Duncan Macdougall and Nikica Petrinic
A local optimisation method for obtaining material parameters in finite element simulations has been developed. The method is based on the minimisation of an error function which…
Abstract
A local optimisation method for obtaining material parameters in finite element simulations has been developed. The method is based on the minimisation of an error function which reflects the accuracy of a numerical prediction with respect to the results of simple specimen tests. The experimental data were obtained from high strain rate tensile tests on the alloy 90 per cent titanium – 6 per cent aluminium – 4 per cent vanadium (Ti6Al4V) using the tensile split‐Hopkinson pressure bar. The behaviour of the tensile specimen was monitored during the test using high‐speed photography and transient recorders. Finite element simulations were performed using ABAQUS/Explicit employing the Zerilli‐Armstrong material model for bcc metals).
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Henriikka Weir and Catherine Kaukinen
The present study uses data from the National Longitudinal Study of Adolescent Health (Ad Health) to evaluate the effects of exposure to violent victimization in childhood on…
Abstract
Purpose
The present study uses data from the National Longitudinal Study of Adolescent Health (Ad Health) to evaluate the effects of exposure to violent victimization in childhood on adolescent delinquency and subsequent adult criminality.
Methodology/approach
Using Longitudinal Latent Class Analysis (LLCA), the present study investigates whether there are distinct and diverse longitudinal delinquency trajectories among those exposed to violence in childhood.
Findings
Findings from the current study indicate that there are three distinct trajectories of delinquency and offending from age 14 to 27 for both males and females exposed to violence in childhood. Further, it appears that violent victimization in childhood bridges the gender gap in delinquency between males and females. Thus, childhood violent victimization, and the fact that females are victimized by parents/caregivers and romantic partners at higher rates than males, might be partially responsible in explaining the narrowing of the gender gap between male and female offending in the recent decades. At the same time, childhood violent victimization also seems to impact males and females in somewhat different ways. Practically, all female victims stop offending by their late 20s, whereas a fairly large proportion of males exposed to violent victimization in childhood steadily continue offending.
Research limitations/implications
Although this study was able to identify the diverse impacts of violence exposure on engagement in subsequent delinquency, it did not examine the unique contributions of each type of violence on adolescent outcomes or the chronicity of exposure to each of these types of violent victimization. We were also not able to measure all types of violence experiences in childhood, such as exposure to parents’ or caregivers’ intimate partner violence.
Social implications
While early prevention would be the most desirable option for both genders for the most optimal outcome, the retrospective intervention and treatment programs should be gender-specific. For males, they should heavily focus on providing alternative ways to cope with anger, impulse control and frustration, as well as teach empathy, cognitive problem solving skills, verbal communication skills, and tangible life and job skills. For females, most successful intervention and treatment programs may focus on helping the girls through a transition from adolescence to adulthood while providing mental health, medical, and family support services.
Originality/value
The paper uses a unique methodological approach to identify distinct and diverse longitudinal delinquency trajectories. The findings demonstrate how more resilient individuals (in terms of externalizing behaviors) can bring down the mean scores of delinquency even though many other individuals can be severely affected by violence exposure in childhood.
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Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had…
Abstract
Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.
Norma I. Peña-Rivera and Enery López-Navarrete
Transportation planning has conventionally examined mobility from the standpoint of the efficiency of transportation systems, based on trips as units of analysis, overlooking the…
Abstract
Transportation planning has conventionally examined mobility from the standpoint of the efficiency of transportation systems, based on trips as units of analysis, overlooking the social needs of excluded groups, such as children. Understanding children’s geographies provides insight into one of the basic social needs of children, intrinsically related to mobility: play. Disadvantages in mobility, along with other social conditions further limit children’s autonomy in their neighbourhood. This chapter proposes the term playability as a concept that intertwines both needs. A case study of neighbourhood analyses the playability needs of children from their perspective and that of the community. Findings suggest that, in a walkable, built environment, issues from criminal activity directly influence children’s playability, even more than automobile presence. Furthermore, community perspective on playability, as mostly limited to structured play in designated spaces and time, separates mobility from play and thus limits opportunities for social inclusion. A change in both, acknowledging children’s need for play and mobility, and their reciprocity, and incorporating measures to improve it, may provide a different framework for transportation and urban planning at the local level, one that seeks greater social inclusion of children.
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The three case studies reported in this paper are drawn from a wider project in which schools in Canterbury, New Zealand, were invited to tell the stories of their experiences of…
Abstract
Purpose
The three case studies reported in this paper are drawn from a wider project in which schools in Canterbury, New Zealand, were invited to tell the stories of their experiences of the 2010/2011 earthquakes. The purpose of this paper is to capture the stories for the schools, their communities and for New Zealand's historical record.
Design/methodology/approach
The approach taken was qualitative and participatory. Each school had control over their project design and implementation. The researchers were partners and facilitators in assisting each school to reach its goal. In these three case studies approximately 100 participants including principals, teachers, students and families were engaged in generating data to create tangible and long-lasting end products.
Findings
The two themes from the data highlighted in this paper are: first, the importance of providing emotional processing opportunities for children without severe post-trauma symptoms to support their recovery and second, the ways in which children can be engaged and given a voice in research that concerns them.
Originality/value
The paper contributes to the wider collection of research on and about the Canterbury earthquakes by giving voice to children and highlighting the role of schools in post-disaster response and recovery. The “continuum of engagement” described here is a new and original model.
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Elizabeth F. S. Hannah, Richard Ingram, Claire Kerr and Timothy B. Kelly
This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in…
Abstract
This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.