Strength and Toughness of Steel Fibre Reinforced Reactive Powder Concrete Under Blast Loading

The blast resistance of structures used in buildings needs to be investigated due to the increased threat of a terrorist attack. The damage done by Composition B or Powergel to steel fibre reinforced reactive powder concrete (SFRPC) panels and ordinary reinforced concrete (RC) panels of equivalent static flexural strength is compared. A 0.5 kg charge was detonated at a distance of 0.1 m from the 1.3 m×1.0 m×0. 1 m (thick) panels, which were simply supported and spaning 1.3m. Dynamic displacement measurements, high-speed video recording and visual examination of the panels for spall and breach were undertaken. The SFRPC panels withstood the bare charge blast better than the reinforced ordinary concrete panels. Neither type of panel was breached using a 0.5 kg charge. The RC panel exhibited more spalling when Composition B was used. Under successive Composition B loading conditions, the RC panel was breached. In comparison the SFRPC panel was not breached. Exposure to fragmenting charge loading conditions confirmed these performance differences between the SFRPC panel and the reinforced ordinary concrete panel.     

圆柱体钢筋混凝土柱的轴压强度

通过对6根圆柱体钢筋混凝土柱的轴压试验，研究普通及高强混凝土柱的轴向受压性能．柱的混凝土强度为30MPa和60MPa．所考虑的主要因素为混凝土强度和箍筋用量．试验结果表明，箍筋间距越小，则柱承载能力越高，混凝土核心约束强度提高幅度越大．在相同的侧向约束下，高强混凝土柱的核心强度提高幅度低于普通混凝土柱．混凝土核心约束强度与非约束强度比率(fce^′/f′ce）及柱承载能力试验值与理论值之比(Ptest/P0)均与约束率ρs／fyt／f0′成正比．     

3K形钢管节点静力工作性能的试验研究

分析了节点各杆最不利受力状况试验结果，测试了各杆在最不利荷栽作用下的应力状况，揭示了节点的受力性能，为3K形钢管节点的应用提供准确的试验数据。     

静压桩单桩竖向承载力的分析估算

通过对静压桩终压力的分析，总结出用区域性回归经验公式来估算静压桩的单桩竖向承载力，从而指导设计和施工。实践结果表明，对地质条件不太复杂的工程，此法是简便可行的。     

基于Unidy3D的角色扮演游戏设计与实现

目前应用商店中的PRG类游戏有很多种,但往往存在人物单一等问题。针对该问题,旨在开发一款既包含其它PRG类游戏元素,又不缺乏多样性的PRG类游戏。基于Unity3D游戏引擎组件与脚本、怪物智能导航及AssetBundle加载技术等,采用SQLite轻量级数据库,在Visual Studio2017开发平台上设计并实现了一款角色扮演游戏。首先进行功能与性能需求分析,然后给出游戏背景故事与游戏流程,阐述了游戏界面与游戏场景设计思想,最后详述了游戏关键开发技术,并展示了游戏实现效果。     

经历循环荷载历史后饱和混凝土动态性能试验研究

为了研究循环荷载历史对饱和混凝土的力学性能的影响,采用φ150×300mm的圆柱体试件,对饱和混凝土试件在不同荷载循环次数(0次、25次、50次、100次)与不同应变速率(10-5/s、10-4/s、10-3/s、10-2/s)作用下进行单轴压缩试验,分析了荷载循环次数以及应变速率对饱和混凝土的峰值应力、峰值应变和弹性模量的影响。研究表明:经历循环荷载历史后的饱和混凝土峰值应力随应变速率的增大而增大,随荷载循环次数的增加表现出先增大后减小的规律;随荷载循环次数的增加,饱和混凝土的峰值应变先增大后减小,随应变速率的增大总体呈增大的趋势;随应变速率的增加,饱和混凝土的弹性模量整体上呈现出增大的趋势。     

20m空心板梁静载试验研究

通过对某预制厂20m空心板桥梁静载试验过程的介绍,对试验结果进行理论分析,证明该试验方法简便易行,能够充分评估带纵缝缺陷桥梁整体受力情况,可以为同类桥梁检测评估工作提供有益借鉴。     

竹缠绕复合材料技术在市政管廊中的应用

竹缠绕管廊现已凭借清洁无污染、成本投入低、承压性能强等优势受到了人们的高度认可,并在建筑领域实现了规模化普及与广泛应用。相关资料表明,我国竹林种植规模居全球榜首,不仅资源丰富,而且分布范围较广,因此大力发展竹缠绕复合材料对我国的经济建设有着较大作用。目前,竹缠绕管廊已投入生产使用,然而缺乏相关文献资料。本文将分析竹缠绕管廊的优势,并结合实际工程对竹缠绕管廊的施工技术进行阐述,为今后相关工程提供借鉴。     

Developing Place‐Based Pedagogies to Challenge Institutional Authority

This article discusses a current research project being undertaken by Tate Liverpool with a local university. The study is exploring the impact of a school‐in‐residence programme on children, teachers and the gallery. The invitation to schools to undertake these residencies fits with current agendas within the museum and galleries sector where institutions internationally have increasing ambitions towards handing over to their audiences, encouraging them to take ownership of their physical and intellectual spaces. However, the power dynamics at play, in terms of who makes the invitation and on what terms, have ethical implications that make taking up this offer challenging and potentially limiting. This article will begin to explore the possibilities of Place‐Based Education and its pedagogy as a practice to challenge these positions for both the teacher and gallery.     

Making Creative Spaces: The Art and Design Classroom as a Site of Performativity

Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia‐like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy.