Search results

The finite element analysis capabilities of DART and the design routines for the computerized design in accordance with CP 110 and BS 5337 are briefly described. The DART program is used to compare some reservoir roof systems including a novel floated dome. Temperature effects on reservoirs can appear to yield severe stresses, but do they? The DART program is used for the design of non‐axisymmetric loaded structures and examples are given of wind loads on water towers and chimneys. A simple procedure has been incorporated into DART to allow for soil—structure interaction. The DART program can print out reinforcing or prestressing requirements. An elementary cost study has been made on reservoir walls to compare the relevant merits of the two methods of design. A facility has been incorporated into the DART program to find the optimum shape of reservoirs and water towers for a given set of construction costs. The Dynamic Programming method has been used for this purpose. Natural frequencies and mode shapes can be determined by the DART program using the Sturm sequence property and inverse iteration respectively.

This paper develops a new theory arguing that party change results from ruptures in political parties’ ties to civil society organizations. I demonstrate the utility of this approach by using it to explain why the Rhode Island Democratic Party (RIDP) changed from a hierarchical machine to a porous political field occupied by multiple interlegislator cliques and brokered by extra-party political organizations and professionals. While others attribute party change to bureaucratization, electoral demand, or system-level changes, I analyze historical, observational, and interview data to find that a severance in the RIDP’s relationship with organized labor prompted party change by causing power to diffuse outward as leadership lost control over nominations and the careers of elected office holders. In the spaces that remained, interest groups and political professionals came to occupy central positions within the party field, serving as brokers of the information and relationships necessary to coordinate legislative activity. This analysis refines existing theories of party change and provides a historically-grounded explanation for the institutionalization of interest groups and political professionals in American party politics.

Commissioned by the Ministry of Agriculture, Fisheries and Food, the Department of Health and carried out by Social and Community Planning Research and MRC Dunn Nutrition Unit, the dental hospitals of the Universities of Newcastle and Birmingham and the Department of Epidemiology of the University of London, this research forms part of the National Diet and Nutrition Survey. Set up in 1992 the surveys cover representative groups of the population and examine the diet of the over‐65s in terms of actual dietary intake, habits, energy and nutrient intakes, physical measurements. Regional and socio‐economic comparisons are made.

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

The point that I wish to make is that we must be constantly aware of Shakespeare's “whining school-boy”, employ our pedagogy in the framework of its power, and be very humble while preaching our ideas, hoping to find the right way to bring a smile to the faces of our children. It is in this context that I wish to suggest a theatrical framework for teacher training, that is to say – theatrical representations of teaching as performance.

In this chapter, a teacher educator, counselor educator, and educational psychologist look at written and pictorial representations of teaching created by a sixth grade class in West Texas. The school is predominantly African American and low income and, at the time of this project, was rated “recognized,” the second highest rating in the Texas system. The students’ representations are analyzed and discussed with reference to the literatures in curriculum and instruction, counseling, and educational psychology.

Purpose – This chapter aims to position regional integration in the Kantian peace tripod and to test whether regional economic integration has a significant effect in reducing militarised interstate disputes.

Methodology – It uses logistic regression on cross-sectional–time-series data and a generalised estimating equation.

Findings – The analysis shows that regional integration had a significant impact in reducing militarised interstate disputes between 1950 and 2000.

Practical implications – This chapter may provide a new dimension to the academic discussion on the Kantian peace proposition, and encourage policy makers in less integrated regions to integrate with their neighbouring states in a bid to minimise political tensions.

Originality – The chapter is based on original data on regional integration collected by the author.

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.