The University Programmes for Senior Citizens and their contribution of lifelong learning

The study addresses the essential features of University Programmes for senior citizens (PUM). It committed to the lifelong education through the integration of the elderly in the University. Part of the base that is learned during the entire life cycle, there is no age, no specific space for education. Learning is constructed from knowledge, abilities, skills and aptitudes that are enriched continuously. It is necessary to ensure the elderly to age in a healthy way. It calls for active ageing, effective tool against isolation and social exclusion. The aim is to discover aspects of the UNED Senior training programme that contribute to lifelong learning and satisfaction produced. The PUM are ways for the promotion of aging along with other activities aimed to enhance a creative leisure, access to culture, facilitate training on topics of interest and create a means of participation in all spheres of society. In this research has resorted to a mixed methodology. Their wealth combines the methods of quantitative and qualitative allowing us to obtain information and contrast from different perspectives. The purpose is to verify the results of the investigation. The sample consists of 639 students, 57 teachers and 15 coordinators. The results indicate that the PUM of the UNED Senior is highly satisfactory for those involved, by the adequacy between interests and expectations. Fruit of this research are the conclusions and suggestions for improvement.

Bond and Interfacial Properties of Reinforcement in Self-Compacting Concrete

This paper reports a study carried out to assess the impact of the use of self-compacting concrete (SCC) on bond and interfacial properties around steel reinforcement in practical concrete element. The pull-out tests were carried out to determine bond strength between reinforcing steel bar and concrete, and the depth-sensing nano-indentation technique was used to evaluate the elastic modulus and micro-strength of the interracial transition zone (ITZ) around steel reinforcement. The bond and interracial properties around deformed steel bars in different SCC mixes with strength grades of 35 MPa and 60 MPa (C35, C60) were examined together with those in conventional vibrated reference concrete with the same strength grades. The results showed that the maximum bond strength decreased when the diameter of the steel bar increased from 12 to 20 mm. The normalised bond strengths of the SCC mixes were found to be about 10-40% higher than those of the reference mixes for both bar diameters (12 and 20 mm). The study of the interfacial properties revealed that the elastic modulus and the micro-strength of the ITZ were lower on the bottom side of a horizontal steel bar than on the top side, particularly for the vibrated reference concrete. The difference of ITZ properties between top and bottom side of the horizontal steel bar appeared to be less pronounced for the SCC mixes than for the corresponding reference mixes.

Accounting and business students' approaches to learning: A longitudinal study

This study reports the results of an investigation into the learning approaches of undergraduate accounting and business students from three universities in Ireland who were exposed to a learning environment, namely the case study method, which aimed to encourage a deep approach to learning. In order to assess the effectiveness of the intervention, the ASSIST research instrument was used to investigate changes in students’ approaches to learning over time. Consistent with previous research, this study considers whether gender is related to students’ approaches to learning over time and if there are differences between students majoring in accounting or business in their approaches to learning. The results of the study indicate that the case study intervention was successful in some respects. However, contrary to expectations, an overall statistically significant increase in students’ surface approach to learning was found. Additionally, it is reported that changes in students’ approaches to learning over time are not associated with gender or degree program. The results of this study offer insights to accounting educators developing educational interventions to encourage deep approaches to learning.

Robustness in scale-free networks: Comparing directed and undirected networks

In this paper, scale-free networks and their functional robustness with respect to structural perturbations of the network are studied. Two types of perturbations are distinguished: random perturbations and attacks. The robustness of directed and undirected scale-free networks is studied numerically for two different measures and the obtained results are compared. For random perturbations, the results indicate that the strength of the perturbation plays a crucial role. In general, directed scale-free networks are more robust than undirected scale-free networks.