Experimental analysis of new interfaces for connections by adhesion, interlocking and friction.

The authors thank the federal agency CAPES and the Foundation for Research Support of the state of Sao Paulo, Brazil (FAPESP) for providing a PhD scholarship, and the University of Minho, in Portugal, for the international collaboration.

Numerical approaches for the analysis of timber frame walls

A numerical approach to simulate the behaviour of timber shear walls under both static and dynamic loading is proposed. Because the behaviour of timber shear walls hinges on the behaviour of the nail connections, the force-displacement behaviour of sheathing-to-framing nail connections are first determined and then used to define the hysteretic properties of finite elements representing these connections. The model nails are subsequently implemented into model walls. The model walls are verified using experimental results for both monotonic and cyclic loading. It is demonstrated that the complex hysteretic behaviour of timber shear walls can be reasonably represented using model shear walls in which nonlinear material failure is concentrated only at the sheathing-to-framing nail connections.

Adolescent parents’ values: the role played by retrospective perceptions of the family-of-origin

Family-of-origin is an important system in individual’s lives, and its influence is extensive over the life cycle. The aim of this study was to investigate, in a sample of adolescents’ parents, whether their retrospective perceptions of parenting and relationship qualities within their families-of-origin during adolescence predicted their current collectivist and individualist values. Participants included 110 Portuguese adults with a mean age of 46.86 years old. The results of structural equation modeling supported that retrospective perceptions of parenting and relationship qualities in the family-of-origin predicted the adults’ collectivist values but not their individualist values. This study highlights the importance of retrospective perceptions of supporting and non-rejecting parenting for value acquisition. The results also suggest that values that preserve and protect family connections and collaborations are more likely to be socialized by families. Implications for practice and for the theories on parenting, values, family-of-origin influences and family intergenerational transmission are discussed.

School governance and academic excellence: the representations of distinguished students in an annual award of excellence

Within a research project on «academic excellence in the state school», this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school’s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school’s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school’s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.