and sorrows.
Homer Grunn (1880) who taught piano in Phoenix, Arizona,
profited by the opportunity to gather Indian tunes, which he has put
into songs, a music drama and orchestral works.
Ethelbert Nevin—Poet-Composer
Ethelbert Nevin (1862–1901) told his father that he would not

mind being poor all his life if he could just be a musician! And the
father, a music lover himself, allowed his sensitive, dream-loving,
poetic son to study in America and in Europe. Perhaps “Bert’s”
mother had something to do with the decision, for she, too, was
sensitive and fine, and so much of a musician that her grand piano
was the first to cross the Allegheny mountains into Edgeworth, the
town near Pittsburgh where the Nevins were born.
Ethelbert Nevin was a romanticist who found the medium of his
expression in short songs and piano pieces. He had a gift of melody
surpassed by few and he reached the heart as perhaps no other
American except Stephen Foster had done. Narcissus for piano and
The Rosary have swept through this country selling in the millions.
Mighty Lak’ a Rose, published after his early death, was a close
third. Several others of his songs may be ranked among the best that
America has produced. Nevin was what Walt Whitman would have
called a “Sweet Singer.”
Robin Hood and His Merrie Crew Come to Life in the
19th Century
Reginald de Koven (1859–1920) will ever be remembered for his

delightful light opera Robin Hood on which we were brought up. His
song, Oh, Promise Me, will probably be sung when he will have been
forgotten. De Koven’s last two works were operas, of which
Canterbury Tales after Chaucer was performed at the Metropolitan
Opera House and Rip Van Winkle from Washington Irving and Percy
Mackaye, by the Chicago Opera Company. One of his best songs is a
setting of Kipling’s Recessional.
“Pilgrim’s Progress”—An American Oratorio
One of the most respected American composers is Edgar Stillman

Kelley, born in Sparta, Wisconsin, in 1857, whose American
forefathers date back to 1650. After study in Stuttgart, Kelley went to
California, where he was composer, teacher, critic, lecturer, writer
and light opera conductor. Later he was professor at Yale, dean of
composition at the Cincinnati Conservatory, and since 1910, a
fellowship at the Western College at Oxford, Ohio, gives him the
leisure and economic freedom to compose. His orchestral works
include incidental music to Ben Hur, Aladdin, Chinese suite, a comic
opera, Puritania, Alice in Wonderland, two symphonies, Gulliver
and New England, incidental music to Prometheus Bound, and an
oratorio based on Bunyan’s Pilgrim’s Progress. If you do not know
Kelley’s delightful song, The Lady Picking Mulberries, allow us to
introduce the little Chinawoman to you. You will meet at the same
time an old acquaintance,—Mr. Pentatonic Scale.
Several of the older school of composers in America, faithful
pioneers whose works are rarely heard now were Silas G. Pratt
(1846–1916); Frederic Grant Gleason (1848–1903), who lived and
worked in Chicago from 1877 to the time of his death; William
Wallace Gilchrist (1846–1916), a writer of cantatas and psalms,
Episcopal church music, two symphonies, chamber music and songs,
who spent most of his life in Philadelphia; Homer N. Bartlett (1846–
1920), composer of piano pieces; William Neidlinger (1863–1924),
writer of many charming children’s songs.
Frank van der Stucken (1858) who was born in Texas, but lived in
Europe from 1866 until 1884, was the first conductor to give an
entire program of American orchestral works in America and also at
the Paris Exposition of 1889. For years he was conductor of the
Cincinnati Symphony Orchestra and he has composed many large
orchestral works. He died abroad in 1929.
Rosseter Gleason Cole (1866), composer of songs, piano pieces,
organ pieces, cantatas and works for orchestra and ’cello, takes his
themes from American and general sources. He is organist in
Chicago and has charge of the music courses of the summer session

Full Chapter Advances in Mechanical Engineering Selected Contributions From The Conference Modern Engineering Science and Education Saint Petersburg Russia June 2020 Alexander N Evgrafov PDF

Uploaded by

Copyright:

Available Formats

Full Chapter Advances in Mechanical Engineering Selected Contributions From The Conference Modern Engineering Science and Education Saint Petersburg Russia June 2020 Alexander N Evgrafov PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Chapter Advances in Mechanical Engineering Selected Contributions From The Conference Modern Engineering Science and Education Saint Petersburg Russia June 2020 Alexander N Evgrafov PDF

Uploaded by

Copyright:

Available Formats

Advances in Mechanical Engineering:

Selected Contributions from the

Advances in Mechanical Engineering Selected

Advances in Mechanical Engineering Selected

Biota Grow 2C gather 2C cook Loucas

Advances in Mechanical Engineering, Materials and

Advances in Mechanical Engineering: Select Proceedings

Advances in Computer Science for Engineering and

Advances in Computer Science for Engineering and

Practical Aspects of Chemical Engineering: Selected

Alexander N. Evgrafov Editor

More information about this series at http://www.springer.com/series/11236

ISSN 2195-4356 ISSN 2195-4364 (electronic)

The “Modern Mechanical Engineering: Science and Education” (MMESE) con-

Organization of Remote Education for Higher Mathematics.

Axisymmetric Vibrations of the Cylindrical Shell Loaded

Research of Air Suspension of Shock Machine . . . . . . . . . . . . . . . . . . . . 219

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Marina V. Lagunova(B) , Liubov A. Ivanova, and Natalja V. Ezhova

Abstract. The paper considers the organization of distance learning in higher

Keywords: Distance learning · Remote learning · Test · Moodle · Proctoring ·

• how to gather students;

3 New Approach to the Educational Process

5 Results and Conclusion

Oman A. Abyshev1(B) , Eugeny I. Yablochnikov1 , and Juho Mäkiö2

Keywords: Engineering training · Competency model · T-CHAT · Smart

2 Educational Approaches for ICPS Education – Literature Review

According to [1], knowledge is a product of cognition, an attitude is an automated (i.e.

3 Educational Factories as a Tool for Training Specialists

equipped classrooms according to the “one-to-one” or “one-to-many” schemes. The

4 Conceptual Provisions for the Development of Curricula

5 Building an Educational Environment for Learning ICPS

For the successful implementation of this task, it is necessary to regularly monitor

Fig. 2. Development milestones for Industry 4.0 [23]

In particular, this approach was tested in the framework of academic cooperation

The main task of partners is to support educational programs that consider

• development of infrastructure and laboratories;

6 Results and Discussion

L. B. Aksenov(B) , S. N. Kunkin, and N. M. Potapov

Keywords: Axial rotary forging · System analysis · Tube blank · Stability ·

John Knowles Paine (1839–1906), was the first professor of music

Dudley Buck (1839–1909), was a noted organist, composer and

George Chadwick, one of our most important composers, was born

Arthur Foote (1853) is one of the few prominent composers whose

Horatio Parker (1863–1919) inherited his talent from his mother

Frederick Converse (1871), like many other Boston musicians, was

David Stanley Smith, a native of Toledo, Ohio (1877), belongs to

One of the most important composers of the New England group,

Another Boston musician and composer, teacher of piano and

Charles Martin Loeffler is a composer belonging to a different class

The next composer, Henry F. Gilbert, born in Somerville,

Victor Herbert’s Natoma, given by the Chicago Opera Company in

Our most famous bandmaster is America’s “March King,” John

Now for the Redskins again! Charles Wakefield Cadman’s Indian

Ethelbert Nevin (1862–1901) told his father that he would not

Reginald de Koven (1859–1920) will ever be remembered for his

One of the most respected American composers is Edgar Stillman

You might also like