Multibody modelling of a TB31 and a TB32 crash test with vertical portable concrete barriers: model verification and sensitivity analysis.

In this article the multibody simulation software package MADYMO for analysing and optimizing occupant safety design was used to model crash tests for Normal Containment barriers in accordance with EN 1317. The verification process was carried out by simulating a TB31 and a TB32 crash test performed on vertical portable concrete barriers and by comparing the numerical results to those obtained experimentally. The same modelling approach was applied to both tests to evaluate the predictive capacity of the modelling at two different impact speeds. A sensitivity analysis of the vehicle stiffness was also carried out. The capacity to predict all of the principal EN1317 criteria was assessed for the first time: the acceleration severity index, the theoretical head impact velocity, the barrier working width and the vehicle exit box. Results showed a maximum error of 6% for the acceleration severity index and 21% for theoretical head impact velocity for the numerical simulation in comparison to the recorded data. The exit box position was predicted with a maximum error of 4°. For the working width, a large percentage difference was observed for test TB31 due to the small absolute value of the barrier deflection but the results were well within the limit value from the standard for both tests. The sensitivity analysis showed the robustness of the modelling with respect to contact stiffness increase of ±20% and ±40%. This is the first multibody model of portable concrete barriers that can reproduce not only the acceleration severity index but all the test criteria of EN 1317 and is therefore a valuable tool for new product development and for injury biomechanics research.

Estimation of the hydraulic conductivity of soils improved with vertical drains

In this study, some limitations associated with modeling the hydraulic conductivity of soil improved with vertical drains are discussed. In addition, some limitations of conventional methodologies for deducing the hydraulic conductivity from oedometer or Rowe cell tests are investigated. An alternative approach for estimating the hydraulic conductivity in soils improved by vertical drains is discussed. This methodology will allow for simpler finite element modeling of consolidation due to vertical drains. The effectiveness of this technique has been demonstrated using a field study.

Evaluation of infilled frames: an updated in-plane-stiffness macro-model considering the effects of vertical loads

The influence of masonry infills on the in-plane behaviour of RC framed structures is a central topic in the seismic evaluation and retrofitting of existing buildings. Many models in the literature use an equivalent strut member in order to represent the infill but, among the parameters influencing the equivalent strut behaviour, the effect of vertical loads acting on the frames is recognized but not quantified. Nevertheless a vertical load causes a non-negligible variation in the in-plane behaviour of infilled frames by influencing the effective volume of the infill. This results in a change in the stiffness and strength of the system. This paper presents an equivalent diagonal pin-jointed strut model taking into account the stiffening effect of vertical loads on the infill in the initial state. The in-plane stiffness of a range of infilled frames was evaluated using a finite element model of the frame-infill system and the cross-section of the strut equivalent to the infill was obtained for different levels of vertical loading by imposing the equivalence between the frame containing the infill and the frame containing the diagonal strut. In this way a law for identifying the equivalent strut width depending on the geometrical and mechanical characteristics of the infilled frame was generalized to consider the influence of vertical loads for use in the practical applications. The strategy presented, limited to the initial stiffness of infilled frames, is preparatory to the definition of complete non-linear cyclic laws for the equivalent strut.

The Vertical Distribution and Evolution of Slam Pressure on an Oscillating Wave Surge Converter

The accurate definition of the extreme wave loads which act on offshore structures represents a significant challenge for design engineers and even with decades of empirical data to base designs upon there are still failures attributed to wave loading. The environmental conditions which cause these loads are infrequent and highly non-linear which means that they are not well understood or simple to describe. If the structure is large enough to affect the incident wave significantly further non-linear effects can influence the loading. Moreover if the structure is floating and excited by the wave field then its responses, which are also likely to be highly non-linear, must be included in the analysis. This makes the description of the loading on such a structure difficult to determine and the design codes will often suggest employing various tools including small scale experiments, numerical and analytical methods, as well as empirical data if available.
Wave Energy Converters (WECs) are a new class of offshore structure which pose new design challenges, lacking the design codes and empirical data found in other industries. These machines are located in highly exposed and energetic sites, designed to be excited by the waves and will be expected to withstand extreme conditions over their 25 year design life. One such WEC is being developed by Aquamarine Power Ltd and is called Oyster. Oyster is a buoyant flap which is hinged close to the seabed, in water depths of 10 to 15m, piercing the water surface. The flap is driven back and forth by the action of the waves and this mechanical energy is then converted to electricity.
It has been identified in previous experiments that Oyster is not only subject to wave impacts but it occasionally slams into the water surface with high angular velocity. This slamming effect has been identified as an extreme load case and work is ongoing to describe it in terms of the pressure exerted on the outer skin and the transfer of this short duration impulsive load through various parts of the structure.
This paper describes a series of 40th scale experiments undertaken to investigate the pressure on the face of the flap during the slamming event. A vertical array of pressure sensors are used to measure the pressure exerted on the flap. Characteristics of the slam pressure such as the rise time, magnitude, spatial distribution and temporal evolution are revealed. Similarities are drawn between this slamming phenomenon and the classical water entry problems, such as ship hull slamming. With this similitude identified, common analytical tools are used to predict the slam pressure which is compared to that measured in the experiment.

Language Experience Affects Grouping of Musical Instrument Sounds

Language experience clearly affects the perception of speech, but little is known about whether these differences in perception extend to non-speech sounds. In this study, we investigated rhythmic perception of non-linguistic sounds in speakers of French and German using a grouping task, in which complexity (variability in sounds, presence of pauses) was manipulated. In this task, participants grouped sequences of auditory chimeras formed from musical instruments. These chimeras mimic the complexity of speech without being speech. We found that, while showing the same overall grouping preferences, the German speakers showed stronger biases than the French speakers in grouping complex sequences. Sound variability reduced all participants' biases, resulting in the French group showing no grouping preference for the most variable sequences, though this reduction was attenuated by musical experience. In sum, this study demonstrates that linguistic experience, musical experience, and complexity affect rhythmic grouping of non-linguistic sounds and suggests that experience with acoustic cues in a meaningful context (language or music) is necessary for developing a robust grouping preference that survives acoustic variability.

Dual Classification Revisited: Rodney Needham and Vertical Asymmetry aboard Scottish Trawlers

Drawing on ethnographic data collected while working as a deckhand on two Scottish trawlers, this article analyses the spatialisation of social, religious and economic inequalities that marked relations between crew members while they hunted for prawns in the North Sea. Moreover, it explores these inequalities as a wider feature of life in Gamrie, Aberdeenshire, a Brethren and Presbyterian fishing village riven by disparities in wealth and religion. Inequalities identified by fishermen at sea mirrored those identified by residents onshore, resulting in fishing boats being experienced as small 'floating villages'. Drawing on the work of Rodney Needham, this article suggests that these asymmetries can be traced along a vertical axis, with greater to lesser wealth and religiosity moving from top/above to bottom/below. The article seeks to understand the presence and persistence of these hierarchies at sea and on land, by revisiting dual classification within anthropological theory.

Insucesso escolar: causas e consequências no contexto do Agrupamento Vertical de Ourique (período 1999/2000 a 2007/2008)

O presente estudo, de carácter quantitativo e qualitativo, assenta na temática do insucesso escolar. O mesmo foi orientado pela questão de partida que o perspectivou: “Quais as causas, consequências e dimensão do fenómeno do insucesso escolar nos alunos que iniciaram, em 1999/2000, a sua escolaridade, no concelho de Ourique? Baseados no quadro conceptual de um estudo de caso, seleccionámos uma “coorte” de alunos, que entrevistámos, com vista a inteirarmo-nos das experiências e situações reais que os conduziram a situações de insucesso escolar procurando dar resposta aos seguintes objectivos: 1) avaliar, quantitativamente, o insucesso escolar na população discente seleccionada; 2) identificar as, eventuais, causas do insucesso escolar verificado; 3) identificar as, eventuais, consequências do insucesso escolar verificado; 4) avaliar possíveis intervenções no sentido de mitigar o fenómeno do insucesso escolar. Para tal, analisámos o percurso escolar de um universo de 46 alunos, entre 1999/2000 e 2007/08, tendo verificado que 24 desses alunos vivenciaram episódios de insucesso escolar, ao longo do seu trajecto académico. Destes, entrevistámos 12 alunos, tendo essa abordagem possibilitado ir de encontro aos nossos objectivos. Através da análise e interpretação dos dados recolhidos, concluímos que: 1) a taxa de insucesso escolar é superior a 50%, na coorte de alunos que iniciaram a sua escolaridade, no ano lectivo 1999/00, no concelho de Ourique; 2) há uma forte participação dos pais e encarregados de educação nas vivências escolares dos alunos (80% do total da amostra); 3) o número médio de retenções, nos alunos com episódios de insucesso escolar, é de 1,5 retenções; 4) o 7.º ano de escolaridade é o ano em que se verifica um maior número de retenções, seguido do 4.º ano de escolaridade; 5) a maioria dos alunos (58,3%) encontra-se relativamente distante do seu meio familiar; 6) um número significativo de alunos com episódios de insucesso escolar (83,3%) referiu que recebe apoio da família; 7) a incapacidade individual foi a causa do insucesso escolar mais referida/inferida pelos entrevistados; 8) evidenciou-se que retenções precoces induzem a retenções posteriores; 9) a importância do 1.º Ciclo é relevante, quando os entrevistados indicam que a falta de apoio no 1.º Ciclo terá induzido a situações futuras de insucesso escolar. No final deste trabalho são efectuadas propostas que possam potenciar futuras investigações, nomeadamente de investigação acção, promovendo intervenção; ### Abstract: The schools failure: The causes of consequences in context the Agrupamento Vertical de Ourique The present study, of quantitative and qualitative content, is based on the thematic of the failure rate in schools. The study was oriented towards the fundamental issue which has been put in perspective: “What are the causes, consequences and dimension of the phenomena of the failure rate in schools that can be seen in the students that started in 1999/2000 their school education in the municipality of Ourique?” Based on the conceptual framework of a study case, we selected a group of students, which we interviewed, in order to know about the real experiences and situations that led them to situations of school failure, trying to give answers and to achieve the following goals: 1) to evaluate quantitatively the school failure of the selected students population; 2) to identify the eventual causes of the verified school failure; 3) to identify the eventual consequences of the verified school failure; 4) to evaluate the possible interventions in order to minimize the school failure phenomena. Therefore, we analysed the school path of an amount of 46 students between 1999/2000 and 2007/2008 and we reached the conclusion that 24 of those students experienced episodes of school failure. We interviewed 12 of those 24 and that approach permitted us to reach our goals. Through the analysis and the interpretation of the collected data we conclude that: 1) the rate of school failure is over 50% in the group of students that started their schooling in the school year 1999/2000 in the municipality of Ourique; 2) there is a strong participation of parents and tutors in the students’ school life( 80% of the sample); 3) the average number of retention in the students with episodes of school failure is 1, 5 retentions; 4) the 7th grade is the one in which we verify the highest number of retentions followed by the 4th grade ; 5) the majority of the students (53,8%) are far away from their family environment; 6) a significant number of students with episodes of school failure (83,3%) referred that they get support from their family; 7) the individual incapacity was the most referred/inferred cause of school failure by the ones who were interviewed ; 8) it became an evidence that early retentions lead to future retentions; 9) the importance of the basic education is relevant when the interviewed students show that the lack of support in the basic education should have led to future situations of school failure. At the end of this work we present some proposals that can lead to future investigation, namely of investigation/action promoting intervention.

O envolvimento da família na escola e no sucesso educativo das crianças: o caso dos 3º e 4º anos de escolaridade do agrupamento vertical de Colos (2004/2005)

Este trabalho pretende analisar a relação entre o envolvimento da família e o sucesso educativo das crianças. A hipótese principal foi construída para testar as teorias de Ana Henderson (1987), Davies (1989) e Epstein (2002). A primeira parte deste trabalho é constituída pelo enquadramento teórico, onde se abordam a problemática da relação escola/família, da participação e do sucesso e insucesso dos alunos. A segunda parte é constituída pela metodologia, análise e interpretação dos dados e análise e discussão dos resultados, onde estão incluídas as conclusões e as sugestões. O estudo foi feito nas escolas do 1° Ciclo do Agrupamento Vertical de Colos, relativamente aos alunos do 3° e 4° ano, no ano lectivo de 2004/2005. A amostra foi constituída por 67 pais e a recolha de informação foi feita através de um questionário. O tratamento de dados foi feito de forma estatística utilizando o SPSS, Os resultados do presente estudo levam-nos a concluir que os pais têm uma fraca participação na escola e que o sucesso educativo dos alunos não depende da participação dos pais na sua vida académica, não se confirmando a hipótese formulada para dar resposta à pergunta inicial. Concluímos ainda que, quanto maior é a distância entre a casa dos alunos e a escola frequentada, melhores resultados e menos retenções estes exibem ao longo do seu percurso escolar. /ABSTRACT - This work intends to analyse the relation between the role of the family and the educational success of children. The main assumption was built to test the theories of Ana Anderson (1987), Davies (1989) and Epstein (2002). The first part of the essay includes the theoretical framing where the subject of the relation school/family is approached. The second part contains the methodology, analysis and interpretation of data and the analysis and discussion of the results, which includes the conclusions and the suggestions. This survey was made in the Primary Schools of “Agrupamento Vertical de Colos”, among students of the third and fourth grades in the school year of 2004/2005. The sample was made of sixty-seven parents and the data was gathered by a questionnaire. The treatment of this data was made statistically by using SPSS. The results of this survey take us to the conclusion that parents have a low participation in school and that the educative success of students does not depend on their parents’ participation in their academic life. So, the hypothesis formulated to answer the initial question is not confirmed. We can also conclude that, the longer the distance between the students' home and the school they attend, the better the results and fewer times they fail in their school life.

Dinâmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo

O advento da Internet e da Web, na década de 1990, a par da introdução e desenvolvimento das novas TIC e, por consequência, a emergência da Sociedade da Informação e do Conhecimento, implicaram uma profunda alteração na forma de análise dos processos de ensino-aprendizagem, já não apenas segundo um prisma cognitivista, mas, agora, também social, isto é, segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se imperativo que, para que possam transformar-se em futuros trabalhadores de sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos aprendentes passem a ser efetivamente educados/preparados para a Sociedade da Informação e do Conhecimento e, tanto quanto possível, através da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia Capitão, não se deve considerar esta mudança de paradigma como uma revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma “conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão, 2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de preparar os alunos para as novas competências da era digital, promovendo “a aprendizagem dos pilares do conhecimento que sustentarão a sua aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é, “aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e “aprender a ser” (Equipa de Missão para a Sociedade da Informação, 1997:39; negritos e sublinhados no original). Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez mais acessível, e de elevado potencial, “vem revolucionando a gestão da informação, o funcionamento do mercado de capitais, as cadeias e redes de valor, o comércio mundial, a relação entre governos e cidadãos, os modos de trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos de vida, as noções de tempo e de distância. A grande interrogação actual reside em saber se a Internet poderá também provocar alterações fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18; destaques no original). Trata-se, portanto, como argumenta Armando Rocha Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade de materiais educativos ou de formação de alta qualidade pedagógica e didáctica, tanto quanto possível auto-suficientes em termos de conteúdos teóricos e aplicados, bem como a previsão de mecanismos capazes de assegurar, permanentemente, um mínimo de interactividade entre docentes e aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”. Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT Inovação, quando considera que, à semelhança da “maioria dos países, a formação a distância em ambientes Internet e Intranet, vulgo e-Learning, apresenta-se como uma alternativa pedagógica em franca expansão. Portugal está a despertar para esta nova realidade. São várias as instituições nacionais do sector público e privado que utilizam o e-Learning como ferramenta ou meio para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta também que os sistemas de educação/formação que contemplam componentes não presenciais, “isto é que potenciam a flexibilidade espacial, têm vindo a recorrer às mais variadas tecnologias de comunicação para permitir a interacção entre os intervenientes, nomeadamente entre os professores e os estudantes. Um pouco por todo o mundo, e também em Portugal, se têm implantado sistemas (habitualmente designados como sistemas de ensino a distância), recorrendo às mais diversas tecnologias de telecomunicações, de que os sistemas de educação através de televisão ou os sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos” (Ramos, 2002b:138-139). Ora, o nosso estudo entronca precisamente na análise de um sistema ou plataforma tecnológica de gestão de aprendizagens (Learning Management System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao reconhecimento de que “urge investigar sobre a utilização real e pedagógica da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de interrogações de outros investigadores em torno da utilização do MOODLE, nem enveredando pelas visões mais céticas que inclusive pressagiam a sua “morte” (Fernandes, 2008b:134), também nós nos questionamos se esta ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo, e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes, Op. cit.:133).

A three-dimensional hydrodynamic model with generic vertical coordinate

A three-dimensional primitive equation model and its application to a tidal estuary is described. The model solves the primitive equations for incompressible fluids with Boussinesq and hydrostatic approximations. The discretization is based on the finite volume method and allows a general vertical coordinate. The computational code is implemented in such a way that different vertical coordinates can be used in different parts of the domain. The model was designed to be able to simulate the flow both in the open ocean and in coastal and estuarine zones and can be coupled in a simple way to ecological models. The model was implemented successfully in several estuarine and coastal areas. Results are show for the Sado estuary in Portugal to illustrate model accuracy and potential. Quantitative validation is based on field data (water levels and velocities) while qualitative verification is based on the analysis of secondary flows.

Simulating water mixing in a barotropic estuary: the effect of vertical discretization

Mixing between estuarine and coastal waters is strongly dependent on the processes that occur in the vertical direction. This applies both for stratified and homogeneous estuaries. In homogeneous estuaries important recirculation flows in the vertical plane can arise, in regions with strong batimetry gradients, produced by the combined action of inertia and friction. On the Platform close to the inlet this structures can trap estuarine water during the ebb period, releasing it to the interior again during the flood.

Influência de marés na distribuição vertical de larvas de peixes de recifes costeiros e escolha de substratos de assentamento no Parque Marinho Luíz Saldanha

Dissertação mest., Biologia Marinha, Universidade do Algarve, 2009

Habitat use and diel vertical migration of bigeye thresher shark: overlap with pelagic longline fishing gear

Pelagic longliners targeting swordfish and tunas in oceanic waters regularly capture sharks as bycatch, including currently protected species as the bigeye thresher, Alopias superciliosus. Fifteen bigeye threshers were tagged with pop-up satellite archival tags (PSATs) in 2012-2014 in the tropical northeast Atlantic, with successful transmissions received from 12 tags for a total of 907 tracking days. Marked diel vertical movements were recorded on all specimens, with most of the daytime spent in deeper colder water (mean depth = 353 m, SD = 73; mean temperature = 10.7 °C, SD = 1.8) and nighttime spent in warmer water closer to the surface (mean depth = 72 m, SD = 54; mean temperature = 21.9 °C, SD = 3.7). The operating depth of the pelagic longline gear was measured with Minilog Temperature and Depth Recorders (TDRs), and the overlap with habitat utilization was calculated. Overlap is taking place mainly during the night and is higher for juveniles. The results presented herein can be used as inputs for Ecological Risk Assessments for bigeye threshers captured in oceanic tuna fisheries, and serve as a basis for efficient management and conservation of this vulnerable shark species.

Limites de distribuição vertical da espécie Patella depressa: padrões e processos

Dissertação de Mestrado, Biologia Marinha, Faculdade de Ciências e Tecnologia, Universidade do Algarve, 2015