Seismic Evaluation of Tall Buildings Using a Simplified but Accurate Analysis Procedure

A simplified analysis procedure for evaluating the nonlinear seismic responses of tall reinforced concrete (RC) buildings is examined in this study. It is called the Uncoupled Modal Response History Analysis (UMRHA) procedure. It can be viewed as an extended version of the classical modal analysis procedure, where the nonlinear response of each vibration mode is first computed, and they are later on combined into the total response of the structure. The procedure requires the knowledge of the modal hysteretic behavior, which can be obtained from a cyclic modal pushover analysis. The responses of four tall buildings in Bangkok to distant large earthquakes are computed by this procedure and compared with those obtained from the Nonlinear Response History Analysis (NLRHA) procedure. These four buildings have different heights—varying from 20 to 44 stories, different configurations of floor plan, and different arrangement of RC walls. The comparison shows that the UMRHA procedure is able to accurately compute the story shears and story overturning moments, floor accelerations, and inter-story drifts of all these tall buildings. The required computational effort is also extremely low compared to that of the NLRHA procedure. Moreover, since the UMRHA procedure computes the response of each individual vibration mode, it provides more understanding and insight into the complex nonlinear seismic responses of these tall buildings.     

大学生媒介素养教育与高校图书馆服务功能之拓展

媒介形式和媒介内容的日趋多样化，使作为重要知识储备群体的大学生面临着空前复杂的媒介环境。在这一形势下，依托高校图书馆服务功能的拓展，开展大学生媒介素养教育具有重要的现实意义。     

严复的教育生涯

1880年起,严复总办北洋水师学堂凡20年,培养了一大批海军人才,为中国海军的近代化作出了贡献。1906-1912年间,严复还先后出任安徽高等学堂、复旦公学、北京大学等校校长,对旧式教育体系进行改革,按自己的思想主张组织教学和管理,为这三所学校以至中国近代教育的发展作出了重要贡献。严复的办学经历,反映了近代中国社会关系的复杂及教育救国之路的艰难与曲折。     

High-Tech Centre in the Periphery: The Political,Economic and Cultural Factors behind the Emergence and Development of the Oulu ICT Phenomenon in Northern Finland

The Oulu region in Northern Finland has witnessed a remarkable growth of ICT industries since the 1980s. A town near the Arctic Circle with only 140,000 people (2012) created a high-tech business that employed at its best nearly 16,000 people in the region at the millennium. This article investigates the historical background of this phenomenon, which is not so much an imitation of Silicon Valley, but rather a result of special Finnish and northern characteristics. The most important contributing factors were the University of Oulu, governmental support and the success of the Nokia Corporation. Oulu's strength was the early clustering of the focal actors. Oulu established the first Technology Park in the Nordic countries in 1982. The northern mental environment, Oulu's traditions and many exceptionally active persons also contributed to the phenomenon. The case of Oulu is presented in a larger international context with the help of studies on regional high-tech clusters and the development of the information society. Present and future challenges are also addressed.     

数字时代高校图书馆用户教育模式的构建

数字技术的发展改变了高校图书馆用户教育的环境和传统图书馆的用户教育模式,并孕育着适应新的数字时代的用户教育模式。这种用户教育模式应从用户教育对象与目标的扩展、用户教育的内容变革和用户教育的组织设计三个方面来构建。     

Building Capacity in Pacific Island Heritage Management: Lessons from Those Who Know Best

In recognition of the need to build capacity in heritage place management in the Pacific in 2004, UNESCO funded the development of the CD-ROM training program Conserving Pacific Places. The program attempted to address the lack of sustainable long-term outcomes from previous training programs ‘field-tested’ by Pacific Island heritage managers. This not only provided feedback on modifications to the Australian training model required to make it appropriate and useful in the Pacific Island context but gave voice to shared regional issues and concerns in Pacific Island heritage conservation through the writing of the Smith (2004).     

新时期大学生责任教育的路径探讨

责任教育是大学生思想政治教育的重要组成部分,探讨大学生责任教育的路径选择,是一项关系到大学生全面发展和构建和谐社会的重要而紧迫的战略任务。大学生责任教育的路径有:批判继承中外责任教育资源;凸现与时代同步、与社会协调、与教育规律相符的内容;探索增强责任教育实效性的方法;建立专门的责任教育网站。     

An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s

This article is concerned with a national dispute that took place in Britain in the second half of the 1970s, concerned with ‘Marxist bias’ in an Open University sociology of education course. The background to the dispute is outlined in terms of generational changes in political perspectives and the clashes produced. The events of the dispute are described, along with the arguments on both sides. The conclusion considers the broader implications of this dispute in the light of subsequent events.     

Developing Geographers through Photography: Enlarging Concepts

This paper explores how photographs can be used to teach urban social geography to second- and third-year university students. In it the author describes her work acquainting students with the skill of ‘directed observation’. She argues that teaching geography through photography is not merely asking students to take pictures but rather, the process of looking with intention. Capturing what is seen on film encourages students to engage with geography by seeing how ideas ground themselves on the landscape. This work also challenges how geographers think about what they require of students and calls into question normative classroom practices. Most importantly, it adds to our understanding of concepts that are central to geographic analyses and heightens our awareness of how well students understand. Photographs provide an opportunity to hear multiple voices in multiple ways. The author suggests that the methodological and pedagogical contributions of photographs have been overlooked in geography.     

Moving with the Times: An oral history of a geography department

The 30-year story of the geography department at Oxford Brookes University is presented as an oral history in the words of the experienced full-time staff. The department has gained a reputation in the UK and beyond for innovative active-learning methods and its story is an example of how a pedagogic culture can develop in a geography department. The story can also be read as a case study of a workplace in higher education, or as a contribution to the history of education. Most importantly, though, it offers insight into the key factors concerning the development of innovative teaching practice.