Calculating the state parameter in crushable sands

The state parameter (y) measures the distance from the current state to the critical state line (CSL) in the compression plane. The existence of a correlation between both the peak angle of shearing resistance (�# ) and peak dilatancy and y is central to many constitutive models used to predict granular soil behaviour. These correlations do not explicitly consider particle crushing. Crushing induced evolution of the particle size distribution influences the CSL position and recent research supports used of a critical state plane (CSP) to account for changes in grading. This contribution evaluates the whether the CSP can be used to calculate y and thus enable prediction of the peak angle of �# and peak dilatancy where crushing takes place. The data considered were generated from a validated DEM model of Fontainebleau sand that considers particle crushing. It is shown that where y is calculated by considering the CSL of the original uncrushed material there can be in a significant error in predicting the material response. Where the CSP is used there is a significant improvement in our ability to predict behaviour whether the CSP is accurately determined using a large number of tests or approximated using crushing yield envelopes. It is shown that the state parameter calculated using the previously available definition can give a false sense of security when assessing liquefaction potential of potentially crushable soils. The contribution also highlights the stress-path dependency of the relationship between �# $ and y whichever approach is used to determine

Ensuring travel broadens minds: a suitable case for Learning Design?

O’Sullivan (2018, p. 283) advocates ‘an ability to continue to learn, both from your own experience and from the good practice of others’ as a strategy for professional development in cultural organisations, using a case study of international exchange visits. Yet in spite of their popularity, there is little systematic evaluation of such exchanges. The lack of an evidence base for improving practice in cultural and educational exchange visits threatens their continued justification in a resource-constrained environment. It threatens to leave barriers to participation intact through lack of analysis (Gastinger, 2011; O’Sullivan and Flecknoe, 2000), and perpetuates the danger of transferring inappropriate educational paradigms and cultural ideologies through unexamined practices (Cramp, 2016: Fallon and Paquette, 2015; Maranzan et al, 2013; Martin and Griffiths, 2012). On the other hand, evidence-based improvements in the effectiveness of cultural and educational exchanges would strengthen the case for widening participation (MacInnes et al, 2019) and increase their value to international educational development (British Council, 2018). As a learning tool, international exchange visits should be amenable to the same quality enhancement processes used for other educational materials. The UK Open University has embraced Learning Design (Cross, et al., 2012) as a methodology for the design and continuous improvement of its courses. Learning Design theory analyses courses into generic activities centred on learner needs and experience. Designs can be tested, reused and refined as appropriate in the light of evidence from learning analytics (Rientes and Toetenel, 2016; O’Sullivan and O’Sullivan, 2018). Drawing on literature and case studies, we propose that applying the principles of Learning Design to planning exchange visits will help prevent some of the identified practical and ideological problems. Furthermore, we argue that incorporating elements of distance learning around the exchange visit will improve and enrich the value of this kind of professional development

Liberal Practices in a Global World: Stumbling Blocks for a Democratic Citizenship Education

Reflecting on our efforts to provide Canadian university students with a transformative learning experience in Cuba, we were surprised to find that dominant forms of liberal thinking were more difficult to challenge than was anticipated. This paper explores this phenomenon and offers deliberation as a means toward lessening the stronghold of such beliefs. It begins with a sketch of our group participants and an explanation of our methodology, alongside the theory of cultural liberalism that frames the study. This is followed by a two-part description of our findings, suggesting that the liberal ideologies accompanying such innocuous practices as facilitating group harmony filter into understandings of democratic citizenship well beyond such parameters. We end with a tentative conclusion about the possibilities for democratic education in the increasingly complicated space of global interdependence and Cuban transformation in that space

Stress distribution in trimodal samples

The distribution of stress between coarser and finer particles in gap-graded soils is considered a key factor contributing to the risk of internal instability or suffusion, amongst other soil properties. In reality soils can have more complex size distributions than being purely bimodal. In this study, the discrete element method was used to investigate the stress distribution of trimodal gap-graded materials with different grading curves. The quantification of stresses and contacts forces at particle scale data indicates that the stress distribution in trimodal materials are influenced by the percentage of fines, the proportion of the medium fraction, and the initial density. Specifically, when the stress transfer within trimodal material was partitioned into six contacts classes, the results indicate that the stress carried out by each contact type is strongly associated with their percentage fractions and the size ratio between the different particle types

Tradition and Law in Papua New Guinea: an annotated and selected bibliography

The following volume forms a sequel to Michelle Potter's Traditional Law in Papua New Guinea Australian National University 1973. Both bibliographies treat the source material in a similar way , i.e. the articles are annotated with a brief summary and headings from a subject index. Within both bibliographies, the subject index is listed systematically and alphabetically. The bibliographies differ, however, in how the source material was selected, and this difference is directly related to an event which occurred two years after Potter's date of publication - the establishment of Papua New G uinea as an independent nation in 1975

Tradition and law in Papua New Guinea : an annotated and selected bibliography

The following volume forms a sequel to Michelle Potter's Traditional Law in Papua New Guinea Australian National University 1973. Both bibliographies treat the source material in a similar way, i.e. the articles are annotated with a brief summary and headings from a subject index. Within both bibliographies, the subject index is listed systematically and alphabetically. The bibliographies differ, however, in how the source material was selected, and this difference is directly related to an event which occurred two years after Potter's date of publication - the establishment of Papua New Guinea as an independent nation in 1975. (From Introduction)

Micromechanical inspection of incremental behaviour of crushable soils

In granular soils grain crushing reduces dilatancy and stress obliquity enhances crushability. These are well-supported specimen-scale experimental observations. In principle those observations should reflect some peculiar micromechanism associated with crushing, but which is it? To answer that question the nature of crushing-induced particle-scale interactions is here investigated using an efficient DEM model of crushable soil. Microstructural measures such as the mechanical coordination number and fabric are examined while performing systematic stress probing on the triaxial plane. Numerical techniques such as parallel and the newly introduced sequential probing enable clear separation of the micromechanical mechanisms associated with crushing. Particle crushing is shown to reduce fabric anisotropy during incremental loading and to slow fabric change during continuous shearing. On the other hand, increased fabric anisotropy does take more particles closer to breakage. Shear enhanced breakage appears then to be a natural consequence of shear-enhanced fabric anisotropy. The particle crushing model employed here makes crushing dependent only on particle and contact properties, without any pre-established influence of particle connectivity. That influence does not emerge and it is shown how particle connectivity, per se, is not a good indicator of crushing likelihood

Weaving Words and Drawing Lines: The Bauhaus Masters Endeavours to Establish a Universal Visual Language within Foundation Education

This study investigates the roots of interdisciplinary architectural and design education and methodology in Europe and the United States during the first half of the twentieth century. In particular this thesis is concerned with the establishment of the principles of a universal visual language within this context. Walter Gropius' (1883‐1969) efforts to propagate a universal understanding of architecture, art and design at the Bauhaus is a central focus of this study along with the use of a universal visual language to facilitate such an ideal. This thesis argues that the instigation of the Bauhaus preliminary course, the Vorkurs, developed by Johannes Itten (1888–1967) and matured by Bauhaüslers Lázsló Moholy‐Nagy (1895‐1946) and Josef Albers (1888‐1976) offered vitality, integrity, creativity and longevity to Bauhaus pedagogy and posits that the beliefs and practices of the Vorkurs contributed significantly to the translation of European modern design education in the United States. Although Bauhaus pedagogical translations were refuted by some and misunderstood by others in the wholly different economic context of the United States, this study proposes that the translations of the Vorkurs methodology, by the émigré Bauhaüslers, Moholy‐Nagy at the New Bauhaus in Chicago, Albers at Black Mountain College and Yale and Gropius at Harvard contributed to the codification of modern twentieth‐century design education, and as such continues to offer relevance in current architectural and design pedagogical environments