No abstract

No abstract

This paper investigates the effects of precondition characteristics on the residual compressive strength (RCS) of 16-ply carbon/epoxy panels through the establishment of their compressive and buckling response characteristics. The preconditions of varying sizes include impact damage and embedded artificial delaminations of both circular and elliptical shapes. A sequence of prebuckling, local and global buckling, and postbuckling is found in both the longitudinal and transverse directions. The possibility of delamination propagation is examined using the response characteristics on the basis of the sequences. A damage threshold is found at the 25% panel width or 455mm 2damage area. Both the global buckling loads and the RCSs suffer substantial degradation but in a different manner, depending on the threshold. For small damages, the global buckling loads are unaffected but the RCSs suffer substantial degradation, though there is little evidence for the delamination propagation. For large damages, while the global buckling loads are reduced moderately with an increase of the damages due likely to the unstable global buckling-to-postbuckling transition, the RCSs do not suffer further reduction, though evidence is found for the delamination propagation. These panels fail soon after the unstable global bucklingtopostbuckling transition. Panels with multiple delaminations suffer a greater reduction in RCS than the impact-damaged panels. A combination of the delamination size and number is shown to have the most dominant effect on the RCSs. It is demonstrated that the present method of embedding artificial delaminations proves to be very useful for studying the RCS of impact-damaged panels via the establishment of response characteristics and their links to the effects of the preconditions on them.

Serious Games (SG) have a particular ability to motivate and engage in the therapeutic and learning process. There are multiple approaches based on methodologies, frameworks, and models for SG design, which have been proposed based on a specific domain. However, the relationship between the Software Engineering methodologies, with the requirement described in the Game Design Document, and the Instructional Design have not been discussed together. This paper proposes a conceptual model and discusses their relations among those domains, that aims to fill this gap. In order to define the model, those approaches available were analyzed and compared, then suggests several components needed for game design. It describes the primary structure focus on four phases Analysis, Design, Development, and Evaluation, which identifies and validates the roles of all components to achieve the desired educational goals. SG maned ''ATHYNOS'' was developed to help children with learning disabilities. Finally, a case study with three units of analysis points out that ATYHNOS aided participants in the level of concentration, hand-eye coordination, motor skills, and cognitive reinforcement. INDEX TERMS Serious games, conceptual model for design, game-based learning, ATHYNOS.

Abstract