Buckling of Cold Formed Stainless Steel Columns under Concentric and Eccentric Loading

This paper describes the results obtained from a series of compression tests performed on cold formed stainless steel Type 304 columns of lipped channel cross-section. The cross-section dimensions, the column length and the eccentricity of the applied compressive load are varied to examine the effects on the buckling load capacity of the columns. The results obtained are compared to those obtained from the relevant design specifications in America and in Europe, and conclusions are drawn on the basis of the comparisons

Improving Wind Turbine Gearbox Reliability: Preprint

This paper describes a new research and development initiative to improve gearbox reliability in wind turbines begun at the National Renewable Energy Laboratory (NREL) in Golden, Colorado, USA

NREL Gearbox Reliability Collaborative: Comparing In-Field Gearbox Response to Different Dynamometer Test Conditions: Preprint

This paper presents the results of NREL's Gearbox Reliability Collaborative comparison of dynamometer tests conducted on a 750-kW gearbox to field testing

Dimensions of professional competences for interventions towards sustainability

This paper investigates sustainability competences through the eyes of professional practitioners in the field of sustainability and presents empirical data that have been created using an action research approach. The design of the study consists of two workshops, in which professional practitioners in interaction with each other and the facilitators are invited to explore and reflect on the specific knowledge, skills, attitudes and behaviours necessary to conduct change processes successfully towards sustainability in a variety of business and professional contexts. The research focuses on the competences associated with these change processes to devise, propose and conduct appropriate interventions that address sustainability issues. Labelled ‘intervention competence’, this ability comprises an interlocking set of knowledge, skills, attitudes and behaviours that include: appreciating the importance of (trying to) reaching decisions or interventions; being able to learn from lived experience of practice and to connect such learning to one’s own scientific knowledge; being able to engage in political-strategic thinking, deliberations and actions, related to different perspectives; the ability for showing goal-oriented, adequate action; adopting and communicating ethical practices during the intervention process; being able to cope with the degree of complexity, and finally being able to translate stakeholder diversity into collectively produced interventions (actions) towards sustainability. Moreover, this competence has to be practised in contexts of competing values, non-technical interests and power relations. The article concludes with recommendations for future research and practice

Bringing installation art to reconnaissance to share values and generate action

The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a model of individual problem-solving, which, we argue, communicates a limited conception of action research. In this paper we propose an alternative to this ‘problem-solving’ conception of action research that acknowledges the complex, messy nature of action research through the use of arts installations. Specifically, we present the reconnaissance phase of a project which brought together a partnership comprising a water heritage museum, university staff, teachers and artists. A pedagogical adaptation of contemporary installation art theory and practice fostered the exploration of individual and collective understandings of water, and also established a shared approach to curriculum development and ownership of the project among all participants. We propose that this creative practice enhanced and changed the process of reconnaissance; it allowed the group to establish and share commitments to the value of water conservation and generated a wide range of options for our action research

Coach development through collaborative action research: enhancing the learning environment within a national talent development system

Motivation to learn is an essential factor of talent being realised , which throws into light the essential role that the motivational climate plays in developing talent. Through collaborative action research, the aim of this study was to develop coaches’ learning to enhance the learning environment within a national talent development system, utilising the) TARGET framework (task, authority, recognition, grouping, evaluation and time). Results revealed that participatory collaborative action research is an effective coach development tool for coaches in order to enhance their learning and the motivational climate within their sessions. The study identified the benefits of coach development through participatory action research, revealing a highly positive response to the role that collaborative learning played in pedagogical developmen

Using action research to improve learning and formative assessment to conduct research

The paper reports on how educational research informed and supported both the process of refinement of introductory physics laboratory instruction and student development of scientific abilities. In particular we focus on how the action research approach paradigm combined with instructional approaches such as scaffolding and formative assessment can be used to design the learning environment, investigate student learning, revise curriculum materials, and conduct subsequent assessment. As the result of the above efforts we found improvement in students’ scientific abilities over the course of three years. We suggest that the process used to improve the curriculum under study can be extended to many instructional innovations.National Science Foundatio

Easing into the Academy: Using Technology to Foster Cross-Institutional Critical Friendships

This article addresses the ways in which early career teacher educators can support each other as they enter the academic community. By utilizing technology as an instrument to engage in a cross-country critical friendship, the authors were able to engage in a dialogue that grew out of mutual interests and concerns. Through critical reflection, they were able to address the question: How can we, two early-career teacher educators, push ourselves and one another to more critically examine our teaching practices? In doing so, each “new educator” grew more confident in claiming one\u27s voice as a sustainable critical friendship emerged

Exploring the relationship between homosexuality and sport among the teammates of a small, Midwestern Catholic college soccer team.

Despite decreasing homophobia, openly gay male athletes are still rare in organized, competitive teamsports. In this action research, we explore two aspects of homosexuality and sport: (1) the effect of a gay male soccer player coming out to his teammates; and (2) the effect of having an openly gay researcher in the field. This is, therefore, the first-ever first-hand account of an athlete's coming-out process with researchers in the field. Even though this is action research and, therefore, not generalizable, we highlight that this research contributes to the body of literature on sexuality and sport because we document the interactions of straight athletes with a gay player and a gay researcher among the heterosexual players at a small, Catholic college in the American Midwest. We use interviews to show that players were accepting of homosexuality before the beginning of this research and show that discussions with these two gay men further promoted players' perspectives on homosexuality. This led to an increase in the team's social cohesion and a decrease in heteronormativity