Relevant bibliographies by topics / National University of Samoa (NUS)

Academic literature on the topic 'National University of Samoa (NUS)'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "National University of Samoa (NUS)"

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Reyes, Charisse N. "Framing the entrepreneurial university: the case of the National University of Singapore." Journal of Entrepreneurship in Emerging Economies 8, no. 2 (June 6, 2016): 134–61. http://dx.doi.org/10.1108/jeee-09-2015-0046.

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Purpose The purpose of this paper is to explore issues and situations affecting the entrepreneurial university via frame analysis to determine how institutional members frame the National University of Singapore (NUS) as an entrepreneurial university and provide key insights on how it has been manifested in reality. Design/methodology/approach Interviews of 18 institutional members from the NUS will be the focus of this paper. Categories of frames were adopted from environmental conflict research. Official documents were also analysed to support the frames found in this study. Findings Based on the NUS case, the entrepreneurial university was perceived in an apparently ambiguous setup. Interviewees’ framing features the reality affecting the entrepreneurial university in relation to disciplinary identities, institutional configuration, power of important actors and risk perceptions attached to entrepreneurial activities. Issues presented by the case are considered intractable because institutional members have interpretative differences in motivations and interests in pursuing entrepreneurial activities. Research limitations/implications Future research can draw upon the factors that contribute to the institutionalisation of the entrepreneurial university model. Practical Implications The results may assist universities in refining certain approaches in carrying out entrepreneurial activities. Using methods such as frame analysis can enable identification of problems and ways to resolve the issues concerning reforms or policy frameworks introduced to universities. Originality/value At the time of this writing, analysing the entrepreneurial university model through the application of frame analysis is novel and yet to be explored in the field of higher education.
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Yang, A., S. C. Cindy Ng, Q. Leong, M. H. Tan, P. Agarwal, Z. Ong, H. W. Ang, and A. H. Chan. "Practical Astronomy Education at the National University of Singapore (NUS)." Physics Educator 01, no. 01 (March 2019): 1950004. http://dx.doi.org/10.1142/s2661339519500045.

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Singapore is not known for astronomy research. However, the interest in astronomy has grown since the 1990s, when more educational institutions and observatories were built to equip students with the skills and knowledge in astronomy. The National University of Singapore (NUS) currently has a strong and rigorous astronomy and astrophysics programme that leads to an astrophysics specialization within the physics B.Sc. degree as well as four general education modules in astronomy and astrophysics. As experimental data is the final arbiter of any scientific theory, we emphasize the practical aspects of astronomy in this programme. We also have a state-of-the-art observatory equipped with a robotic telescope and a planetarium for tutorials. This paper outlines the philosophy, pedagogy and approach of how our NUS team has achieved a very successful undergraduate astronomy and astrophysics for aspiring Singaporean youth.
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Lumb, Tracy. "Student drinking: is change possible?" Journal of Public Mental Health 19, no. 1 (January 31, 2020): 47–50. http://dx.doi.org/10.1108/jpmh-12-2019-0100.

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Purpose The purpose of this paper is to explore how the NUS (National Union of Students)’ Alcohol Impact programme is attempting to change patterns of student drinking using findings from the 2017 Students and Alcohol national survey conducted by NUS as context. Design/methodology/approach The 2017 Students and Alcohol national survey results were gathered via the distribution of the survey using the NUS’ database of NUS extra cardholders. A total of 2,215 responses was collected. Using this information, the author has approached this paper as a case study of NUS’ Alcohol Impact Programme. Findings Results from the 2017 Students and Alcohol national survey demonstrated that although there was a misalignment between what students perceived their peers were drinking prior to university and what they were actually reporting drinking, there was the persistence of harmful behaviours reported after consumption of alcohol. Feedback from partnerships involved in the Alcohol Impact programme has shown measurable improvements in areas including the inclusion of non-drinkers and anti-social behaviour. Originality/value Rolled out nationally, Alcohol Impact could be used to take positive steps in addressing the harmful consequences of student alcohol consumption.
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Chou, S. K. "Promoting Industry Linkages and Technology Transfer." Industry and Higher Education 7, no. 4 (December 1993): 247–52. http://dx.doi.org/10.1177/095042229300700411.

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Over the past year, the National University of Singapore (NUS) has consolidated and strengthened its resources to enhance university–industry collaborative programmes and technology transfers. The initiative covers collaborative research and development (R&D), programme management, technology transfer and licensing arrangements, and industry liaison. The success of these initiatives will depend on faculty commitment, institutional support, incentives and environmental factors. We discuss various measures taken by NUS to promote industry linkages and encourage greater faculty participation in technology transfer.
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Soedjono, Soeprapto. "BOOK REVIEW, PHOTOGRAPHY IN SOUTHEAST ASIA – A Survey." REKAM: Jurnal Fotografi, Televisi, dan Animasi 13, no. 1 (September 14, 2017): 13. http://dx.doi.org/10.24821/rekam.v13i1.1706.

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Judul : PHOTOGRAPHY IN SOUTHEAST ASIA – A SurveyPenulis : Zhuang WubinPenerbit : NUS PRESS, Singapore (National University of Singapore)Tahun : 2016ISBN : 978-981-4722-12-4 (case)Halaman : 522 termasuk Index, Gambar/Photographs, Notes dan Bibliography
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Robie, David. "EDITORIAL: Pacific media advocacy." Pacific Journalism Review : Te Koakoa 23, no. 2 (October 17, 2017): 6–10. http://dx.doi.org/10.24135/pjr.v23i2.343.

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IN SAMOA during July 2015, a new Pacific journalism education and training advocacy era was born with the establishment of the Media Educators Pacific (MEP) after a talkfest had gone on for years about the need for such a body. A draft constitution had even been floated at a journalism education conference hosted at the University of the South Pacific in 2012. The initiative created unity of sorts between the Technical, Vocational and Educational Training (TVET) media institutes from Fiji, Samoa, Solomon Islands and Vanuatu, and the regional University of the South Pacific journalism programme. Founding president Misa Vicky Lepou of the National University of Samoa pledged at the time to produce a vision with a difference:
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Groves, Eric. "Do the Pacific Islands still need a Regional University?" Journal of Samoan Studies Volume 10 10, no. 10 (September 22, 2020): 86–91. http://dx.doi.org/10.47922/sxtw3491.

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This article offers some background on a current issue in Pacific regionalism with reference to the problems of the University of the South Pacific (USP). The South Pacific region’s greatest assets are its people. The development of the region depends greatly on the education and training of its people. Training and education are important at all levels (primary, secondary and tertiary), particularly higher education. Higher education in the South Pacific region emerged after the post-World War II and independence movement period. This started with the University of Papua New Guinea being the first official institution of higher learning to be established in the South Pacific region. Its establishment paved the way for the founding of the USP which was designed to cater to the higher education needs of 14 Pacific Island states excluding Papua New Guinea. The formation of the USP meant that the member nations within the sphere of its coverage were not able to develop their own national institutions of higher learning due to the funding model of the USP donors. This was until Samoa went against the grain and established the National University of Samoa which triggered the emergence of national institutions of higher learning throughout the region
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Lim, Kim Yong, and Chorng Haur Sow. "Development of a Science Demonstration Laboratory in National University of Singapore." Physics Educator 01, no. 03 (September 2019): 1950008. http://dx.doi.org/10.1142/s2661339519500082.

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Science demonstrations are a good way of promoting, teaching and learning science. This is provided that there exists carefully crafted “software” and communication methods to go along with the hardware. During the past few years, we have developed a Science Demonstration Laboratory at NUS aiming to play an active role in science outreach, science communication and science education. Our approach has evolved from an initial “show-and-tell” model to a more engaging “minds-on” approach where participants are consistently required to make predictions of the outcomes of scientific phenomena before witnessing the demonstrations. We also learnt that the education and development of talented science educators and communicators are crucial to ensure and project the effectiveness of a “hands-on”, “minds-on” approach to science education.
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BELL, Gary F. "Teaching More Civil Law at the National University of Singapore: A Necessity for Singapore as a Legal Hub for Asia." Asian Journal of Comparative Law 14, S1 (July 9, 2019): S173—S193. http://dx.doi.org/10.1017/asjcl.2019.20.

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AbstractSingapore aims to be a legal service hub for its region and, therefore, aims to provide legal services to the civil law countries of Southeast and East Asia. One would therefore think that the teaching of at least the rudiments of the civil law (the law of obligations – contracts, delictual liability (tort), quasi-contracts – and property) would be a high priority. However, for all its talk of being ‘Asia's Global Law School’, the NUS Law School does not train its students to handle work from, or in, most of this region. The students are simply not required to learn the very foundations of the civil law tradition. The requirement that they take a course entitled ‘Legal Systems of Asia’ does not ensure that they know the very basics of the civil law. The fact that they must take a course on the law of a civil law country does not ensure that they learn about the civil law. This article suggests how the NUS Law School can make sure that it prepares its students, or at least some of its students, for regional work that includes civil law work.
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Hao, Loi Tsuan, and Kum Ying Tham. "New House-Officers’ Views on Unprofessional Behaviour." Annals of the Academy of Medicine, Singapore 38, no. 6 (June 15, 2009): 537–40. http://dx.doi.org/10.47102/annals-acadmedsg.v38n6p537.

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Aim: To determine the views of new house officers (HO) on professionalism and unprofessional behaviour following dismissal in January 2007 of a HO who was caught video-taping nurses in the shower. Methods: An anonymous self-administered questionnaire was administered during new house officers’ orientation. Using a Likert scale (1 = strongly disagree to 5 = strongly agree), HO were asked to rank statements regarding teaching and their understanding of professionalism and professional behaviour, role model-clinicians, their response to 3 real-life examples of unprofessional behaviour, and dismissal and Singapore Medical Council (SMC) registration of the sacked HO. Participation was voluntary. Results: Twenty-eight out of twenty-nine (96.6%) international medical graduates (IMG) and 84/95 (88%) house officers who graduated from National University of Singapore (NUS) responded. Their median age was 24 years and 63 of them were male. All IMG compared to 63.1% NUS HO agreed that professionalism was well taught in their medical school (P <0.0001). Majority (82.1%) of IMG compared to 67.9% NUS HO agreed they had adequate role model-clinicians exemplifying professionalism (P <0.0001). Majority (90.8%) of the respondents agreed that the sacked HO’s behaviour was not pardonable, a smaller proportion (83.9%) agreed with dismissal but only half (52.7%) agreed that SMC should not register the sacked HO. Conclusion: In this study, only two-thirds of NUS HO felt that professionalism was well taught and they had adequate role models. NUS should review this aspect of medical education. Majority of HO agreed with the dismissal but only half felt the misdemeanour was serious enough for SMC not to register the sacked HO. Key words: House officers, Professionalism
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Dissertations / Theses on the topic "National University of Samoa (NUS)"

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Kolose, Faafetai. "Feasibility study for a sustainable campus using solar PV renewable energy technology: A case study at the national University of Samoa." Thesis, Kolose, Faafetai (2015) Feasibility study for a sustainable campus using solar PV renewable energy technology: A case study at the national University of Samoa. Other thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/30764/.

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Fossil Fuels have a significant impact on small island countries in the Pacific. Sustainable developments are key for the development of these countries. One such strategy involves using renewable energy resources that are locally available. This paper focuses on a feasibility study for a sustainable campus at the National University of Samoa using a grid connected PV system. Information from eight years of historical energy consumption, seven weeks of energy load profile data and the potential rooftops of buildings for the two campuses (upper and lower) were analysed using RETScreen and HOMER software. The pre-feasibility study by RETScreen revealed that it is possible to offset all the university electricity consumptions from solar panels from all the university rooftops buildings to achieve sustainable campus. Also, the HOMER feasibility analysis for 25 years shows that it is economically viable for the university to have its electricity supplied by a grid connected PV system. This is based on the feed-in-tariff of $0.25 AUD, electricity retail price of $0.50 AUD, a real interest rate of 8%, the average market price of the PV panel, battery and inverter. However, it is not technically possible for the university to have such a system, due to the utility requirements unless energy storage is used. HOMER simulation revealed that system with batteries become more expensive and uneconomical for the university. It is recommended that a strong support from the government is required for the National University of Samoa in order to achieve a sustainable campus through the use of a grid connected PV system. Also, more research is needed in the area of electrical energy storage in order to increase the solar PV penetration onto the diesel utility grid in the country.
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(13835182), Isalei Sioa. "An analysis of the role of the National University of Samoa (NUS) to culture and pre -university qualification." Thesis, 2000. https://figshare.com/articles/thesis/An_analysis_of_the_role_of_the_National_University_of_Samoa_NUS_to_culture_and_pre_-university_qualification/21171979.

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This project is to make a qualitative analysis of the role of the National University of Samoa(NUS) in the area of culture and pre -university qualification. Central to this project is the concept of relevancy. How relevant is the NUS to Samoa? What meaning does the university have for the Samoan people? Does NUS represent Samoan society? Does NUS reflect the national interests? These are some of the key questions this project will try to address.

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Books on the topic "National University of Samoa (NUS)"

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Tiến, Phúc. Đường vào NUS: NUS from Vietnamese experiences. TP. Hò̂ Chí Minh: Truyền thống hợp điểm, 2008.

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National University of Singapore. Library. 90 years of NUS history: A select bibliography. [Singapore]: National University of Singapore Library, 1995.

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Singapore), NUS-SIA Roundtable on Architectural Education (1997. Proceedings of the inaugural NUS-SIA Roundtable on Architectural Education. Singapore: Centre for Advanced Studies in Architecture, School of Architecture, National University of Singapore, 1998.

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Transforming lives: NUS celebrates 100 years of university education in Singapore. Singapore: Ridge Books, 2005.

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"Measina a Samoa 2000 and Beyond" Conference (1999 Institute of Samoan Studies, National University of Samoa). Measina a Samoa 2000: Papers presented to the Measlina a Samoa 2000 and Beyond Conference 11-14 December, Lepapaigala National University of Samoa, Apia, Samoa. Edited by National University of Samoa. Institute of Samoan Studies and National University of Samoa. Centre for Samoan Studies. Apia, Samoa: The Institute of Samoan Studies, National University of Samoa, 2001.

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Samoa, National University of. Ripoti mo me kapeneta, 1984-1997. Apia, Western Samoa]: Iunivesite Aoao o Samoa, 2001.

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Wee, Valerie. Business class: Lessons from high fliers : celebrating 45 years, NUS Business School. Singapore: WordsWork and NUS Business School, 2010.

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Conference, Measina a. Sāmoa. Measina a Sāmoa 2008: Papers presented at the 'Measina a Sāmoa Conference',15-17 December 2008 National University of Sāmoa, Le Papaigalagala. Le Papaigalagala: Centre for Sāmoan Studies, National University of Sāmoa, 2010.

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JSPS/NUS Joint Seminar on Analytical Chemistry (1988 National University of Singapore). Proceedings: JSPS/NUS Joint Seminar on Analytical Chemistry, Singapore, 21-23 March 1988, Department of Chemistry, National University of Singapore. Edited by Khoo S. B, Nihon Gakujutsu Shinkōkai, and National University of Singapore. Dept. of Chemistry. Singapore: World Scientific, 1990.

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Conference, Measina a. Sāmoa. 5th Measina a Sāmoa Conference 2010: Papers presented at the 5th Measina a Sāmoa Conference, 30th August - 1st September 2010, National University of Sāmoa, Le Papaigalagala. Le Papaigalagala: Centre for Sāmoan Studies, National University of Sāmoa, 2011.

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Book chapters on the topic "National University of Samoa (NUS)"

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"National University of Singapore (NUS)." In The Grants Register 2018, 550–53. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_858.

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"National University of Singapore (NUS)." In The Grants Register 2023, 794–96. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_6133.

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"National University of Singapore (NUS)." In The Grants Register 2020, 598–600. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_636.

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"National University of Singapore (NUS)." In The Grants Register 2021, 613–15. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_659.

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"National University of Singapore (NUS)." In The Grants Register 2022, 667–69. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_6133.

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"National University of Singapore (NUS)." In The Grants Register 2019, 550–53. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_888.

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Pu, Fang Chiong (Patrick), Su Yian Kho, Ke Khoon Low, and Amy Chou. "Researcher Unbound and National University of Singapore (NUS) Libraries' Evolving Role in Supporting University Research." In Advances in Library and Information Science, 216–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch010.

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As a discipline-neutral entity, knowledge exchange, and nexus of the university, the National University of Singapore (NUS) Libraries is the ideal conduit for bringing together faculties and departments to facilitate cross-disciplinary education and research. This case study gives a detailed walkthrough on the creation and design of the Research Skills Framework (RSF), which forms the backbone for all information literacy programmes (ILPs), specifically the flagship Researcher Unbound (RU) programme and RU Symposium, and shares challenges faced and future improvement plans. The exploration, design, and continual improvement of the programme ensured that NUS Libraries provides relevant and timely research support and enhances the digital information literacy skills of the NUS community. This programme continues to be a work in progress drawn from participants' feedback, attendance, experience, and insights from seven semestral runs and cumulative total of 172 workshop sessions.
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"National University of Singapore (NUS)-Russia: State of Collaboration." In ASEAN-Russia, 302–12. ISEAS Publishing, 2012. http://dx.doi.org/10.1355/9789814379588-038.

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Mow, Ioana Chan. "Technology Enabled Education in Samoa." In Cases on Interactive Technology Environments and Transnational Collaboration, 193–209. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch011.

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Education is seen as one of the most important factors for poverty alleviation and economic growth in developing countries (UNDP 2005; UNESCO 2005; WSIS 2005) and the use of Information and Communication Technologies (ICTs) for dissemination of education is believed to have huge potential for governments struggling to meet a growing demand for education while facing an escalating shortage of teachers (UNESCO 2006 in Anderson, 2008).This case study examines technology enabled learning initiatives in education in Samoa, focusing on developments at a leading university in Samoa (hereafter referred to as the university) and the Ministry of Education Sports and Culture (MESC). The case study focuses on the current status of technology based learning in Samoa outlining the current initiatives addressing the core issues of social accessibility, technological adaptability, economic viability, and political agreeability towards providing education and development opportunities. The discussion includes an evaluation of the effectiveness of presently used technology/ technology mix used in e-learning and its effectiveness in facing the demands posed by Social, Technological, Economical and Political (STEP) factors. For each technology initiative, issues and challenges are discussed followed by solutions and recommendations for future action and direction. The case study also looks at various international partnerships/ collaboration fostered by NUS and MESC to facilitate and enhance access to education for students, thereby are considered as solutions to the challenges in implementing technology based learning. The discussion concludes with a set of recommendations for the future of technology enabled learning in Samoa.
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Phipps, Alison. "‘Lad culture’ and sexual violence against students1." In Gender Based Violence in University Communities, 41–60. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447336570.003.0003.

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This chapter explores the issue of sexual violence against students in relation to the concept of ‘lad culture’. Adopting a more nuanced approach to the understanding of campus sexual violence and the masculine cultures that frame it, the chapter places such issues within the institutional cultures of neoliberal competitively driven universities. The chapter discusses the results of a 2013 study conducted by the National Union of Students (NUS) in the UK showing that many of the behaviours associated with lad culture, including sport, heavy alcohol consumption, casual sex and sexist/discriminatory ‘banter’, constituted sexual harassment. It theorises sexual violence and laddish masculinities in order to better understand them and develop effective interventions. It also considers how power and privilege, as well as patriarchy, neoliberalism and carceral feminism, intersect in student lad culture.
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Conference papers on the topic "National University of Samoa (NUS)"

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Chan Mow, Ioana T., and Sarai Faleupolu Tevita. "Building Resilience to Ensure Teaching and Learning Continuity in the 2020 Pandemic Lockdown: A Consideration of Issues Challenges and Strategies at the National University of Samoa." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9596.

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This paper demonstrates the leveraging of technology to build resilience in educational systems to ensure learning continuity during disruptions due to pandemics or natural disasters. The paper describes how resilience is achieved through the implementation of the National University of Samoa (NUS) Moodle workplan for transitioning to the new normal of online learning when Samoa went into voluntary lockdown, in response to the threat of Covid-19. Previously, NUS conducted most of its courses in face-to-face (F2F) mode with some courses using blended delivery or blended mode of learning. But in early 2020, with the emergence of Covid-19, and the sudden lockdown of the whole country, it was crucial that NUS transition all its courses to online mode and hosted in Moodle, the university’s Learner Management system. Key factors determining the scope of this implementation were: i) access to devices, ii) access to the Internet, iii) sufficient bandwidth to ensure uninterrupted and reasonably fast access to Moodle, iv) sufficient processor power of servers to handle the volume of processing iv) the number of simultaneous users on Moodle, vi) skill level of staff and students to use Moodle. The paper discusses the implementation details of this transitioning to online such as the conversion of courses to digital and uploading to Moodle, training of staff on the use of Moodle, and upgrading infrastructure. Challenges and issues encountered in this implementation which include access, bandwidth and congestion, and learner engagement, are also discussed as well as a set of recommendations to build resilience and ensure teaching and learning continuity in future lockdowns.
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Lim, Hong Wee, Kim Hoo Goh, and Wen Feng Lu. "Best Practices for Engineering Design Project in Undergraduate Student Education With Eco-Friendly Vehicle Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70926.

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With the recommendation from ABET, each engineering student should go through a major engineering design experience and understand how to go from design specifications to a final artifact. The Department of Mechanical Engineering at the National University of Singapore (NUS) started automotive design projects including competition vehicles and proof of concept vehicles for its undergraduate students many years ago. These projects aim to provide practical engineering education to the students through vehicle design and fabrication with hands-on experience. The project lifecycle usually does not last longer than one year as it is governed by the competition and the academic cycle. With many years of experience supervising students, the best practice of guiding students learning through this engineering design project within one academic year is developed. Before each project, students will first go through training and apprenticeship. Such project usually starts with problem formulation that studies the requirements of vehicle for the competition and the resources available. The team of students will go from design specifications to a final vehicle prototype with generating alternatives, synthesizing, analyzing, fabrication, testing and evaluating. This method allows sustainability in vehicle design projects. NUS Eco-car project is used as a case study to illustrate the best practice. Our past experience showed that students trained in this project have strong practical and analytical skills and are able to manage and communicate in a team well.
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Lu, Wen Feng, Hong Wee Lim, and Kim Hoo Goh. "Engineering Design and Education: A Case Study on Designing a Competition Fuel Efficient Vehicle Through Experiential Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48817.

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Engineering design involves a series of steps that lead to the creation of a product, a system, or a service to meet desired needs. The design and creation of innovative solutions to challenging engineering design problems require young engineers to be immersed in an education environment which challenges and nurtures the thought process and provides the necessary hands-on experience in design. There is increasing convergence in opinions that problem-based and experiential learning should be more integrated with the science-based engineering programs. Experiential learning is the key to engaging students to learn effectively. This paper describes an experiential learning experience for a group of undergraduate students in National University of Singapore (NUS) to design a competition fuel efficient vehicle. The students started with engineering design process and went through a series of steps to design, manufacture, assemble, test and compete in a specifically built prototype urban concept car for the competition with the experiential learning experience. Components of the competition vehicle, from chassis to diminutive parts, such as wheel uprights and motor mounts, have been carefully designed, properly analyzed and fabricated in a teamwork environment. The result is a futuristic fuel efficient urban concept car that won many awards in the competition. The team also took the initiative to promote eco-friendliness and raise awareness with the design of fuel efficient car to battle environmental issues like climate change, pollution, and energy crisis.
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Chi, Zhang, Allan R. Magee, Wan Ling, Chien Ming Wang, and Øyvind Hellan. "Experimental Study of Hydrodynamic Responses of a Single Floating Storage Tank With Internal Fluid." In ASME 2017 36th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/omae2017-61867.

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When floating structure with internal fluid compartment is close to other structures, the multibody interaction problem needs to be addressed in addition to the internal fluid influence. Furthermore, shallow water effects become important, especially when the gap between the floating structure and the sea floor is small. These issues are encountered when designing a novel floating oil storage facilities in nearshore area. To investigate these issues, floating models under 1:50 scale are built to perform model tests. The test set-up uses a set of flexible constraints working as fenders placed on frames to restrain the motions of the models in the horizontal plane. Various tests in waves are carried out to measure motion responses of single model in waves with different filling levels and stiffness of “fenders”. The reaction forces on the “fenders” are also measured. Several regular wave conditions are selected to perform tests on double model system to investigate multibody interactions under the influence of internal fluid and effects of waves between the tanks. The drag forces for both single model and double models are measured by performing model tests under constant current from different directions, to check the shielding effects. The tests are performed in shallow-water wave basin, and the constant currents tests are performed by towing the models in a flume tank. Both facilities are located at National University of Singapore (NUS). This paper presents the detailed setting of the model tests. The single model’s RAOs with 20% filling level of internal fluid are given to demonstrate the influence of internal fluid on the motions. The performances of a single tank, including six DOF motions are shown. The results will be used for validation of numerical analysis results in the near future.
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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

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Abstract:
In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks & Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)
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