Nonlinear aeroelastic analysis of a multi-element airfoil with free play using continuation method

2022 ◽  
Vol 109 ◽  
pp. 103482
Author(s):  
Q. Yu ◽  
M. Damodaran ◽  
B.C. Khoo
Keyword(s):  
Continuation Method ◽  
Free Play ◽  
Aeroelastic Analysis

Transonic Aeroelastic Analysis of All-Movable Wing with Free Play and Viscous Effects

2008 ◽  
Vol 45 (5) ◽  
pp. 1820-1824 ◽  
Author(s):  
Jong-Yun Kim ◽  
Kyung-Seok Kim ◽  
In Lee ◽  
Young-Keun Park
Keyword(s):  
Free Play ◽  
Viscous Effects ◽  
Aeroelastic Analysis

Stochastic Nonlinear Aeroelastic Analysis of a Swept Wing Based on Nastran

2013 ◽  
Vol 444-445 ◽  
pp. 738-742
Author(s):  
Yi Li ◽  
Jun Yang ◽  
Nan Chang
Keyword(s):  
Analytical Procedure ◽  
Risk Information ◽  
Free Play ◽  
Uncertain Parameter ◽  
Control Surface ◽  
Swept Wing ◽  
Aeroelastic Analysis

For both military and civil aircrafts are in service, there is always a variation of free play among the joint components of control due to wear. In fact, the variation of free play is an uncertain parameter. In this paper analytical procedure was developed basing on Nastran, which can quantify uncertainties in the complicated swept wing with control surface and gives the quantificational risk information about nonlinear aeroelstic stability in the practice.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Deconstruction and Translation Research

Derrida Today ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Yifeng Sun
Keyword(s):  
Free Play ◽  
Translation Research ◽  
Translation Strategies ◽  
Modes Of Representation

Deconstruction is decidedly unsettling in that it destabilizes the otherwise comfortably assumed understanding of the nature of translation. What is also controversial is that it may make translation impossible, considering that it explicitly acknowledges the impossibility of translation. Yet Derrida emphasizes the necessity of translation as well, thus foregrounding the need to negotiate with the non-negotiable, and for this reason, to translate the untranslatable. Deconstruction captures and elucidates the complexity of translation in relation to the variability and complexity of its nature and practice. Despite the disconcerting observation of his devastatingly relativist overtone and open-endedness, Derrida does not uphold complete free play, as is repeatedly pointed out by himself and other scholars. This paper argues that the context of translation plays a regulating role and intends to unravel what he calls translation as both possible and impossible, both respectful and abusive. Inspired by Derrida's profound contention that translation is in a way more about ‘what is not there’ than ‘what is there’, this paper will map some of the multiple implications of meaning and various modes of representation in translation, in which different meanings can be played with so as to give rise to spaces for exploring and expanding the range of translation strategies and methods.

Nature's Powerful Tutors; The Educative Functions of Free Play

2007 ◽  
Vol 12 (1) ◽  
pp. 18-21 ◽  
Author(s):  
Peter Gray
Keyword(s):  
Free Play
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