17 research outputs found
開放型分散環境におけるアクセス性能とデータ品質向上のための適応的アクセス戦略のフレームワーク
No full text九州工業大学博士学位論文 学位記番号:情工博甲第168号 学位授与年月日:平成18年3月23
Axial capacity of face-to-face built-up aluminium alloy columns: Numerical simulation and design proposal
No full textIn recent years, aluminum alloy has seen increased use in construction due to its exceptional corrosion resistance and mechanical strength, especially in structural elements like channel sections, hollow pipes, and angles. Cold-formed aluminum alloy face-to-face (CAAFTF) built up channel sections with web holes or without web holes have emerged as a significant development in the construction industry, focusing on streamlining the installation of plumbing and electrical services as well as Glass walls in front of buildings. Previous research indicated that these aluminum alloy sections were studied on bending capacity with web holes and found the bending modified formula for plain webs as well as the web with perforated sections. However, no comprehensive study has been reported in the literature for such aluminum alloy built up face to face columns subjected to compression.
This study investigates the axial compression behaviour of aluminium alloy columns with perforated webs, focusing on the influence of screws and perforations on axial capacity. A numerical analysis was conducted on screw-fastened, perforated, face-to-face built-up aluminium alloy channel sections under axial compression. The finite element (FE) model developed using abaqus was validated against 29 experimental results from the literature. The validated nonlinear elasto-plastic FE model was then extended to analyse 495 parametric FE models to examine the effects of key parameters, including modified slenderness, screw number, number of web holes, hole diameter, and section thickness, on the axial strength.
The parametric analysis revealed a reduction in axial strength by approximately 8% for every 0.2 increment in the diameter-to-web width ratio (a/h). Axial strength results from experimental tests and FE analysis were compared with current design guidelines in the Australian/New Zealand Standards (AS/NZS 4600). The analysis showed that AS/NZS design strengths were overestimated by 15% for single perforated webs and underestimated strengths by 12% for multiple perforated web sections but AS/NZS estimation for plain section is more closely match with experimental results.
A new strength reduction factor equation was developed for aluminium alloy face-to-face built-up channel sections with single and multiple perforated webs. Reliability analysis confirmed the accuracy of the proposed equation, which is applicable within specific limits of slenderness ratio, web width-to-length ratio, and web width-to-thickness ratio. The findings indicate that introducing perforations reduces the axial capacity of plain sections by 8% to 16% for single and multiple perforated webs, respectively. This study provides valuable insights for the design and optimization of aluminium alloy built-up sections with perforated webs
A Framework of Adaptable Access Strategies for Enhancing Access Performance and QoD in Open Distributed Environment
No full text九州工業大学博士学位論文(要旨） 学位記番号:情工博甲第168号 学位授与年月日:平成18年3月23
Adopting Distance Learning Approaches to Deliver Online Creative Arts Education During the COVID-19 Pandemic
No full textThe focus of this paper is the offering of the Bachelor of Performing Arts (External) General Degree in distance learning mode using a Learning Management System (LMS) which assisted the rapid transfer process of all undergraduate courses at the University of Visual and Performing Arts (UVPA) to online delivery mode during the COVID-19 pandemic. This research is presented as a case study, and a questionnaire was used to collect data from 81 participants. It was evident that most students have accessed learning material multiple times via the LMS and have used pre-recorded instructions/audio-visuals as educational aids effectively. Having flexible access to learning material has facilitated self-learning and contributed to improving their skills as students had opportunities to repeatedly watch demonstrations at preferred times. Results indicated that 78.1% have accessed learning materials for 10–15 times, which strongly emphasizes the students’ preference for independent learning including the effectiveness of the design and inclusion of video material. The survey indicated that 93% of participants would prefer using video instructional materials for also learning other subjects and these materials improved their skills in dancing. The prior experiences and practices of educators and students led to a smooth transition to fully online delivery of all courses offered at the UVPA demonstrating the applicability of distance learning methods to online delivery. Modern theories of education and learner behavior suggest that the use of audio-visuals as educational aids increase the capacity of knowledge internalization and this assertion was confirmed by this study
Strategies of online music teaching:the story of eight cases during the covid – 19 lockdown in Sri Lanka
No full textIn the subject areas of performing and visual arts, most teaching and learning take place in the traditional classroom, with face-to-face instruction methods but as a result of the COVID-19 pandemic the University of Visual and Performing Arts (UVPA) promptly moved the delivery of all of its undergraduate courses to an online format. During the COVID-19 period, the UVPA, like other Sri Lankan universities, began to use emerging technologies and tools such as Zoom and a Learning Management System (LMS) for pedagogical intent. The goal of this study is to find out what teaching strategies can be applied to improve music teaching and learning in an online environment and how faculty staff experienced teaching music online. This research is designed as a Multiple Case Study. Depending on the purpose of the research, structured interviews were conducted to collect feedback from randomly selected faculty members. The participants were eight faculty members from the Faculty of Music engaged in teaching during the 2018/2019 academic year. Previously, the Faculty of Music has underutilized e-learning and the use of an LMS. However, the recent COVID-19 outbreak has forced them to rely on e-learning/online learning in order to ensure the continuity of educating the students enrolled in the degree programmes offered by the faculty. The results revealed that most of the teaching staff were new to teaching music online; however, they learned how to teach online given the circumstances which had left them with no other feasible solution. According to this study, the online music teaching activities utilized have improved teaching performance and technological skills and abilities, saved time, allowed participants to complete tasks more quickly, enhanced productivity of work, and increased educational values
Strategies of online music teaching:the story of eight cases during the covid – 19 lockdown in Sri Lanka
No full textIn the subject areas of performing and visual arts, most teaching and learning take place in the traditional classroom, with face-to-face instruction methods but as a result of the COVID-19 pandemic the University of Visual and Performing Arts (UVPA) promptly moved the delivery of all of its undergraduate courses to an online format. During the COVID-19 period, the UVPA, like other Sri Lankan universities, began to use emerging technologies and tools such as Zoom and a Learning Management System (LMS) for pedagogical intent. The goal of this study is to find out what teaching strategies can be applied to improve music teaching and learning in an online environment and how faculty staff experienced teaching music online. This research is designed as a Multiple Case Study. Depending on the purpose of the research, structured interviews were conducted to collect feedback from randomly selected faculty members. The participants were eight faculty members from the Faculty of Music engaged in teaching during the 2018/2019 academic year. Previously, the Faculty of Music has underutilized e-learning and the use of an LMS. However, the recent COVID-19 outbreak has forced them to rely on e-learning/online learning in order to ensure the continuity of educating the students enrolled in the degree programmes offered by the faculty. The results revealed that most of the teaching staff were new to teaching music online; however, they learned how to teach online given the circumstances which had left them with no other feasible solution. According to this study, the online music teaching activities utilized have improved teaching performance and technological skills and abilities, saved time, allowed participants to complete tasks more quickly, enhanced productivity of work, and increased educational values
A shift with a twist:Transforming experiences of teaching and learning Music online
No full textMost of the teaching and learning in the performing and visual arts subjects occur in traditional classroom settings with face-to-face instruction methods, but the University of Visual and Performing Arts (UVPA) swiftly switched the delivery of all undergraduate courses to an online format in response to the COVID-19 pandemic. Similar to other universities in Sri Lanka, the UVPA started using modern technology and tools like Zoom and a Learning Management System to conduct online instructions and learning during the COVID-19 period. The purpose of this study was to understand how academic staff and students felt about teaching and learning music online. A case study approach was used as the method for this investigation. To collect feedback from a sample size of 425 students comprising third- and fourth-year Bachelor of Performing Arts (Music) about their online learning experiences, an online questionnaire was used. Semi-structured interviews were conducted to collect feedback from randomly selected 08 academic staff members from the Faculty of Music in the 2018/2019 academic year, at the UVPA. Responses revealed that most teaching staff were new to teaching online but have managed to learn strategies for teaching online and have improved their technical and pedagogical skills in a short period of acting under compulsion. It was found that the student participants have also developed their knowledge and skills in online learning. All participants have indicated their willingness to engage in technology-enhanced online teaching and learning in the future as a result of these transformative experiences
The notion of authenticity in multicultural music: approaching proximal simulation
No full textAs countries become increasingly multicultural, it can be argued that the authentic teaching and learning of multicultural music in educational settings is essential. Crucial to this is the provision of cultural context to retain as much of the original meaning of the music as possible. This paper discusses the main arguments for authenticity in multicultural music and the implications for its learning and teaching. Researchers argue that the formal aspect of music transmission has been overlooked in multicultural music teaching and learning. The intention of the author is to introduce the concept of Proximal Simulation and its constituting elements, namely Authentic Performance Conventions; Authentic Audiation; Authentic Sensory Experiences and Emotions, and offer suggestions for safeguarding musical traditions through Authentic Transmission (teaching and learning) practices. This discussion also explores the qualities of the ‘Transcontextualisation’ theory proposed by musicologist Osamu Yamaguti in 1994, in the contexts of multicultural music performance and transmission
