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The problem of optimal design of pressure vessel heads to maximize limit load behaviour is presented. Incremental elasto‐plastic analysis is used and a formulation based on the finite element method is presented whereby an approximate design model is generated which can be optimized via sequential programming. Results are presented for torispherical head shapes and tables are provided in order to evaluate the influence of different geometrical forms on limiting pressure loads. The method is generally applicable and can be applied to the design of components which are required to exhibit limited plastification under increasing load.

Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.

Achievement goal theory traces people's behaviors, thoughts, and emotions in achievement situations to the broad goals they pursue in that activity, whether in education, sports, work, or other achievement domains (Dweck, 1986; Maehr & Midgley, 1991; Nicholls, 1984). Two goals have featured prominently: mastery goals (also sometimes called learning goals) and performance goals (also called ego goals or ability validation goals). Both goals concern the pursuit of competence and the assessment of one's own skill level, yet they do so in distinct ways. People pursuing a mastery goal strive to develop their skill or expertise, while those pursuing a performance goal instead strive to demonstrate and validate their existing skill, typically by outperforming peers. As such, those pursuing mastery goals typically use self-referential standards to define success versus failure, while those pursuing performance goals instead use normative standards to define success versus failure.

Awareness of developments taking place in Africa is essential for non‐African economies, commercial interests, and investors; and also for governmental, diplomatic, and political interests. Reference librarians may find themselves faced with more and varied questions concerning African affairs and current events, and may be asked to supply more than just general answers about Africa. This article presents resources for developing an understanding of African affairs, and keeping up‐to‐date with African economics, governance, and development issues on a day‐to‐day basis.

In the previous chapter, the reader will have become familiar with the idea of screening for traumatic experiences within organisations as a way to identify those who may benefit most from interventions and support. In this chapter, I present an overview of the trauma therapy literature in the first instance and then explore some of the debates regarding specific trauma-informed treatments versus general therapeutic approaches. The multicultural competency literature is discussed, and the multicultural orientation approach of cultural humility, cultural opportunity and cultural comfort is highlighted in a practice context. This chapter concludes with a case study vignette that brings it all together with a clinical example of what trauma-informed therapy through a multicultural lens might look like. As such I operationalise choice, collaboration , trust and transparency, and cultural principles from the trauma-informed care literature. Although applied here to specific trauma-informed organisations, some of the methods and processes that I unpack can be used in non-specific organisations where social/case managers are employed and wish to operationalise choice and collaboration in a structured way.

This paper gives a bibliographical review of the finite element methods (FEMs) applied to the analysis of ceramics and glass materials. The bibliography at the end of the paper contains references to papers, conference proceedings and theses/dissertations on the subject that were published between 1977‐1998. The following topics are included: ceramics – material and mechanical properties in general, ceramic coatings and joining problems, ceramic composites, ferrites, piezoceramics, ceramic tools and machining, material processing simulations, fracture mechanics and damage, applications of ceramic/composites in engineering; glass – material and mechanical properties in general, glass fiber composites, material processing simulations, fracture mechanics and damage, and applications of glasses in engineering.

To report empirical information about the scale of suspicious money movements through solicitors.

Review of selected criminal, civil and disciplinary cases.

The cases disclose at least £240 million moving through solicitors' hands in the absence of an underlying transaction in which the solicitor is providing legal advice.

A contribution to: the empirical data about laundering; raising the possibility of better control by regulatory rules about how lawyers hold and transfer money.

In this chapter, an overview of the trauma-informed approach is described. The background and context to trauma, its impact on the person, and organisational responses are considered. More specifically, I distinguish between trauma specific and non-specific organisations by defining the characteristic of each. This chapter sets the tone for the remainder of the book by introducing a conceptual model for both specific and non-specific trauma organisations. In order to do this, I outline the differential components that are deemed necessary for organisations to be trauma-responsive; in doing so, I introduce the Trauma Ecology Model to the literature, outlining its various components.