Artificial Intelligence Model for Flowable Concrete Mixtures Used in Underwater Construction and Repair

This study explores using artificial neural networks to predict the rheological and mechanical properties of underwater concrete (UWC) mixtures and to evaluate the sensitivity of such properties to variations in mixture ingredients. Artificial neural networks (ANN) mimic the structure and operation of biological neurons and have the unique ability of self-learning, mapping, and functional approximation. Details of the development of the proposed neural network model, its architecture, training, and validation are presented in this study. A database incorporating 175 UWC mixtures from nine different studies was developed to train and test the ANN model. The data are arranged in a patterned format. Each pattern contains an input vector that includes quantity values of the mixture variables influencing the behavior of UWC mixtures (that is, cement, silica fume, fly ash, slag, water, coarse and fine aggregates, and chemical admixtures) and a corresponding output vector that includes the rheological or mechanical property to be modeled. Results show that the ANN model thus developed is not only capable of accurately predicting the slump, slump-flow, washout resistance, and compressive strength of underwater concrete mixtures used in the training process, but it can also effectively predict the aforementioned properties for new mixtures designed within the practical range of the input parameters used in the training process with an absolute error of 4.6, 10.6, 10.6, and 4.4%, respectively.

‘Med Hondo’s Sarraounia: The musical articulation of cultural transformation’

This article examines music in Med Hondo’s Sarraounia, considering how it contributes to the dramatic form of the movie while concurrently articulating narratives regarding cultural transformation through both its extrinsic (cultural) and intrinsic (formal) dimensions. Examining how the use of traditional and contemporary African music politicises diegetic space by referring us to the relationships between indigenous musical forms and their global, culturally hybrid descendents, it then demonstrates the complex manner in which the film uses the formal specificities of African and Western musical idioms to articulate a narrative regarding the cultural transformations that occur when an oral culture (Africa) encounters a literate, modernised culture (the West).

Linking past cultural developments to palaeoenvironmental changes in Estonia

Connections between environmental and cultural changes are analysed in Estonia during the past c. 4,500 years. Records of cereal-type pollen as (agri)cultural indices are compared with high-resolution palaeohydrological and annual mean temperature reconstructions from a selection of Estonian bogs and lakes (and Lake Igelsjon in Sweden). A broad-scale comparison shows increases in the percentage of cereal-type pollen during a decreasing trend in annual mean temperatures over the past c. 4,300 years, suggesting a certain independence of agrarian activities from environmental conditions at the regional level. The first cereal-type pollen in the region is found from a period with a warm and dry climate. A slow increase in pollen of cultivated land is seen around the beginning of the late Bronze Age, a slight increase at the end of the Roman Iron Age and a significant increase at the beginning of the Middle Ages. In a few cases increases in agricultural pollen percentages occur in the periods of warming. Stagnation and regression occurs in the periods of cooling, but regression at individual sites may also be related to warmer climate episodes. The cooling at c. 400-300 cal b.p., during the 'Little Ice Age' coincides with declines in cereal-type and herb pollen curves. These may not, however, be directly related to the climate change, because they coincide with war activities in the region.

Towards Educational Inclusion in a Contested Society: From Critical Reflection to Cultural Action

This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti-discriminatory society where interdependent relationships are valued. This paper significantly develops some of the ideas explored in the authors’ earlier contribution concerned with progress in Northern Ireland towards educational inclusion, and how this might more effectively advance in a post-conflict transforming society. In particular, the paper poses the ‘so what’ question, and it responds by exploring the practical implications of six key ideas thought essential for transforming learning environments supportive of cultural diversity, equity and excellence for all. In addition, it includes examples of how school staff, along with collaborating partners, might utilize these key principles in order to facilitate school improvement.