A number of field testing techniques, such as standard penetration test (SPT), cone penetration test (CPT), and Swedish weight sounding (SWS), are popularly used for in-situ characterisation. The screw driving sounding (SDS) method, which has been recently developed in Japan, is an improved version of the SWS technique and measures more parameters, including the required torque, load, speed of penetration and rod friction; these provide more robust way of characterising soil stratigraphy. It is a cost-efficient technique which uses a machine-driven and portable device, making it ideal for testing in small-scale and confined areas. Moreover, with a testing depth of up to 10-15m, it is suitable for liquefaction assessment. Thus, the SDS method has great potential as an in-situ testing method for geotechnical site characterisation, especially for residential house construction. In this paper, the results of SDS tests performed at a variety of sites in New Zealand are presented. The soil database was employed to develop a soil classification chart based on SDS-derived parameters. Moreover, using the data obtained following the 2010-2011 Christchurch Earthquake Se-quence, a methodology was established for liquefaction potential evaluation using SDS data. http://www.isc5.com.au/wp-content/uploads/2016/09/1345-2-ORENSE.pdf
The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future
