An experimental and numerical investigation into the seismic performance of a multi-storey concentrically braced plan irregular structure

In this investigation, the seismic torsional response of a multi-storey concentrically braced frame (CBF) plan irregular structure is evaluated numerically and experimentally through a series of hybrid tests. CBF structures have become popular in seismic design because they are one of the most efficient types of steel structures to resist earthquake loading. However, their response under plan irregular conditions has received little focus mostly in part
due to their complex behaviour under seismic loading conditions. The majority of research on the seismic response of plan irregular structures is based purely on numerical investigations. This paper provides much needed experimental investigation of the seismic response of a CBF plan irregular structure with the aim of characterising the response of this class of structure. The effectiveness of the Eurocode 8 torsional effects provision as a method of designing for
low levels of mass eccentricity is evaluated. Results indicate that some of the observations made by purely numerical models are valid in that; torsionally stiff structures perform well and the stiff side of the structure is subjected to a greater ductility demand compared to the flexible side of the structure. The Eurocode 8 torsional effects provision is shown to be adequate in terms of ductility and interstorey drift however the structure performs poorly
in terms of floor rotation. Importantly, stiffness eccentricity occurs when the provision is applied to the structure when no mass eccentricity exists and results in a significant increase in floor rotations.

Using mixed-methods to examine teachers’ attitudes to educational change:The case of the Skills for Life strategy for improving adult literacy and numeracy skills in England.

This paper reports on a longitudinal study that examines how a national reform introduced in England in the field of adult literacy, language, and numeracy is affecting teachers. The paper focuses on the use of a mixed methodology to explore teachers' attitudes to the reform and how these change over time. The quantitative strand includes the construction and use of a Likert-type instrument for measuring the attitudes of a panel of 1,500 teachers. The qualitative strand builds on the quantitative results and includes focus groups and in-depth interviews with a subsample of teachers in the panel. As the study is still in its initial phase, the purpose is not to present findings, but to discuss how quantitative and qualitative evidence can be combined in evaluation research.

Educational gaming in the health sciences: systematic review

Educational gaming in the health sciences: systematic review. Aim. This paper is a report of a review to investigate the use of games to support classroom learning in the health sciences. Background. One aim of education in the health sciences is to enable learners to develop professional competence. Students have a range of learning styles and innovative teaching strategies assist in creating a dynamic learning environment. New attitudes towards experiential learning methods have contributed to the expansion of gaming as a strategy. Data sources. A search for studies published between January 1980 and June 2008 was undertaken, using appropriate search terms. The databases searched were: British Education Index, British Nursing Index, The Cochrane Library, CINAHLPlus, Medline, PubMed, ERIC, PsychInfo and Australian Education Index. Methods. All publications and theses identified through the search were assessed for relevance. Sixteen papers reporting empirical studies or reviews that involved comparison of gaming with didactic methods were included. Results. The limited research available indicates that, while both traditional didactic methods and gaming have been successful in increasing student knowledge, neither method is clearly more helpful to students. The use of games generally enhances student enjoyment and may improve long-term retention of information. Conclusion. While the use of games can be viewed as a viable teaching strategy, care should be exercised in the use of specific games that have not been assessed objectively. Further research on the use of gaming is needed to enable educators to gaming techniques appropriately for the benefit of students and, ultimately, patients.