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The study aims to investigate the effects of pre-loading histories (pre-shearing and pre-consolidation) on the liquefaction behaviour of saturated loose sand via discrete element method (DEM) simulations.

The pre-shearing history is mimicked under drained conditions (triaxial compression) with different pre-shearing strain levels ranging from 0% to 2%. The pre-consolidation history is mimicked by increasing the isotropic compression to different levels ranging from 100 kPa to 300 kPa. The macroscopic and microscopic behaviours are analysed and compared.

Temporary liquefaction, or quasi-steady state (QSS), is observed in most samples. A higher pre-shearing or pre-consolidation level can provide higher liquefaction resistance. The ultimate state line is found to be unique and independent of the pre-loading histories in stress space. The Lade instability line prematurely predicts the onset of liquefaction for all samples, both with and without pre-loading histories. The redundancy index is an effective microscopic indicator to monitor liquefaction, and the onset of the liquefaction corresponds to the phase transition state where the value of redundancy index is one, which is true for all cases irrespective of the proportions of sliding contacts.

The liquefaction behaviour of granular materials still remains elusive, especially concerning the effects of pre-loading histories on soils. Furthermore, the investigation of the effects of pre-consolidation histories on undrained behaviour and its comparison to pre-sheared samples is rarely reported in the DEM literature.

The purpose of this paper is to demonstrate Donald F. Dixon's contribution to scholarship in clarifying two parallel streams of thought on marketing's role in value creation: value in use and value in exchange.

The paper presents a literary analysis of some of Dixon's work that is often overlooked, and a discussion of its relevance to the services, channels and marketing strategy literature.

Dixon's distinction between the two streams of thought (“value in use” and “value in exchange”) clarifies an important aspect of marketing's intellectual heritage that has eluded the literature on services marketing, channels and marketing strategy. The consequences of this oversight are considerable.

The paper focuses on an aspect of Dixon's work that is underappreciated and not widely understood.

The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as the main forum for knowledge acquisition and assimilation, and for creative exploration and interaction. Such a setting encompasses intensive cognitive and physical activities, which ultimately result in conceptualizing meaningful environments proposed to accommodate related human activities. The design studio is the primary space where students explore their creative skills that are so prized by the profession; it is the kiln where future architects are molded. It has occupied a central position since architectural education was formalized two centuries ago in France and later in Germany, the rest of Europe, North America, and the rest of the world.

In a circular letter, addressed to local authorities by the Board of Agriculture on December 28, 1901, with reference to the Milk Regulations, the Board suggested that in the absence of any special circumstances indicating the commission of fraud, the local authority might in the first instance call the attention of the vendor to the adverse report of the analyst, and afford him an opportunity of submitting any explanation he might desire to offer on the subject. The Board further expressed the opinion that if the explanation were one which the local authority “felt able” to accept, they might, in the exercise of their discretion, refrain from the institution of proceedings, or withdraw any summons which it might have been necessary to take out in order to avoid the failure of proceedings, at the same time making arrangements for the taking of further samples of the milk supplied, in order that a satisfactory conclusion as to its character might be arrived at. The issue of this letter was obviously a retrograde step, which could only be taken to indicate that the Board were “wobbling” over the milk standards—standards laid down by themselves on the strength of the overwhelming evidence in favour of the institution of those standards as absolute minima, which was laid before the Board's Departmental Milk Committee in 1900. If any proof were wanting that this is a correct view of the case, that proof would be afforded by the issue, on March 27 last, of a further circular letter from the Board, in which the views expressed in the former letter are reiterated, and the study of which can only produce amazement, not unmingled with disgust, among those who have had any experience worthy of the name as regards the working of the Adulteration Acts in this country. Presumably the Regulations were laid down upon due and proper cause shown. By issuing the documents referred to the Board have called the validity of their own Regulations in question, and have suggested that public authorities should base no action upon those Regulations in the absence of other evidence, the nature of which is not stated, indicating “the commission of fraud.” The action of the Board amounts to a smack in the face for the producer of honest and genuine milk such as the purchaser is entitled to get, and can only tend to the introduction of additional loopholes of escape for the dishonest and incompetent.

Rates of drinking- and alcohol-related harms among older adults are increasing in most developed nations. The purpose of this paper was to explore the relationship among at-risk alcohol use, smoking, gender, geographical location, self-reported health and psychological well-being among Western Australians aged 65 years and older.

A secondary analysis was conducted of a cross-sectional survey that collected data from 7,804 West Australians aged 65 years and older between 2013 and 2015. Participants were categorised according to the following age groups: young-old (aged 65–74 years), older-old (aged 75–84 years) and oldest-old (aged 85+ years).

Results from a multinomial logistic regression analysis indicated that at-risk drinking decreased with increasing age. Current smokers, males and those males and females who perceived their health to be “excellent” were more likely to report at-risk drinking, as were the oldest-old males who lived in remote communities. Psychological well-being was not a predictor of at-risk drinking

This paper examines drinking behaviour among a diverse population of older Western Australians. The way in which the age groups were segmented is unique, as most studies of older Australian drinking patterns aggregate the older adult population. Some of the authors’ findings support existing literature, whereas the remainder provides unique data about the relationship among at-risk drinking, geographic location and psychological well-being.

The purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.

The paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.

Findings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.

The research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.

Practically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.

The paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.

The paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

This study aims to assess “learning opportunities” provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for built environment (BE) students in HE. The study focussed on the themes under section two of the national student survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing “learning opportunities” to the BE students within HE.

Data collection focussed on section two of NSS “learning opportunities” and documentary analysis, and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews was carried out. The qualitative data was collected from level three to level six students and academics from architecture, construction management, civil engineering and quantity surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. In total, 12 drivers were developed using the data obtained through literature, documental analysis and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated amongst academics to be ranked by identifying its influence to promote learning opportunities to BE students in HE.

This study highlighted 12 drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to a virtual learning environment for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context.

This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. They identified 12 drivers that would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE.