京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21124号 / 工博第4488号 / 新制||工||1697(附属図書館) / 京都大学大学院工学研究科高分子化学専攻 / (主査)教授 辻井 敬亘, 教授 山子 茂, 教授 竹中 幹人 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

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Through enrichment of the elastic potential by the second-order gradient of deformation, gradient elasticity formulations are capable of taking nonlocal effects into account. Moreover, geometry-induced singularities, which may appear when using classical elasticity formulations, disappear due to the higher regularity of the solution. In this contribution, a mixed finite element discretization for finite strain gradient elasticity is investigated, in which instead of the displacements, the first-order gradient of the displacements is the solution variable. Thus, the C1 continuity condition of displacement-based finite elements for gradient elasticity is relaxed to C0. Contrary to existing mixed approaches, the proposed approach incorporates a rot-free constraint, through which the displacements are decoupled from the problem. This has the advantage of a reduction of the number of solution variables. Furthermore, the fulfillment of mathematical stability conditions is shown for the corresponding small strain setting. Numerical examples verify convergence in two and three dimensions and reveal a reduced computing cost compared to competitive formulations. Additionally, the gradient elasticity features of avoiding singularities and modeling size effects are demonstrated.

This paper aims to answer the following question "What does research say about positive versus negative consequences regarding the integration of drama in social studies class?". It is important to note that the paper is based on the Swedish word "SO", which includes four separate subjects: civic education, history education, geography education and education about religion. By performing systematic searches this paper is built on research from fifteen different scientific sources. It is presented that drama leads to many positive outcomes. For example the development of higher order skills, empathy, a positive and fun learning as well as group environment. The paper also illustrates negative aspects regarding teacher knowledge and support, as well as students`hesitant attitude to participate. The conclusion that is made is that drama can lead to a lot of positive outcomes, if the teacher is aware of its complexity. Otherwise, the implementation might not be as successful as desired.

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Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems. The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution. This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment. The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis.. / Computing / PhD. (Information Systems)

The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies