No description available.

It is well known that arching action in reinforced concrete slabs resulting from surrounding restraining elements is responsible for much greater collapse loads than those estimated considering flexural effects only. However, the subject needs to be better understood and simplified if it is to be reliably applied in broader practice. This thesis presents a rational treatment of the problem. By limiting the scope of investigation to one-way slab systems, for the first time an explicit method of calculating the load-carrying capacity of elastic- plastic slab strips with a laterally rigidly restrained boundary condition is derived. Application of the proposed model to specimens selected from four experiment programs proves its reliability in ultimate strength calculations. The proposed model is then employed in a parametric study of structural responses of deck slab strips. The parametric study shows that a longer span, lightly reinforced deck slab system is still adequate in strength if it is cast in higher strength concrete and sufficient lateral restraint is available.

It is well known that arching action in reinforced concrete slabs resulting from surrounding restraining elements is responsible for much greater collapse loads than those estimated considering flexural effects only. However, the subject needs to be better understood and simplified if it is to be reliably applied in broader practice. This thesis presents a rational treatment of the problem. By limiting the scope of investigation to one-way slab systems, for the first time an explicit method of calculating the load-carrying capacity of elastic- plastic slab strips with a laterally rigidly restrained boundary condition is derived. Application of the proposed model to specimens selected from four experiment programs proves its reliability in ultimate strength calculations. The proposed model is then employed in a parametric study of structural responses of deck slab strips. The parametric study shows that a longer span, lightly reinforced deck slab system is still adequate in strength if it is cast in higher strength concrete and sufficient lateral restraint is available.

The main objective of this thesis is to defend an account of the control that agents possess over their actions from the perspective of the causal theory of action, that is, a theory that sees actions as events caused by internal states of their agents. The explanatory strategy that is employed for this purpose consists in addressing three interdependent and fundamental problems concerning the possibility of this type of control. The first problem arises from the possibility of controlling an action that is itself transitively caused by previous events. The answer given to this problem is grounded on a careful description of basic actions and on an identification of the internal states that function as the sources of control. The second problem emerges from a variety of causal deviance, namely, a conceptually possible scenario that satisfies the requirements for a bodily movement to be under the control of its agent without this movement being intuitively under the control of its agent. The answer given to this problem comes from the examination of the sources of the intuitions associated with causal deviance and from the recognition of the causal contribution of epistemic features present in the antecedents of an action. The third problem results from the possibility of producing an action that can only be partially controlled. This is problematic if one accepts that producing an action entails controlling it, as is suggested in this thesis. The reply given to this problem adapts an intention-based account of action guidance to the needs of an account of degrees of control, while remaining compatible with the proposal that producing an action is sufficient to control it.

Thesis (PhD)--University of South Australia, 1999

No description available.

This thesis examines how the teaching of drama can be enhanced through needs-driven, school-based professional learning. It was motivated by a personal ‘living contradiction’, involving the frustration that can result when beliefs and actions do not correspond. My learning journey continued through literature searches and preliminary work with teachers that resulted in an effective process of professional learning with five teachers. The research design draws on elements of action research, situated, and action learning theories, to develop a process of ‘facilitated action research’. Informed, but not limited by existing models of action research, this collaborative process was responsive to teacher preferences in addressing the three research aims. Evolving over two phases with eleven teachers, the bulk of the study followed the stories of five teachers and their professional learning. Data collection tools included the use of semi-structured interviews, conversations, a questionnaire, survey and reflective journals. The findings demonstrated that professional learning, responsive to context and self-identified needs, positively enhanced the teaching of drama. Teacher confidence and awareness of drama gradually increased, as did teacher ability to self-direct learning. Areas of skill development, integration and time management were initially identified as a focus for professional learning, with classroom and behaviour management added as school-based issues arose. Establishing a ‘common understanding of drama’ was acknowledged as critical for effective collaborative learning to take place. Personal factors including confidence, experience and belief, and the contextual factors of parental expectation, outcomes, time, space and past professional learning were found to facilitate or constrain drama use. The research found that professional learning, characterised by a respect for past experiences, assisted in the creation of a ‘safe space’ for learning. Tailoring professional learning to needs and the school context was also found to motivate teachers and was effective in enhancing the teaching of drama. My role as ‘facilitator’ became embedded in the collaborative process, adding to a personal understanding of role and school-based learning. This study is significant for teachers, professional learning facilitators and those working in drama education. It contributes to the minimal research emphasising professional learning for drama, and strengthens existing arguments for needs-driven, school-based teacher development.

This thesis examines how the teaching of drama can be enhanced through needs-driven, school-based professional learning. It was motivated by a personal ‘living contradiction’, involving the frustration that can result when beliefs and actions do not correspond. My learning journey continued through literature searches and preliminary work with teachers that resulted in an effective process of professional learning with five teachers. The research design draws on elements of action research, situated, and action learning theories, to develop a process of ‘facilitated action research’. Informed, but not limited by existing models of action research, this collaborative process was responsive to teacher preferences in addressing the three research aims. Evolving over two phases with eleven teachers, the bulk of the study followed the stories of five teachers and their professional learning. Data collection tools included the use of semi-structured interviews, conversations, a questionnaire, survey and reflective journals. The findings demonstrated that professional learning, responsive to context and self-identified needs, positively enhanced the teaching of drama. Teacher confidence and awareness of drama gradually increased, as did teacher ability to self-direct learning. Areas of skill development, integration and time management were initially identified as a focus for professional learning, with classroom and behaviour management added as school-based issues arose. Establishing a ‘common understanding of drama’ was acknowledged as critical for effective collaborative learning to take place. Personal factors including confidence, experience and belief, and the contextual factors of parental expectation, outcomes, time, space and past professional learning were found to facilitate or constrain drama use. The research found that professional learning, characterised by a respect for past experiences, assisted in the creation of a ‘safe space’ for learning. Tailoring professional learning to needs and the school context was also found to motivate teachers and was effective in enhancing the teaching of drama. My role as ‘facilitator’ became embedded in the collaborative process, adding to a personal understanding of role and school-based learning. This study is significant for teachers, professional learning facilitators and those working in drama education. It contributes to the minimal research emphasising professional learning for drama, and strengthens existing arguments for needs-driven, school-based teacher development.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1996. / "April 1996." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (M.A.). / Title from title page of PDF (viewed 2008/01/30). Written for the Graduate Program in Communications [Communications Graduate Program]. Includes bibliographical references.