title: Local and distortional buckling behaviour of aluminium alloy back-to-back channels with web holes under axial compression

authors: Fang, Zhiyuan (Arthur)

subjects: axial compression test

abstract: Aluminium alloy back-to-back channels are becoming popular in building structures. These back-to-back channels often include web holes for installation of services. No previous research, however, is available in the literature for compressive behaviour of aluminium alloy back-to-back channels with web holes. This paper presents an experimental and numerical investigation on the behaviour of screw fastened back-to-back built-up aluminium alloy stub and short columns with web holes under axial compression. Fourteen tests were conducted in total, the results of all are reported in this paper. Prior to compression tests, tensile tests were conducted to determine the material properties of test specimens and initial geometric imperfections were also measured using a laser scanner. A non-linear finite element (FE) model was then developed, and the results were compared against the experiment results showing a good match in terms of both the axial strength and failure modes. Based on 720 FE models, a comprehensive parametric study was conducted to investigate the effects of hole size, screw spacing, section thickness, column length and modified slenderness on structural behaviour of back-to-back built-up aluminium alloy channel columns. Furthermore, the performance of current design guidelines by Australian/New Zealand Standards (AS/NZS) and the American Iron and Steel Institute (AISI) standards was assessed by comparing the axial strengths obtained from the experiments and FEA. It is shown that the AISI & AS/NZS (4600:2018) are conservative by 10% on average, when compared against the test results. Parametric study results were used to propose the axial strength reduction factor equations for aluminium alloy back-to-back channels, and thereafter a reliability analysis was performed. The results of reliability analysis showed that the proposed equations could closely predict the reduced axial strength of aluminium alloy back-to-back channels with web holes.

text: Local and distortional buckling behaviour of aluminium alloy back-to-back channels with web holes under axial compression Aluminium alloy back-to-back channels are becoming popular in building structures. These back-to-back channels often include web holes for installation of services. No previous research, however, is available in the literature for compressive behaviour of aluminium alloy back-to-back channels with web holes. This paper presents an experimental and numerical investigation on the behaviour of screw fastened back-to-back built-up aluminium alloy stub and short columns with web holes under axial compression. Fourteen tests were conducted in total, the results of all are reported in this paper. Prior to compression tests, tensile tests were conducted to determine the material properties of test specimens and initial geometric imperfections were also measured using a laser scanner. A non-linear finite element (FE) model was then developed, and the results were compared against the experiment results showing a good match in terms of both the axial strength and failure modes. Based on 720 FE models, a comprehensive parametric study was conducted to investigate the effects of hole size, screw spacing, section thickness, column length and modified slenderness on structural behaviour of back-to-back built-up aluminium alloy channel columns. Furthermore, the performance of current design guidelines by Australian/New Zealand Standards (AS/NZS) and the American Iron and Steel Institute (AISI) standards was assessed by comparing the axial strengths obtained from the experiments and FEA. It is shown that the AISI & AS/NZS (4600:2018) are conservative by 10% on average, when compared against the test results. Parametric study results were used to propose the axial strength reduction factor equations for aluminium alloy back-to-back channels, and thereafter a reliability analysis was performed. The results of reliability analysis showed that the proposed equations could closely predict the reduced axial strength of aluminium alloy back-to-back channels with web holes.

year: 2022

title: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment

authors: Stolte, Ottilie Emma Elisabeth

subjects: Training

abstract: This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

text: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

year: 2006

title: Adult literacy and numeracy in Aotearoa New Zealand: How does current research and organisational reporting align with the Living Standards Framework?

authors: Hockings, Nicki Samantha

subjects: Literacy

abstract: Literacy and numeracy are foundational skills that are important in everyday life. Dominant western perspectives of literacy and numeracy focus on skills attainment for economic benefit and international comparison; this is a neoliberal approach that influences policy development in developed countries worldwide. However, there is growing recognition that high rates of economic productivity do not provide an accurate indicator of success for either individuals or nations. In support of this position, this thesis favours a sociomaterial approach to literacy and numeracy, prioritising people’s abilities to communicate and navigate their world effectively, while engaging in meaningful social practices that allow them to participate in family and community. This master’s research sought to understand the connections between adult literacy and numeracy learners, wellbeing outcomes, and the Living Standards Framework. The New Zealand Treasury’s Living Standards Framework (LSF) was developed to provide a view of intergenerational wellbeing in Aotearoa New Zealand; it underpins the government’s wellbeing focus for budgetary and policy decisions. A community psychology and Kaupapa Māori lens was applied to critically evaluate whether the LSF aligns with community psychology values and principles in Aotearoa New Zealand, and, most importantly, whether it reflects Māori cultural views and values. The value of the LSF in the adult literacy and numeracy education context was also examined, with particular emphasis on similarities between the LSF, literacy and numeracy learning opportunities, and learner outcomes; and whether the use of the LSF in adult education programmes and policies would complement the existing approach. The study involved a document analysis of six key LSF documents and six literacy and numeracy research reports. Each document was analysed using deductive and inductive means, which enabled the identification of themes and subthemes that reflected underlying values, approaches, and outcomes. To augment the document analysis, six interviews were held with report authors and key personnel from relevant organisations; these added value to the research by exploring the values that underpin literacy and numeracy research and reporting in Aotearoa New Zealand. The findings conclude that the 2018 LSF was based on sound international principles, but lacked a genuine perspective of wellbeing in Aotearoa New Zealand. A recently-launched 2021 LSF has undergone an ‘evolution’ and is presented in a much more holistic style, acknowledging its previous shortcomings in addressing concepts of wellbeing in Aotearoa New Zealand. Two accompanying Māori-led documents: An Indigenous Approach to the Living Standards Framework, and He Ara Waiora, both offer a holistic, te ao Māori perspective of wellbeing. The document analysis highlighted a sociomaterial, values based approach to adult literacy and numeracy education that prioritised holistic wellbeing outcomes for learners and their whānau. These findings were supported by the interview data. The final discussion and conclusion posited that the 2021 Living Standards Framework provides a welcome update and potential for genuine, Aotearoa-specific wellbeing considerations in policy-making and governance; however, it remains to be seen whether this will translate into changes in policy-making and programme delivery for the literacy and numeracy sector.

text: Adult literacy and numeracy in Aotearoa New Zealand: How does current research and organisational reporting align with the Living Standards Framework? Literacy and numeracy are foundational skills that are important in everyday life. Dominant western perspectives of literacy and numeracy focus on skills attainment for economic benefit and international comparison; this is a neoliberal approach that influences policy development in developed countries worldwide. However, there is growing recognition that high rates of economic productivity do not provide an accurate indicator of success for either individuals or nations. In support of this position, this thesis favours a sociomaterial approach to literacy and numeracy, prioritising people’s abilities to communicate and navigate their world effectively, while engaging in meaningful social practices that allow them to participate in family and community. This master’s research sought to understand the connections between adult literacy and numeracy learners, wellbeing outcomes, and the Living Standards Framework. The New Zealand Treasury’s Living Standards Framework (LSF) was developed to provide a view of intergenerational wellbeing in Aotearoa New Zealand; it underpins the government’s wellbeing focus for budgetary and policy decisions. A community psychology and Kaupapa Māori lens was applied to critically evaluate whether the LSF aligns with community psychology values and principles in Aotearoa New Zealand, and, most importantly, whether it reflects Māori cultural views and values. The value of the LSF in the adult literacy and numeracy education context was also examined, with particular emphasis on similarities between the LSF, literacy and numeracy learning opportunities, and learner outcomes; and whether the use of the LSF in adult education programmes and policies would complement the existing approach. The study involved a document analysis of six key LSF documents and six literacy and numeracy research reports. Each document was analysed using deductive and inductive means, which enabled the identification of themes and subthemes that reflected underlying values, approaches, and outcomes. To augment the document analysis, six interviews were held with report authors and key personnel from relevant organisations; these added value to the research by exploring the values that underpin literacy and numeracy research and reporting in Aotearoa New Zealand. The findings conclude that the 2018 LSF was based on sound international principles, but lacked a genuine perspective of wellbeing in Aotearoa New Zealand. A recently-launched 2021 LSF has undergone an ‘evolution’ and is presented in a much more holistic style, acknowledging its previous shortcomings in addressing concepts of wellbeing in Aotearoa New Zealand. Two accompanying Māori-led documents: An Indigenous Approach to the Living Standards Framework, and He Ara Waiora, both offer a holistic, te ao Māori perspective of wellbeing. The document analysis highlighted a sociomaterial, values based approach to adult literacy and numeracy education that prioritised holistic wellbeing outcomes for learners and their whānau. These findings were supported by the interview data. The final discussion and conclusion posited that the 2021 Living Standards Framework provides a welcome update and potential for genuine, Aotearoa-specific wellbeing considerations in policy-making and governance; however, it remains to be seen whether this will translate into changes in policy-making and programme delivery for the literacy and numeracy sector.

year: 2022