title: Social information behaviour in physical libraries: Implications for the design of digital libraries

authors: Hinze, Annika

subjects: Science & Technology

abstract: Physical bookshops and libraries are visited by both individuals, and groups of patrons, while digital libraries are designed primarily for individual users. This paper reports on a study exploring the behaviour of groups of patrons in physical libraries, detailing their collaboration and communication during book searches. We aim to identify how characteristics such as location, time, environment, ambiance, layout and personal motivation play a role in a group's search and browsing behaviour. We report the findings of observations of group collaboration in academic and public libraries, and compare the observed book and library use techniques employed by patron groups. Further, we examine the support for group collaboration in digital libraries and discuss the implications of our observations for the design of digital libraries that support group collaboration and interaction among users. To that end, the paper suggests features and functions that could be added to DLs to enable asynchronous group communication and interaction.

text: Social information behaviour in physical libraries: Implications for the design of digital libraries Physical bookshops and libraries are visited by both individuals, and groups of patrons, while digital libraries are designed primarily for individual users. This paper reports on a study exploring the behaviour of groups of patrons in physical libraries, detailing their collaboration and communication during book searches. We aim to identify how characteristics such as location, time, environment, ambiance, layout and personal motivation play a role in a group's search and browsing behaviour. We report the findings of observations of group collaboration in academic and public libraries, and compare the observed book and library use techniques employed by patron groups. Further, we examine the support for group collaboration in digital libraries and discuss the implications of our observations for the design of digital libraries that support group collaboration and interaction among users. To that end, the paper suggests features and functions that could be added to DLs to enable asynchronous group communication and interaction.

year: 2014

title: Experimental investigation of timber-to-steel connection using self-drilling wing screws

authors: Mohanswamy, Gowrava

abstract: Self-drilling wing screws are well-suited for hardwood and pressed material boards and are explored as an alternative connector to traditional bolts for connecting thick hot-rolled steel with timber. The wing avoids force-feeding of the screw into the timber which prevents the timber from cracking. However, limited studies were found on the timber-to-steel connection using self-drilling wing screws under shear loading. This paper investigates the shear behaviour and capacity of self-drilling winged screw connections between radiata pine timber and hot rolled steel plate through the experimental test. In addition, tensile coupon tests, screw bending tests, moisture content tests, screw pullout tests, and screw bearing tests were performed to determine the material properties of the steel, timber, and screws. A total of 70 experimental tests were conducted on the timber to steel connection connections with different steel thicknesses (8mm-20mm), timber thickness (15mm-45mm), numbers of screws (1-3), and screw axis angle (45°-90°). The failure mode is theoretically analyzed using Johansen yield theory. The resulting data from Eurocode 5 [24] was compared with experimental results as current AS/NZ standards lack adequate guidance in addressing timber-to-steel connections. From the above comparison, it was found that the Eurocode 5 [24] was under-conservative by 90%. Based on the experimental results, new design equations for calculating the shear capacity of self-drilling winged screws are proposed.

text: Experimental investigation of timber-to-steel connection using self-drilling wing screws Self-drilling wing screws are well-suited for hardwood and pressed material boards and are explored as an alternative connector to traditional bolts for connecting thick hot-rolled steel with timber. The wing avoids force-feeding of the screw into the timber which prevents the timber from cracking. However, limited studies were found on the timber-to-steel connection using self-drilling wing screws under shear loading. This paper investigates the shear behaviour and capacity of self-drilling winged screw connections between radiata pine timber and hot rolled steel plate through the experimental test. In addition, tensile coupon tests, screw bending tests, moisture content tests, screw pullout tests, and screw bearing tests were performed to determine the material properties of the steel, timber, and screws. A total of 70 experimental tests were conducted on the timber to steel connection connections with different steel thicknesses (8mm-20mm), timber thickness (15mm-45mm), numbers of screws (1-3), and screw axis angle (45°-90°). The failure mode is theoretically analyzed using Johansen yield theory. The resulting data from Eurocode 5 [24] was compared with experimental results as current AS/NZ standards lack adequate guidance in addressing timber-to-steel connections. From the above comparison, it was found that the Eurocode 5 [24] was under-conservative by 90%. Based on the experimental results, new design equations for calculating the shear capacity of self-drilling winged screws are proposed.

year: 2024

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012