Inspection of parts with complex geometry and welds with structural health monitoring techniques

Structural Health Monitoring (SHM) systems were developed to evaluate the integrity of a system during operation, and to quickly identify the maintenance problems. They will be used in future aerospace vehicles to improve safety, reduce cost and minimize the maintenance time of a system. Many SHM systems were already developed to evaluate the integrity of plates and used in marine structures. Their implementation in manufacturing processes is still expected. The application of SHM methods for complex geometries and welds are two important challenges in this area of research. This research work started by studying the characteristics of piezoelectric actuators, and a small energy harvester was designed. The output voltages at different frequencies of vibration were acquired to determine the nonlinear characteristics of the piezoelectric stripe actuators. The frequency response was evaluated experimentally. AA battery size energy harvesting devices were developed by using these actuators. When the round and square cross section devices were excited at 50 Hz frequency, they generated 16 V and 25 V respectively. The Surface Response to Excitation (SuRE) and Lamb wave methods were used to estimate the condition of parts with complex geometries. Cutting tools and welded plates were considered. Both approaches used piezoelectric elements that were attached to the surfaces of considered parts. The variation of the magnitude of the frequency response was evaluated when the SuRE method was used. The sum of the square of the differences was calculated. The envelope of the received signal was used for the analysis of wave propagation. Bi-orthogonal wavelet (Binlet) analysis was also used for the evaluation of the data obtained during Lamb wave technique. Both the Lamb wave and SuRE approaches along with the three methods for data analysis worked effectively to detect increasing tool wear. Similarly, they detected defects on the plate, on the weld, and on a separate plate without any sensor as long as it was welded to the test plate.

The effect of study skills instruction on the study strategies and attitudes of college students with learning disabilities

The purpose of this study was to determine the effects of participating in an existing study skills course, developed for use with a general college population, on the study strategies and attitudes of college students with learning disabilities. This study further investigated whether there would be differential effectiveness for segregated and mainstreamed sections of the course.^ The sample consisted of 42 students with learning disabilities attending a southeastern university. Students were randomly assigned to either a segregated or mainstreamed section of the study skills course. In addition, a control group consisted of students with learning disabilities who received no study skills instruction.^ All subjects completed the Learning and Study Strategies Inventory (LASSI) before and after the study skills course. The subjects in the segregated group showed significant improvement on six of the 10 scales of the LASSI: Time Management, Concentration, Information Processing, Selecting Main Ideas, Study Aids, and Self Testing. Subjects in the mainstreamed section showed significant improvement on five scales: Anxiety, Selecting Main Ideas, Study Aids, Self Testing, and Test Strategies. The subjects in the control group did not significantly improve on any of the scales.^ This study showed that college students with learning disabilities improved their study strategies and attitudes by participating in a study skills course designed for a general student population. Further, these students benefitted whether by taking the course only with other students with learning disabilities, or by taking the course in a mixed group of students with or without learning disabilities. These results have important practical implications in that it appears that colleges can use existing study skills courses without having to develop special courses and schedules of course offerings targeted specifically for students with learning disabilities. ^