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Wood is a valuable sustainable material that meets the requirements for structural application. Cross-laminated timber (CLT) is a wood-based product that is mainly used in the building industry. Due to the rapid global market increase, a number of new CLT plants are emerging worldwide and thereby a need for standardisation is more than ever. There is no existing harmonised standard for CLT and it means a diversity between manufacturers, CLT products and its layup, which may in turn affects the properties of available CLT in the market. Therefore, this study was performed through literature study and internet-based interviews from five manufacturer in Sweden and Central Europe, to provide more information regarding the industrial requirements for CLT production. Three specific objectives of this study were: (1) wood and adhesive types in CLT production, (2) wood strength classes for CLT production, (3) important requirements for CLT producers and existing standards.   Literature review and interviews showed that spruce (Picea abies L. Karst.) in combination with polyurethane (PUR) adhesive is the most commonly used materials in Europe for CLT production, which are approved by EN 16351 (2021). Other wood species, e.g., pine, poplar and birch can be used or are already used in a minor extent. Strength classes for lamellas in CLT are often C24, but timbers with lower strength grades are possible. Some manufacturer use combinations of different strength graded timber and in this small scale study different strength graded timber was in generally the biggest diversity between manufactures. Only a few material properties such as modulus of elasticity, modulus of rupture, compression and shear strength are listed in EN 16351 (2021) and EN 338 (2016), as the factors for quality measurements of the CLT products. This study, however, showed that the critical material properties for the most interviewed CLT producers are merely modulus of elasticity and rarely modulus of rupture.

A main goal of mathematics educators is to guide students in becoming better problem solvers; however, the recipe for successful problem solving is complex due to the varying factors that play a role in the problem solving process (Schoenfeld, 1992). There is a limited amount of research that examines problem solving when students work on non-routine problems outside of the classroom; therefore, the goal of this study is to use secondary data analysis to discover what factors (Schoenfeld, 1992) relate to problem solving on non-routine unconstrained tasks of students in the middle grades. Identifying the factors that relate to successful unconstrained non-routine problem solving can help mathematics teachers and policy makers make more informed decisions about curriculum and instruction in order to enhance problem solving aptitude. Using Schoenfeld’s (1992) theoretical framework for mathematical behavior, the following question set the groundwork for the current study: What resource (computational skills and heuristics), control (self-regulation), and belief/affect factors (demographics, motivation, and anxiety) both individually and collectively relate to unconstrained non-routine mathematical problem solving? The research question is answered in a series of three stages that examines how the factors relate to a) problem correctness, b) correct problem set-up, and c) problem completion. Results suggest that higher levels of self-regulation, and SES status predict problem completion; higher self-regulation, ability beliefs, and SES predict correctly setting-up the problem; and higher levels of anxiety and stronger computational skills predict solving the problem correctly. Reasons for the patterns of results are discussed, as well as suggestions for future research to extend on the current findings. / Math & Science Education

Music participation, specifically in an ensemble setting, is known to promote learning and social skills and to contribute to a well-rounded overall education. With this in mind, this qualitative, constructivist grounded theory study explored the impacts that participating in chorus, band, or orchestra has on students’ overall experience in middle school, with a focus on joy and identity development. The researcher interviewed fifteen students about their personal experiences and feelings about their lives as middle schoolers and musicians. The findings, shared in six theoretical concepts tied to the research question, reveal important facets of these students’ experiences that shed light on the value of music education and ensemble opportunities at the middle school level. The discourse shared by the participants communicates to educators and other stakeholders how critical music is to their individual and school lives, and how different the experience might be without it.

The literature related to the development of education in the middle grades and to the features associated with the implementation of the middle school concept provides a theoretical grounding for the development and testing of an Innovation Configuration map for the middle school concept. The description provided of the historical development of middle-grades education presents the context for recent research studies and ongoing policy debate. In addition, features of the middle school concept as described within the literature are identified and an overview of salient research findings related to these features is given. A synthesis and critical review of previous research methodologies and findings reveal the need for further research. The purpose of the instrument development and testing process was to identify critical features of the middle school concept implemented in the context of standards and accountability. The instrument development and testing process investigated the nature of the implementation of middle school concept features, recognizing that actual practices in schools may vary somewhat without the schools losing their identity as middle level schools. The principle product of the process was the development of a diagnostic tool that may be used in future research to identify acceptable forms of implementation of the middle level philosophy of education. The instrument development and testing process employed research methodology based on the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2006). Specifically, an Innovation Configuration map was developed identifying components of the middle level philosophy of education and describing variations in implementation of the components. / Ed. D.

This study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain students' end of course grades. Ninety-three students and six faculty members elected to participate in the study. There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing. Student and teacher problem solving and learning styles were used to explain 11% of the variance in students' end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior. / Master of Science

The purpose of this study was twofold: (1) to read and analyze professional literature to determine criteria for an adequate social-studies program in an elementary grade, and (2) to evaluate a selected number of courses of study of large-city school systems and state departments of education to determine the extent to which they meet criteria.

Yes / The integration of two or more processes in a hybrid system is one of the most desirable options to provide flexibility, interoperability and data sharing between the connected processes. Various examples of hybrid systems have been developed with coherent seawater desalination systems such as the combination of thermal and membrane technologies. This paper focuses on the simulation and optimisation of an integrated (hybrid) system of multi effect distillation and double Reverse Osmosis (RO) processes to produce different grades of water needed in a smart city from seawater resources. The optimisation-based model investigates five scenarios to obtain the highest productivity of drinking water, irrigation water, water for livestock and power plant water, whilst constraining the product water salinity to be within the required standards and with lowest specific energy consumption. For this purpose, multi objective optimisation problem was formulated using the gPROMS (general Process Modelling System) software. The results confirm the superiority of the developed hybrid system to sustain different grades of water in a smart city.