Plasticity theory is widely used to describe the behaviour of soil and rock in many engineering situations. Plasticity and Geomechanics presents a concise introduction to the general subject of plasticity with a particular emphasis on applications in geomechanics. Derived from the authors' own lecture notes, this book is written with students firmly in mind. Excessive use of mathematical methods is avoided in the main body of the text and, where possible, physical interpretations are given for important concepts. In this way the authors present a clear introduction to the complex ideas and concepts of plasticity as well as demonstrating how this developing subject is of critical importance to geomechanics and geotechnical engineering. This book therefore complements Elasticity and Geomechanics by the same authors and will appeal to graduate students and researchers in the fields of soil mechanics, foundation engineering, and geomechanics.

SUMMARYPounding of adjacent buildings is modelled by an impact oscillator subjected to harmonic excitation. Non-linear impact stiffness is represented by a Hertz-type relationship. Spectra of impact velocity are presented for a range of model parameters. These spectra are characterized by a strong peak near a period equal to one half the natural period of a similar non-impacting oscillator. Bands of response are found in which periodic multiple impacts and non-periodic or chaotic impacts occur.

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The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre‐class nor in‐class engagement, but that academic capability did affect both pre‐class and in‐class engagement. Only content/learning‐related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre‐class and in‐class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in‐class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations.

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