Evaluating approaches to product design and sourcing decisions in multinational companies

Product design and sourcing decisions are among the most difficult and important of all decisions facing multinational manufacturing companies, yet associated decision support and evaluation systems tend to be myopic in nature. Design for manufacture and assembly techniques, for example, generally focuses on manufacturing capability and ignores capacity although both should be considered. Similarly, most modelling and evaluation tools available to examine the performance of various solution and improvement techniques have a narrower scope than desired. A unique collaboration, funded by the US National Science Foundation, between researchers in the USA and the UK currently addresses these problems. This paper describes a technique known as Design For the Existing Environment (DFEE) and an holistic evaluation system based on enterprise simulation that was used to demonstrate the business benefits of DFEE applied in a simple product development and manufacturing case study. A project that will extend these techniques to evaluate global product sourcing strategies is described along with the practical difficulties of building an enterprise simulation on the scale and detail required.

The strength of column-to-foundation joints in reinforced concrete

This thesis is concerned with the experimental and theoretical investigation into the compression bond of column longitudinal reinforcement in the transference of axial load from a reinforced concrete column to a base. Experimental work includes twelve tests with square twisted bars and twenty four tests with ribbed bars. The effects of bar size, anchorage length in the base, plan area of the base, provision of bae tensile reinforcement, links around the column bars in the base, plan area of column and concrete compressive strength were investigated in the tests. The tests indicated that the strength of the compression anchorage of deformed reinforcing steel in the concrete was primarily dependent on the concrete strength and the resistance to bursting, which may be available within the anchorage . It was shown in the tests without concreted columns that due to a large containment over the bars in the foundation, failure occurred due to the breakdown of bond followed by the slip of the column bars along the anchorage length. The experimental work showed that the bar size , the stress in the bar, the anchorage length, provision of the transverse steel and the concrete compressive strength significantly affect the bond stress at failure. The ultimate bond stress decreases as the anchorage length is increased, while the ultimate bond stress increases with increasing each of the remainder parameters. Tests with concreted columns also indicated that a section of the column contributed to the bond length in the foundation by acting as an extra anchorage length. The theoretical work is based on the Mindlin equation( 3), an analytical method used in conjunction with finite difference calculus. The theory is used to plot the distribution of bond stress in the elastic and the elastic-plastic stage of behaviour. The theory is also used to plot the load-vertical displacement relationship of the column bars in the anchorage length, and also to determine the theoretical failure load of foundation. The theoretical solutions are in good agreement with the experimental results and the distribution of bond stress is shown to be significantly influenced by the bar stiffness factor K. A comparison of the experimental results with the current codes shows that the bond stresses currently used are low and in particular, CPIlO(56) specifies very conservative design bond stresses .

Essential features of serious games design in higher education:linking learning attributes to game mechanics

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in-game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.