South elevation elevation, Sunshine Coast University Library, Maroochydore

View to south-east elevation with corrugated steel cladding, plywood, concrete block and colonnade, as seen from exterior.

South-east elevation, Sunshine Coast University Library, Maroochydore

View to south-east elevation; entrance stair, plywood and sheet steel cladding and colonnade, as seen from exterior.

Timber batten screen to north-east elevation, Sunshine Coast University Library, Maroochydore

View of timber batten screen to verandah behind and entrance stair, as seen from exterior.

Batten screen to north-east elevation, Sunshine Coast University Library, Maroochydore

View of timber batten screen to north-east elevation with verandah behind.

Screen to verandah, Sunshine Coast University Library, Maroochydore

View of steel-framed timber screen to verandah.

Second floor reading area interior, Sunshine Coast University Library, Maroochydore

View of second floor reading area with rigid frames and air-conditioning ducting.

South-east elevation, Sunshine Coast University Library, Maroochydore

View to south-east elevation as seen from exterior.

North-west elevation, Sunshine Coast University Library, Maroochydore

North-west elevation as seen from Building K.

Entrance elevation, Sunshine Coast University Library, Maroochydore

View to entrance verandah on north-east elevation and sunshades to north-west elevation.

Emotional Intelligence, emotional Self-Awareness, and Team Effectiveness

An issue at the forefront of recent emotional intelligence debates revolves around whether emotional intelligence can be linked to work performance. Although many authors continue to develop new and improved measures of emotional intelligence (e.g. Mayer, Caruso, & Salovey, 2001) to give us a better understanding of emotional intelligence, the links to performance in work settings, especially in the context of group effectiveness, have received much less attention. In this chapter, we present the results of a study in which we examined the role of emotional self-awareness and emotional intelligence as a predictor of group effectiveness. The study also addresses the utility of self- and peer assessment in measureing emotional self-awareness and emotional intelligence.

Magma Flow Instabilities in a Volcanic Conduit: Implications for Long-Period Seismicity

Silicic volcanic eruptions are typically accompanied by repetitive Long-Period (LP) seismicity that originates from a small region of the upper conduit. These signals have the capability to advance eruption prediction, since they commonly precede a change in the eruption vigour. Shear bands forming along the conduit wall, where the shear stresses are highest, have been linked to providing the seismic trigger. However, existing computational models are unable to generate shear bands at the depths where the LP signals originate using simple magma strength models. Presented here is a model in which the magma strength is determined from a constitutive relationship dependent upon crystallinity and pressure. This results in a depth-dependent magma strength, analogous to planetary lithospheres. Hence, in shallow highly-crystalline regions a macroscopically discontinuous brittle type of deformation will prevail, whilst in deeper crystal-poor regions there will be a macroscopically continuous plastic deformation mechanism. This will result in a depth where the brittle-ductile transition occurs, and here shear bands disconnected from the free-surface may develop. We utilize the Finite Element Method and use axi-symmetric coordinates to model magma flow as a viscoplastic material, simulating quasi-static shear bands along the walls of a volcanic conduit. Model results constrained to the Soufrière Hills Volcano, Montserrat, show the generation of two types of shear bands: upper-conduit shear bands that form between the free-surface to a few 100 metres below it and discrete shear bands that form at the depths where LP seismicity is measured to occur corresponding to the brittle-ductile transition and the plastic shear region. It is beyond the limitation of the model to simulate a seismic event, although the modelled viscosity within the discrete shear bands suggests a failure and healing cycle time that supports the observed LP seismicity repeat times. However, due to the paucity of data and large parameter space available these results can only be considered to be qualitative rather than quantitative at this stage.

School Science Lessons

This website is linked to UNESCO.org and is free to download for educational purposes. It contains a database of school science experiments and investigations in physics, chemistry, biology, astronomy, geology, weather studies, agriculture projects for primary and secondary schools; and sexuality education and drugs education. It is based on a revision, updating and expansion of the "New UNESCO source book for science teaching", 1979 edition, UNESCO, Paris. It contains experiments from the "low cost" science teaching movement, simplified versions of classical experiments, experiments using locally available substances and kitchen chemicals, and environmental science. Some experiments anticipate experiments usually done in senior high school or college classes. The experiments should be "student-friendly" and "teacher-friendly" because there is no overwhelming technology. Enough theoretical background is included to remind teachers of the theoretical context of the experiment. Every experiment is based on materials listed in a modern commercial catalogue of chemicals and equipment for use by educational institutions. The procedures and safety standards are consistent with instructions issued by Education Queensland (Ministry of Education), State of Queensland, Australia.