109 research outputs found

    In-Plane Cyclic Behavior of a Steel Mesh Reinforced Cob Wall

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    This thesis presents the results from in-plane cyclic testing of a reinforced cob wall. Cob is an earthen building material composed of sand, clay, straw and water. Cob is typically constructed with no steel reinforcement; however, the California Building Code requires reinforcement in all buildings for resisting seismic forces. The purpose of this thesis is to provide additional technical data to integrate cob into the building code. Test results are reported for a 7’ x 8’ x 14” wall with two layers of welded wire steel reinforcement constructed on a reinforced concrete foundation. In-plane cyclic loading was performed on the wall up to a maximum displacement of 3.5 in. Compression tests of sixteen 3.5” x 3.5” cubes were conducted to determine the compressive strength and the modulus of elasticity of cob. Results provide observed performance, displacement components, yielding points and seismic response modification factors. A numerical model was developed to conduct a parametric study considering the variation of several material and structural properties. In addition, discussion of material properties and recommendations for future work are included

    Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

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    Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons

    Action research with parkrun UK volunteer organisers to develop inclusive strategies

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    This article addresses the challenge of promoting physical activity through a focus on equity and engaging physically inactive citizens through the development of inclusive strategies within parkrun UK—a free, volunteer-led, weekly mass community participation running event. We discuss how a UK-based action research design enabled collaboration with volunteer event organisers to understand participant experiences, constraints and develop localised inclusive practices. In contrast with ‘expert’ driven health behaviour interventions, our research pursued a ‘ground up’ approach by asking what can be learnt from the successes and challenges of organising community events, such as parkrun UK, to promote inclusion? A modified participatory action research approach was used with four parkrun sites across England, Scotland, and Northern Ireland, that involved quantitative and qualitative analysis of survey data (N = 655) that informed the process. Our analysis explored parkrunners’ and volunteer organisers’ perceptions relating to (i) the demographics of parkrun participation and (ii) actions for change in relation to the challenges of engaging marginalised groups (women, ethnic minorities, low income, older people, those with disabilities or illness). We discuss the challenges and opportunities for addressing (in)equity and inclusion through volunteer-based organisations and the implications for translating knowledge into organisational strategies

    When industry meets Education 4.0: What do computer science companies need from higher education?

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    Education 4.0 emphasises the development of skills and competences necessary in a modern workplace. In this paper, we explored what these Education 4.0 skills look like through exploring the opinions of industry professionals in the Computer Science (CS) sector. A series of focus groups involving CS companies from across Europe were used to identify the skills required and the current gaps in training for CS graduates. The two main gaps identified by companies were graduates’ lack of soft skills and challenges to applying theoretical knowledge to different practical contexts. Strengths identified included good knowledge of programming and interacting with clients and customers on a technical level. Amongst the suggested ways for addressing these gaps were a close collaboration between industry and academia through company placements and opportunities for project-based learning in higher education.Postprint (author's final draft