title: ‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics

authors: Cameron, Michael Patrick

subjects: assessment

abstract: Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40-60 students) introductory economics course. Using qualitative and quantitative data collected across four semesters, students participation in the blog assignment is found to be associated with student ability, gender, and student perceptions of the blog. Importantly, students with past economics experience do not appear to crowd out novice economics students. Student performance is positively associated with the quality of their blog participation after controlling for student ability, suggesting that a focus on quality of student engagement could further improve learning outcomes. Students generally report overall positive experiences with the blog assignment.

text: ‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40-60 students) introductory economics course. Using qualitative and quantitative data collected across four semesters, students participation in the blog assignment is found to be associated with student ability, gender, and student perceptions of the blog. Importantly, students with past economics experience do not appear to crowd out novice economics students. Student performance is positively associated with the quality of their blog participation after controlling for student ability, suggesting that a focus on quality of student engagement could further improve learning outcomes. Students generally report overall positive experiences with the blog assignment.

year: 2012

title: Developing new multiscale models for the numerical simulation of Pultruded GFRP Structural Elements

authors: Abbaszadeh, Hadi

abstract: Pultruded Fibre-Reinforced Polymers (FRP) are innovative structural elements gaining popularity for various structural applications due to their unique properties, such as magnetic transparency and an excellent strength-to-weight ratio. These materials have been extensively studied through experimental and numerical methods to assess their performance as structural components. Accurately describing the micro- and macro-scale mechanical features of FRP elements necessitates complex computational models to predict their strength and investigate design parameters through numerical simulations. 

This research initially reviews the state-of-the-art in numerical modelling of structural fibre-reinforced polymeric elements, particularly pultruded Glass Fibre Reinforced Polymers (GFRP). It highlights their use as load-bearing structural elements and evaluates various numerical methods, including Finite Element Method (FEM), eXtended Finite Element Method (XFEM), Virtual Crack Closure Technique (VCCT), Cohesive Zone Modelling (CZM), Multiscale Reduced Order Modelling (ROM), and Random Lattice Modelling (RLM). Each method's distinctive features, challenges, and capabilities are discussed in detail. The aim is to assess the reliability of these numerical models for simulating FRP structural elements and provide recommendations for future research by discussing 160 references from the literature. 

In the next step, the experimental characterization of Pultruded GFRP materials evaluated. These composites exhibit remarkable strength, comparable or even superior to steel, and resistance to environmental effects. However, their strongly orthotropic behaviour and spatial variability in mechanical properties present challenges. Fibre orientation and distribution significantly affect the ultimate strength and stiffness of these materials. This work includes an experimental campaign on GFRP specimens in uniaxial tension and three-point bending, testing coupon specimens with fibre orientations of 0, 15, 45, and 90 degrees to characterize ultimate strength and failure modes. Detailed statistical measures of the strength values are presented, aiming to understand the variability in mechanical properties of commercially available profiles. 

In addition, the stiffness parameter was considered to investigate by analytical study comparing experimental results. Despite the promising properties of pultruded GFRP, their relatively low stiffness and strength in the direction orthogonal to the fibres limit their widespread adoption in civil engineering applications. This work investigates the mechanical behaviour of pultruded GFRP beams using analytical methods, presenting  experimental results from a small-scale campaign conducted by the researcher. These results validate the analytical model and compare the elastic stiffness concerning fibre orientation, providing insights into the potential and limitations of pultruded GFRP elements in structural applications. 

Finally, the last step of study demonstrates the inherent limitations of traditional lattice models and propose a new model to simulate the orthotropic materials` behaviours in different conditions. This section presents an innovative approach by using irregular lattice networks to simulate the elastic behaviour of orthotropic GFRP structural elements by Voronoi Cell Lattice Modelling (VCLM), focusing on different fibre-to-matrix elasticity ratios and fibre to load orientations. The proposed method first estimates the elastic properties for various fibre orientations and verifies the model against standard deformation cases and experimental data. Additionally, it compares numerical predictions to established theories like the Tsai-Hill criterion. Through sensitivity analysis, it explores how fibre-to-matrix ratios and Young’s modulus affect macroscopic Poisson’s ratio, offering new insights into stiffness effects on anisotropic material simulations.

text: Developing new multiscale models for the numerical simulation of Pultruded GFRP Structural Elements Pultruded Fibre-Reinforced Polymers (FRP) are innovative structural elements gaining popularity for various structural applications due to their unique properties, such as magnetic transparency and an excellent strength-to-weight ratio. These materials have been extensively studied through experimental and numerical methods to assess their performance as structural components. Accurately describing the micro- and macro-scale mechanical features of FRP elements necessitates complex computational models to predict their strength and investigate design parameters through numerical simulations. 

This research initially reviews the state-of-the-art in numerical modelling of structural fibre-reinforced polymeric elements, particularly pultruded Glass Fibre Reinforced Polymers (GFRP). It highlights their use as load-bearing structural elements and evaluates various numerical methods, including Finite Element Method (FEM), eXtended Finite Element Method (XFEM), Virtual Crack Closure Technique (VCCT), Cohesive Zone Modelling (CZM), Multiscale Reduced Order Modelling (ROM), and Random Lattice Modelling (RLM). Each method's distinctive features, challenges, and capabilities are discussed in detail. The aim is to assess the reliability of these numerical models for simulating FRP structural elements and provide recommendations for future research by discussing 160 references from the literature. 

In the next step, the experimental characterization of Pultruded GFRP materials evaluated. These composites exhibit remarkable strength, comparable or even superior to steel, and resistance to environmental effects. However, their strongly orthotropic behaviour and spatial variability in mechanical properties present challenges. Fibre orientation and distribution significantly affect the ultimate strength and stiffness of these materials. This work includes an experimental campaign on GFRP specimens in uniaxial tension and three-point bending, testing coupon specimens with fibre orientations of 0, 15, 45, and 90 degrees to characterize ultimate strength and failure modes. Detailed statistical measures of the strength values are presented, aiming to understand the variability in mechanical properties of commercially available profiles. 

In addition, the stiffness parameter was considered to investigate by analytical study comparing experimental results. Despite the promising properties of pultruded GFRP, their relatively low stiffness and strength in the direction orthogonal to the fibres limit their widespread adoption in civil engineering applications. This work investigates the mechanical behaviour of pultruded GFRP beams using analytical methods, presenting  experimental results from a small-scale campaign conducted by the researcher. These results validate the analytical model and compare the elastic stiffness concerning fibre orientation, providing insights into the potential and limitations of pultruded GFRP elements in structural applications. 

Finally, the last step of study demonstrates the inherent limitations of traditional lattice models and propose a new model to simulate the orthotropic materials` behaviours in different conditions. This section presents an innovative approach by using irregular lattice networks to simulate the elastic behaviour of orthotropic GFRP structural elements by Voronoi Cell Lattice Modelling (VCLM), focusing on different fibre-to-matrix elasticity ratios and fibre to load orientations. The proposed method first estimates the elastic properties for various fibre orientations and verifies the model against standard deformation cases and experimental data. Additionally, it compares numerical predictions to established theories like the Tsai-Hill criterion. Through sensitivity analysis, it explores how fibre-to-matrix ratios and Young’s modulus affect macroscopic Poisson’s ratio, offering new insights into stiffness effects on anisotropic material simulations.

year: 2025

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017