Simulation of Blast and Fragment Loading Using a Coupled Multi-Solver Approach

Simulating blast and fragment loading simultaneously in a single computation requires the combined use of multiple states of the art solvers. A pipe bomb is an example of simple improvised explosive device (IED) that consists of a piece of pipe filled with explosive material and capped at both ends. To simulate the explosion of a pipe bomb and the damage it causes, a coupled multisolver approach based upon finite element and finite volume methods is applied. The numerical calculation presented demonstrates the ability of ANSYS AUTODYN(?) to correctly simulate the threats of lEDs and provides insight into how the most significant physical phenomena affect the results.     

Paul Willis—Education,Cultural Production and Social Reproduction

Learning to Labour signalled a break from mechanistic ‘social reproduction’ theories within the Sociology of Education, towards a new appreciation of the role of cultural processes within school. This paper reviews the work of Paul Willis, focussing particularly on some of the unresolved themes of Learning to Labour and the development of his own thought since this study was produced. Areas which have been under emphasised in the past include Willis’ attempt to formulate a methodological and analytical base for cultural studies within education, the theoretical relationship between culture and ideology and the essentially active, transformative nature of cultural production within educational sites. This paper aims to clarify some of these issues.     

Trainee teachers’ experience of reflection

This article reports an investigation of trainee teachers’ experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience of reflection and keeping a reflective journal. The questionnaire responses were used to select a sample of 15 individuals for interview. The findings indicate that, whilst the majority value reflection and believe keeping a journal is useful, finding time to reflect can be problematic. Two potential areas of difficulty are identified, namely, individual preferences for engagement with reflection and the use of reflective journals. Where course requirements are at variance with an individual’s preferred approach, difficulties with reflection may be experienced. Therefore this article recommends that course requirements need to allow flexibility to enable individuals to try different techniques and adopt whichever they are most comfortable with.     

The role of Women's/Gender Studies in the changing lives of British women

This paper explores the role played by part-time Women's/Gender Studies (WGS) courses in women's lives in the UK through interviews with 35 women who were among 8000 students who studied one of the UK Open University's undergraduate interdisciplinary WGS courses between 1983 and 1999. A thematic analysis of these interviews shows how these mainly working and lower middle-class, mature women were living through a time of great social change for women. The WGS course they studied helped them understand these changes and grasp the educational, social and employment opportunities that opened for UK women after 1980. The authors reflect on these social and educational changes and using Nussbaum's Capabilities Approach (2011) analyse the capabilities these women developed through their study of these courses, which helped them to change their own lives and the lives of others around them. Looking forward, the authors argue that WGS courses have the potential to develop these capabilities in a time of economic recession and reduced opportunities for women.