Discontinuum analyses of openings constructed with side drift and limited rock cover

The design of rock support for a typical horseshoe shaped tunnel with considerations of it being excavated into a twin arch tunnel was studied using the distinct element method (DEM). Two different competent rock covers, i.e. 4 m and 7.5 m above the tunnel crown, were analysed. The results are relevant to the granitic geological unit in Singapore which has a weathering profile with rockhead found at some locations to be only 20–35 m below ground level and undulating, leaving limited rock cover for some sections along tunnels of similar depth. The verification of the adequacy of competent rock cover is important to ensure that the choice of ground support is suitable, particularly when the tunnel is excavated using the drill-and-blast method. In the opening geometry analysed in this study, a side drift is excavated adjacent to the first tunnel to create a twin arch opening. This creates a pillar between the openings during the intermediate construction stage. The influence of excavating the side drift on the support of the first opening was studied. We found that the bolt forces in the pillar approximately doubled during the excavation of the side drift, which may have been due to the rock joint inclinations and adopted strength parameters. This paper shows how DEM analyses may be used to complement conventional empirical rock mass classifications to design rock supports. Limitations of the pressure relaxation approach to model 3D effects in 2D are acknowledged.     

Further development of the talent development environment questionnaire for sport

Given the significance of monitoring the critical environmental factors that facilitate athlete performance, this two-phase research aimed to validate and refine the revised talent development environment questionnaire (TDEQ). The TDEQ is a multidimensional self-report scale that assesses talented athletes’ environmental experiences. Study 1 (the first phase) involved the examination of the revised TDEQ through an exploratory factor analysis (n = 363). This exploratory investigation identified a 28-item five-factor structure (i.e., TDEQ-5) with adequate internal consistency. Study 2 (the second phase) examined the factorial structure of the TDEQ-5, including convergent validity, discriminant validity, and group invariance (i.e., gender and sports type). The second phase was carried out with 496 talented athletes through the application of confirmatory factor analyses and multigroup invariance tests. The results supported the convergent validity, discriminant validity, and group invariance of the TDEQ-5. In conclusion, the TDEQ-5 with 25 items appears to be a reliable and valid scale for use in talent development environments.     

Paradigms of Theory and Practice in Teacher and Theological Education

The article describes and discusses the theory and practice relationship that has taken place within teacher education and theological education by incorporating insights from various theologians and curriculum theorists. The article argues that both theology and education conceptualize the relationship between theory and practice in very similar ways and thus set the conditions under which potential interdisciplinary dialogue between theologians and educational theorists could begin by using transversal rationality.     

Book launch speech on Chua Beng Huat,Liberalism Disavowed: Communitarianism and State Capitalism in Singapore

The Singapore political, social, economic system was fashioned in response to the existential challenges arising from sudden independence and a profoundly resource-challenged situation of a city-state seeking to ensure its viability. It eschewed the liberal democratic model promoted by Britain and the West. Instead Singapore sets out to establish a model that works for it, delivering social change and a better life for its people, albeit with constraints on liberty. Today, as the liberal democratic model of government is seriously under review for effectiveness, the Singapore model is better appreciated.     

Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school

Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence. In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales) than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.     

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens.     

Active classroom participation in a Group Scribbles primary science classroom

A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher–student and student–student discourse when leveraged by an interactive technology—Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively.     

Motivational predictors of young adolescents' participation in an outdoor adventure course: A self-determination theory approach

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme.