title: On the bipenalty method: why is it advantageous to add stiffness and mass

authors: Ilanko, Sinniah

subjects: engineering

abstract: In a recent paper, Askes et al [1] proposed the simultaneous use of stiffness and inertia of large magnitude to model constraints in time domain analysis. From a frequency domain perspective, as stiffness and inertia have opposite effects on the natural frequencies, this seems counter-intuitive. With increasing stiffness, the natural frequencies either increase or remain unchanged, whereas the opposite is true for inertia. However, it can be shown, through very simple illustrative examples, that the natural frequencies and modes of continuous systems can be found in this way, and that there are advantages in using both stiffness and mass simultaneously.

text: On the bipenalty method: why is it advantageous to add stiffness and mass In a recent paper, Askes et al [1] proposed the simultaneous use of stiffness and inertia of large magnitude to model constraints in time domain analysis. From a frequency domain perspective, as stiffness and inertia have opposite effects on the natural frequencies, this seems counter-intuitive. With increasing stiffness, the natural frequencies either increase or remain unchanged, whereas the opposite is true for inertia. However, it can be shown, through very simple illustrative examples, that the natural frequencies and modes of continuous systems can be found in this way, and that there are advantages in using both stiffness and mass simultaneously.

year: 2011

title: Theorising teaching

authors: Bell, Beverley

subjects: theorising

abstract: Theorising of teaching is not limited to the major theorists, as researchers and teachers also theorise teaching. This article explores theorising by researchers and a teacher in two ways: firstly, an overview or framework from the research literature on teaching as a sociocultural practice is developed, and secondly, the framework is tested by analysing the transcripts of a beginning teacher talking about her teaching.

text: Theorising teaching Theorising of teaching is not limited to the major theorists, as researchers and teachers also theorise teaching. This article explores theorising by researchers and a teacher in two ways: firstly, an overview or framework from the research literature on teaching as a sociocultural practice is developed, and secondly, the framework is tested by analysing the transcripts of a beginning teacher talking about her teaching.

year: 2010

title: ‘Pakeha Bill’: William John McClear, a Pakeha who lived at Te Aroha

authors: Hart, Philip

abstract: Born in Ireland to a Scottish soldier named McAleer, McClear, as he would re-name himself, was uncertain of his age, his birthplace, and the spelling of his name – for, like his parents, he was illiterate. After his drunken father, who abandoned his wife and family, sold him to unknown Maori at an unknown date, he was educated in a Maori school and was unable to speak English until the early 1870s, when he was living with Ngati Rahiri at Omahu pa, at Te Aroha. When Pakeha visitors first met him in 1877, he was a popular resident there and known as Pakeha Bill (or Pakeha William).
Possiby involved in mining before the Te Aroha rush, he both invested in and mined in several claims there from 1880 onwards, and at the end of that decade was one of a small group of Waiorongomai miners who took up a claim at Thames. When not mining, he took whatever jobs were available, struggling financially, in part because of a fondness for drink. As, unlike other Pakeha Maori, there was no evidence of his forming a close relationship with any Maori women, he did not benefit from a Maori wife’s landholdings, and he died in poverty.

text: ‘Pakeha Bill’: William John McClear, a Pakeha who lived at Te Aroha Born in Ireland to a Scottish soldier named McAleer, McClear, as he would re-name himself, was uncertain of his age, his birthplace, and the spelling of his name – for, like his parents, he was illiterate. After his drunken father, who abandoned his wife and family, sold him to unknown Maori at an unknown date, he was educated in a Maori school and was unable to speak English until the early 1870s, when he was living with Ngati Rahiri at Omahu pa, at Te Aroha. When Pakeha visitors first met him in 1877, he was a popular resident there and known as Pakeha Bill (or Pakeha William).
Possiby involved in mining before the Te Aroha rush, he both invested in and mined in several claims there from 1880 onwards, and at the end of that decade was one of a small group of Waiorongomai miners who took up a claim at Thames. When not mining, he took whatever jobs were available, struggling financially, in part because of a fondness for drink. As, unlike other Pakeha Maori, there was no evidence of his forming a close relationship with any Maori women, he did not benefit from a Maori wife’s landholdings, and he died in poverty.

year: 2016