title: The investigation of multi-storied Japanese timber pagodas during earthquake events and the application of non-linear joints within virtual models

authors: Roux, Philippus Jacobus

subjects: Timber

abstract: This paper investigates the structural mechanisms contributing to the excellent performance of Japanese pagodas during earthquake events and applies them to modern multi-storeyed timber structure models. Horyu-ji Pagoda was used as a basis for the modelling of the pagoda structure. 

It was discovered that there were six major mechanisms, these were; base isolation joints, sliding friction joints, rocking column joints, nuki joints, a balancing toy effect and the presence of a central pillar (shin-bashira). The first four unique joints were chosen to investigate further for practicality reasons, and they were added to a generic three-storied timber model. These models had different earthquake time histories applied to them and output data was collected using non-linear time history (NLTH) analysis. They key output data that was analysed was the acceleration, displacement and storey drift at each level of the different models. The energy dissipation within the models were also investigated. It was found that each of the unique joints had a certain strength and weakness in decreasing the effects of the earthquake on the structure, however when all of them were used together the best results were seen.

The combined mechanisms model had an average decrease of 43% in peak acceleration, 50% in average acceleration, 31% in peak displacement, 37% in peak storey drift, 65% in maximum internal energy and 81% in residual energy. The model had a 13% increase in peak displacement when considering horizontal loading due to wind. These differences were observed when comparing the combined mechanisms model to a generic timber model with joints that were all linear and moment resisting.

text: The investigation of multi-storied Japanese timber pagodas during earthquake events and the application of non-linear joints within virtual models This paper investigates the structural mechanisms contributing to the excellent performance of Japanese pagodas during earthquake events and applies them to modern multi-storeyed timber structure models. Horyu-ji Pagoda was used as a basis for the modelling of the pagoda structure. 

It was discovered that there were six major mechanisms, these were; base isolation joints, sliding friction joints, rocking column joints, nuki joints, a balancing toy effect and the presence of a central pillar (shin-bashira). The first four unique joints were chosen to investigate further for practicality reasons, and they were added to a generic three-storied timber model. These models had different earthquake time histories applied to them and output data was collected using non-linear time history (NLTH) analysis. They key output data that was analysed was the acceleration, displacement and storey drift at each level of the different models. The energy dissipation within the models were also investigated. It was found that each of the unique joints had a certain strength and weakness in decreasing the effects of the earthquake on the structure, however when all of them were used together the best results were seen.

The combined mechanisms model had an average decrease of 43% in peak acceleration, 50% in average acceleration, 31% in peak displacement, 37% in peak storey drift, 65% in maximum internal energy and 81% in residual energy. The model had a 13% increase in peak displacement when considering horizontal loading due to wind. These differences were observed when comparing the combined mechanisms model to a generic timber model with joints that were all linear and moment resisting.

year: 2022

title: A tale of two studies

authors: Bowen, Judy

subjects: computer science

abstract: Running user evaluation studies is a useful way of getting feedback on partially or fully implemented software systems. Unlike hypothesis-based testing (where specific design decisions can be tested or comparisons made between design choices) the aim is to find as many problems (both usability and functional) as possible prior to implementation or release. It is particularly useful in small-scale development projects that may lack the resources and expertise for other types of usability testing. Developing a user-study that successfully and efficiently performs this task is not always straightforward however. It may not be obvious how to decide what the participants should be asked to do in order to explore as many parts of the system’s interface as possible. In addition, ad hoc approaches to such study development may mean the testing is not easily repeatable on subsequent implementations or updates, and also that particular areas of the software may not be evaluated at all. In this paper we describe two (very different) approaches to designing an evaluation study for the same piece of software and discuss both the approaches taken, the differing results found and our comments on both of these.

text: A tale of two studies Running user evaluation studies is a useful way of getting feedback on partially or fully implemented software systems. Unlike hypothesis-based testing (where specific design decisions can be tested or comparisons made between design choices) the aim is to find as many problems (both usability and functional) as possible prior to implementation or release. It is particularly useful in small-scale development projects that may lack the resources and expertise for other types of usability testing. Developing a user-study that successfully and efficiently performs this task is not always straightforward however. It may not be obvious how to decide what the participants should be asked to do in order to explore as many parts of the system’s interface as possible. In addition, ad hoc approaches to such study development may mean the testing is not easily repeatable on subsequent implementations or updates, and also that particular areas of the software may not be evaluated at all. In this paper we describe two (very different) approaches to designing an evaluation study for the same piece of software and discuss both the approaches taken, the differing results found and our comments on both of these.

year: 2013

title: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science

authors: Stead, Keith Eric

abstract: The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

text: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

year: 1984