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A computational framework for assisting in the development of novel textiles is presented. Electronic textiles are key in the rapidly growing field of wearable electronics for both consumer and military uses. There are two main challenges to the modeling of electronic textiles: the discretization of the textile microstructure and the interaction between electromagnetic and mechanical fields. A director-based beam formulation with an assumed electrical current is used to discretize the fabric at the level of individual fibrils. The open-source package FEniCS was used to implement the finite element model. Contact integrals were added into the FEniCS framework so that multiphysics contact laws can be incorporated in the same framework, leveraging the code generation and automated differentiation capabilities of FEniCS to produce the tangents needed by the implicit solution method. The computational model is used to construct and determine the mechanical, thermal, and electrical properties of a representative volume elements of a plain woven textile. Dynamic relaxation to solve the mechanical fields and the electrical and thermal fields is solved statically for a given mechanical state. The simulated electrical responses are fit to a simplified Kirchhoff network model to determine effective resistances of the textile. Copyright © 2016 John Wiley & Sons, Ltd.

A computational framework for assisting in the development of novel textiles is pre- sented. Electronic textiles are key in the rapidly growing field of wearable electronics for both consumer and military uses. Fabric actuators can be made with electrically function- alized fabrics that can be manipulated by externally applied electromagnetic fields when electric current is run through the yarns of the fabric. There are two main challenges to the modeling of electronic textiles: the discretization of the textile microstructure and the interaction between electromagnetic and mechanical fields.The fully coupled mechanical, thermal, and electromagnetic behavior of a textile can be simulated in the context of quasistatic material property prediction and dynamic analysis of high speed impacts. Director-based beam formulations are used to discretize the fabric at the level of individual fibrils. Instead of solving Maxwell's equations in full detail, a quasistatic approximation is used to solve the electric potential in the presence of a moving material medium. While this formulation alleviates the spatial and temporal discretization restrictions, the coupled problem is a Differential Algebraic Equation requiring special treat- ment. Diagonally Implicit Runge-Kutta methods using a monolithic Newton's method solver are used to integrate the resulting nonlinear coupled systems in time. The finite element model is implemented using the open source package FEniCS. Contact integrals were added into the FEniCS framework so that multiphysics contact laws can be incorporated in the same framework, leveraging the code generation and automatic differentiation capabilities of FEniCS to produce the tangents needed by the implicit solution method.The nonlinear deformation of a current-carrying elastic string is solved analytically. The computational model for a single fibril is validated using by comparison the static problem and verifying the convergence orders for higher-order finite element basis functions. The time stepping method for the fully coupled differential algebraic equation is verified using the convergence orders of the higher-order Runge-Kutta methods. The computational model is used to construct and determine the mechanical, thermal, and electrical properties of representative volume elements of textiles using dynamic relaxation to solve the decoupled fields in a static context. The dynamic deformation of a small electronic textile under various orientations of magnetic fields is solved. An electromagnetically-enhanced textile armor system impacted by a projectile is simulated.

Purpose
In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education.


Design/methodology/approach
The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified.


Findings
It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering.


Originality/value
Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

15 páginas, 9 figuras ; Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology. ; This work has been supported in part by the Erasmus+ program of the European Union undergrant 2017-1-ES01-KA203-038491 (RULES_MATH), in part by Ministerio de Ciencia, Innovación y Universidades(MCIU, Spain), Agencia Estatal de Investigación (AEI, Spain), and Fondo Europeo de Desarrollo Regional(FEDER, UE) under Project COPCIS (grant number TIN2017-84844-C2-1-R) and Project MAGERAN (grant numberTIN2017-84844-C2-2-R)

[EN]Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology. ; This work has been supported in part by the Erasmus+ program of the European Union under grant 2017-1-ES01-KA203-038491 (RULES_MATH), in part by Ministerio de Ciencia, Innovaci n y Universidades (MCIU, Spain), Agencia Estatal de Investigaci n (AEI, Spain), and Fondo Europeo de Desarrollo Regional (FEDER, UE) under Project COPCIS (grant number TIN2017-84844-C2-1-R) and Project MAGERAN (grant number TIN2017-84844-C2-2-R).