Calculation of soil volume loss caused by drilling of anchors

Accurate prediction of ground settlements related to deep supported excavations or foundation works are key in risk assessments of vulnerability of neighboring assets. Several studies show that rotary percussive duplex drilling of casings for tieback anchors and piles can cause substantial local soil volume loss (cavities) around the casings resulting in ground settlements. This paper presents FE back-analysis of a well-documented deep supported excavation in soft clay to investigate the influence from such soil volume loss on the surrounding ground. The analysis demonstrates a simple approach to estimate potential installation effects from overburden drilling by modelling volume loss in specified soil clusters. The method can be implemented in early-planning risk assessments in building projects to assess influence areas and suitability of drilling methods.Calculation of soil volume loss caused by drilling of anchorspublishedVersio

Overgangen til digitale løsninger for medarbeidere i tverrfaglig spesialisert rusbehandling. Hvordan beskriver medarbeiderne prosessen?

Formålet med denne studien har vært å gi økt innsikt i hvordan man som leder kan legge til rette for innføringen av digitale løsninger i en organisasjon. Dette har jeg ønsket å oppnå gjennom å sette søkelys på hvordan medarbeidere som står nærmest den praktiske gjennomføringen erfarer overgangen til nye digitale løsninger. Undersøkelsen har hatt en kvalitativ tilnærming hvor det har vært utført seks individuelle dybdeintervjuer med en semistrukturell form. Intervjuene ble utført på en poliklinikk innen tverrfaglig spesialisert rusbehandling. Resultatene i denne masteravhandlingen viser at medarbeiderne var positive til digitalisering og at de digitale løsningene som allerede var innført i avdelingen hadde bidratt til en enklere arbeidshverdag. Allikevel var det en betydelig skepsis rettet mot at nye digitale løsninger skulle innføres. Medarbeiderne beskrev to kategorier av digitale løsninger hvor de som hadde en definert effekt på pasientbehandlingen ga både større motivasjon, men også vilje til implementering. I tilfellene hvor de digitale løsningene var rettet mot rapportering og registrering viste det seg en større skepsis og motstand mot innføringen, noe som medførte et økt behov for informasjon og opplæring. Deltagerne i denne undersøkelsen viste liten interesse for å medvirke ved digitale endringsprosesser noe som kan tyde på at ledere bør vurdere å bruke medarbeiderne sin kompetanse i utformingen av endringsprosessen, heller enn å involvere medarbeideren i hele prosessen. Videre kan det tenkes at opplæringen i nye digitale løsninger bør ses på som en langvarig prosess. Dette er på bakgrunn av at informasjonen og opplæringen medarbeiderne mottok ved oppstart viste seg å ikke være tilstrekkelig med tanke på forventningene som ble stilt i etterkant. Resultatene i denne undersøkelsen viste videre at den digitale kompetansen til medarbeiderne kunne ha stor påvirkning på hvordan de digitale løsningene fungerte i praksis på avdelingen og at man bør vurdere å sikre denne kompetansen, enten gjennom interne kurs eller i en eventuell ansettelsesprosess

Large scale driving of concrete piles in stiff to very stiff clay

BAMA Gruppen AS have constructed a new 44 000 m2 warehouse, office and distribution centre in Groruddalen in northern parts of Oslo, Norway. Norwegian Geotechnical Institute (NGI) were employed as geotechnical consultants, contributing to evaluation of different foundation methods, design of pile foundations in cooperation with structural engineers and installation of piles in cooperation with the piling contractor. Within the perimeter of the warehouse, the depth to bedrock is between 30 to 50 meters. The typical soil profile is about 2 m of various fill material over 5 to 10 meters of stiff to very stiff clay over a slightly overconsolidated quick clay. Because of the extent of piling, concrete piles were very cost effective for the client. The stiff clay layer however could in theory lead to damaging tension stresses in the concrete piles during driving. For concrete piles up to 50 m length, the total number of blows is also considerable. NGI performed pile-driving simulations, and the contractor performed test-driving at the site. During test-driving, PDA equipment was mounted, monitoring pile stresses during driving of the whole pile length. Test-driving was successful, and pile stresses observed within acceptable limits. During the early phases of production driving, the number of piles broken during driving was higher than expected. The large number of piles did however give good statistical data to interpret combinations of pile cross section and hammer weight and energy (fall height) which were unfavourable. In cooperation with the piling contractor, NGI continuously evaluated the piling production procedure and stop criteria. The aim was to reduce the number of broken piles, and to establish documentation of the bearing capacity for all piles. In total, the contractor drove about 1600 functional concrete piles, with a combined length of about 71 km.publishedVersio

Metting og negativt poretrykk ved trykksondering

Trykksonderingsforsøk er en utbredt metode innen geotekniske grunnundersøkelser. Metoden består i å presse en sonde ned gjennom jorda, mens parametre som spissmotstand, poretrykk og sidefriksjon registreres. Parameterne kan brukes til ulike tolkningsformål, som lagdeling, klassifisering, styrkeparametre og mye annet. Et av de mest utfordrende aspektene ved trykksondering er å oppnå god kvalitet på poretrykksregistreringer. Dette avhenger i stor grad av god metting av filter og væskekanaler i sonden. Underspesielle grunnforhold kan lag med tettpakket silt eller sand dilatere og skape et betydelig sugved penetrering, og dette suget kan forstyrre eller ødelegge mettingen ved at gassbobler oppstår og/eller ekspanderer inne i sondens væskesystem. Ved overgang til leire vil sonden fortsatt registrere et lavt poretrykk, til tross for at det i realiteten vil være et større poreovertrykk i leira grunnet udrenert oppførsel. Årsaken til dette er den lave permeabiliteten i leira, som fører til at det tar tid å komprimere gassboblene og få poretrykksresponsen opp på riktig nivå. Dette fører igjen til at viktig informasjon om det faktiske poreovertrykket går tapt. En eldre trykksonde er modifisert for å forsøke å begrense de negative effektene av store undertrykk ved trykksonderingsforsøk. Den benytter en tilbakeslagsventil, som ved et gitt undertrykk åpnes og lar væske strømme fra en beholder og inn i sondens væskesystem innenfra i stedet forat eventuelle gassbobler utvides. Forsøk utført med ventiler med ulike åpningstrykk er utført iLensvik i Agdenes kommune, med resultater som er både dårligere og bedre enn den kommersielletrykksonden som vanligvis brukes. Den modifiserte sonden registrerer kun poretrykk, og ikke spissmotstand eller sidefriksjon. Itillegg viste grunnforholdene i Lensvik seg å gi variable utslag i poretrykk, og siden det kuner utført ett forsøk med godt resultat er det vanskelig å si om konseptet er brukbart. Denmodifiserte sonden er også komplisert og tidkrevende å montere og mette i felt. Resultatenefra det vellykkede forsøket er likevel så gode at modifikasjonene som er gjort med trykksondenfortjener videre oppmerksomhet

An investigation of variables related to student motivation in instrumental music.

The purpose of the study was to gather information on variables associated with motivation in instrumental music over a period of one school year and to relate previous motivational research in music education to research dealing with goal theories of motivation. Middle school woodwind, brass, and percussion students in grades 5-8 completed researcher-designed instruments to measure levels of student motivation, self-esteem, personal task goal orientation, personal ego goal orientation, and attributions for success and failure in instrumental music. Students also completed researcher-designed survey instruments to report perceptions of the degree to which their teacher stressed the development of ego goals or task goals for learning in their classroom. A sample of classroom sessions was videotaped in order to measure levels of teacher positive and negative feedback provided during instruction. The researcher interviewed participating teachers, observed selected classroom sessions, and categorized classroom practices and policies theorized to be related to the development of student motivation. The results of the study indicated that motivation in instrumental music was significantly correlated with self-esteem in instrumental music, personal task goals, classroom task goal perceptions and internal attributions. Motivation in instrumental music was negatively correlated to student ego goal orientation and students' perceptions of classroom ego goal orientation. Classrooms in which instructors offered higher ratios of positive-to-negative feedback had higher overall rates of student motivation than classrooms with relatively lower ratios of positive-to-negative feedback. Classroom practices and characteristics that tended to be associated with higher levels of student motivation included positive teacher relations with students, authority structures that allowed students some degree of choice without being entirely permissive, less teacher emphasis upon differentiation of students by ability, and teacher expectations for student achievement that were neither too high nor relatively low.Ph.D.EducationEducational psychologyMusic educationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/130818/2/9811178.pd

Grunnleggande algebra på yrkesfagleg utdanningsprogram i vidaregåande skule. Ein studie av læring og overføringsverdi med bruk av det digitale spelet Dragonbox i undervisning.

Statistics reveal that 37 per cent of Norwegian students graduate from lower secondary school with either the lowest passing grade (2) or lower (1) in mathematics. International surveys such as PISA and TIMSS show poor Norwegian results in mathematics, especially in the discipline of algebra. The reasons for this are complex. Through the Norwegian education reform, Reform 94", all students were given the right to upper secondary education, regardless of academic level from lower secondary school. Therefore, a large proportion of students who start secondary education, have poor academic skills and established misconceptions within the field of mathematics. Students also struggle because of lack of motivation, low self esteem and negative attitudes towards mathematics. At the same time, algebra is a necessary and powerful tool within the field of mathematics which enables us to generalize, create models and solve advanced problems. Moreover, algebra is of vital importance within various branches of education and professional life. Algebra is expressed through a theoretical system of mathematical notations, which many students find quite difficult to understand. Inadequate skills within basic algebra may have negative consequences both for the individual involved and society as a whole. Accordingly, I see the need for effective teaching methods to teach students algebra in upper secondary school. The digital game Dragonbox has won international awards and is an interesting contribution to digital didactics and game-based learning, based on cognitive learning theory. Through an empirical research project, I investigated if this game may in fact facilitate improved learning outcomes within fundamental algebra, compared to traditional teaching. Thus, an intervention study is conducted in my own work place, a medium size Norwegian upper secondary school. 20 students from vocational education programmes were included in the group involved in the intervention study. The students in the test group were exposed to Dragonbox as part of the teaching, while the members of the control group were taught in a more traditional manner by means of blackboard teaching and learning, followed by problem-solving based on the textbook. The students' understanding of the topics in question was registered through quantitative methods, with a pre- and post- test, and analyzed using hypothesis testing with student t - test. In addition, the quality of the student's learning was analyzed qualitatively through my researcher's role as a participating observer. My hypothesis and research questions were discussed in relation to the factors that may influence the students' individual cognitive learning processes when using Dragonbox. Analysing my data, quantitatively reveals that using Dragonbox as part of the teaching of algebra does not give significantly better results than traditional teaching. The selection of informants is too limited to generalize beyond what has been revealed in this study. In fact, the outcome of this survey may have been different under other circumstances. This is in line with similar surveys conducted simultaneously. Still, the term learning" is a wider concept than the actual transferral of knowledge that can easily be measured through tests. Hence, through observation and theory, I found an array of teaching aspects that may in fact enhance student motivation and thereby defend the use of the digital game Dragonbox as part of the teaching: The game makes the students more active, it makes mathematical variables and terminology seem quite harmless, and may even give students a sense of mastery and increased belief in their own abilities. As a result, when used the right way, Dragonbox may be a teaching resources that increases the students' motivation and can therefore be an excellent supplement to more traditional teaching methods when working with algebra

Embedding Emotional Intelligence in your organisation (Swinburne Business Forum)

The Swinburne Business Forum (held on May 10th, 2018) dived into the potential of Emotional Intelligence and analysed how organisations and individuals can benefit