A Degradation Function Consistent with Cocks–Ashby Porosity Kinetics

The load carrying capacity of ductile materials degrades as a function of porosity, stress state and strain-rate. The effect of these variables on porosity kinetics is captured by the Cocks–Ashby model; however, the Cocks–Ashby model does not account for material degradation directly. This work uses a yield criteria to form a degradation function that is consistent with Cocks–Ashby porosity kinetics and is a function of porosity, stress state and strain-rate dependence. Approximations of this degradation function for pure hydrostatic stress states are also explored

Practicable and Justiciable: Why North Carolina’s Constitutional Vision of Higher Education is Judicially Enforceable

Two hundred and twenty-five years ago, North Carolina established the nation’s oldest public university, choosing as its home a particularly inviting poplar tree in present-day Chapel Hill. Today, UNC-Chapel Hill is part of a sixteen-campus university system known nationwide for its commitment to ensuring that public universities remain financially accessible to the citizens who support them. That commitment is codified in Article IX, Section 9 of the North Carolina Constitution, which requires that tuition at the State’s public universities be “as far as practicable . . . free of expense.” That clause was first introduced in North Carolina’s 1868 Constitution, nearly eighty years after UNC-Chapel Hill opened its doors. Before its imposition, higher education in North Carolina was anything but affordable. After ratification of the 1868 Constitution, tuition at the State’s public universities not only decreased, but remained at a steady, low-price for more than a century: $1450 in 2017 dollars, except for years when inflation spiked. This Note argues that Article IX, Section 9 requires the General Assembly to fund higher education such that tuition does not exceed this amount, adjusted for inflation—a standard leaders in Raleigh have failed to meet for nearly two decades. Should legislators fail to heed this constitutional mandate, students could successfully challenge the legislature’s refusal to adequately fund higher education

Selected reading vocabularies for grades four, five, and six derived from word counts of books commonly used in each grade

Thesis (Ed.M.)--Boston Universit

Preparation of assessment, learning and teaching materials for dyslexic students that benefit all students: presentation of results from an empirical study

The purpose of this paper is to present results from empirical research with dyslexic students in Higher Education that focuses on the impact of dyslexia on the study of computing. HESA (Higher Education Statistics Agency) statistics suggest that Computer Science is one of the subjects to which dyslexic students are attracted. This study was motivated by the question as to whether there might be anything particular about the discipline of computer programming that makes it either beneficial or problematic for dyslexic students. In addition, we were also interested in dyslexic students' general experience of assessment, learning and teaching, as well as their views of proposed accessibility guidelines. The Greek word 'dyslexia' means 'difficulty with words'. The British Dyslexia Association (2007) describes dyslexia as “a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing”. Dyslexic students are a substantial and growing proportion of the overall student population, for whom learning materials should be made accessible. It is argued that good practice in approaches in assessment learning and teaching for disabled students is generally good practice for all students (Brown, Adams, 2006). Many of the adjustments, such as well prepared handouts, instructions given in writing as well as verbally, notes put on-line, and variety and flexibility in forms of assessment, are simply good teaching and learning practices from which all students can benefit

The impact of the global financial crisis on industry growth

© 2014 The Authors. The Manchester School published by The University of Manchester and John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.This article has been made available through the Brunel Open Access Publishing Fund.This article investigates the real effects of the recent global financial crisis by using industry panel data across 82 countries. We find that industry growth indicators experienced a sharp drop following the crisis. However, a closer inspection indicates that an adverse effect is pronounced in industries that are more dependent on external finance, and also in those industries that rely on trade credit due to under-developed financial intermediation. It is also found that low- and lower-middle income countries tend to experience a lesser impact on growth. These findings provide new evidence of the negative externalities associated with credit-market friction