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Research papers, University of Canterbury Library

Extended Direct Analysis (EDA), developed at the University of Canterbury, is an advance on the AISC Direct Analysis method for the analysis of frames subjected to static forces. EDA provides a faster, simple and more rational way to properly consider the second-order effects, initial residual stresses (IRS) and the initial imperfections or steel structures under one directional loading than conventional analysis methods. This research applied the EDA method to quantify the effect of member overstrength on frame behaviour for a single storey frame. Also, the effects of IRS, which were included in the EDA static analysis, but which are not considered explicitly in non-linear seismic analysis, were evaluated in two ways. Firstly, they were considered for simple structures subject to increasing cyclic displacement in different directions. Secondly, incremental dynamic analysis with realistic ground motion was used to quantify the likely effect of IRS in earthquakes. It was found that, contrary to traditional wisdom and practice, greater member strengths can result in lower frame strengths for frames under monotonic lateral loading. The structural lateral capacity of the overstrength case was reduced by 6% compared to the case using the dependable member strengths. Also, it resulted significantly different in member demands. Therefore, it is recommended that when either plastic analysis or EDA is used, that both upper and lower bounds on the likely member strength should be considered to determine the total frame strength and the member demands. Results of push-pull analysis under displacement control showed that for IRS ratio, gamma < 0.5 and axial compressive force ratio, N*/Ns, up to 0.5, IRS did affect the structural behaviour in the first half cycle. However, the behavior in the later cycles was not significantly affected. It also showed that the effect of initial residual stresses in the frame was less significant than for the column alone when the column was subjected to similar axial compressive force. The incremental dynamic analysis results from both cantilever column and the three-storey steel frame showed that by increasing gamma = 0 to 0.5, the effect of IRS on seismic responses, based on the 50% confidence level, was less than 3% for N*/Ns, up to 0.5.

Research papers, University of Canterbury Library

INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools. FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context. METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools. IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.