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New railway track is laid to a specified level and alignment. However, with time and trafficking movements occur in the ballast bed and the underlying subgrade, and frequent maintenance is necessary to re-establish the correct geometry. This is currently done by the process of tamping, where extra material is vibrated under the sleeper to raise its level. Unfortunately this is not permanent, and the sleeper eventually reverts to its premaintenance state. Prior to mechanised tamping, track was relevelled by hand shovel packing in which the sleepers were raised and fine aggregate shovelled into the space under the sleeper, giving a permanent lift. A prototype of a mechanised version of this process, called the Stoneblower, has been developed and is currently undergoing field trials. It lifts the sleeper and blows single size stone smaller than the ballast into the void space, creating a two layer granular foundation for each sleeper. In order to get a better understanding of the behaviour of a two layer granular foundation when subjected to repeated loading a laboratory study involving large scale cyclic triaxial testing of single size and two layer ballast has been carried out. This has been complemented by a large scale model study using a 'half sleeper rig' in which ballast beds similar to those produced by stoneblowing have been subjected to repeated loading simulating long term railway trafficking. These tests have been used to carry out a parametric study into stone angularity, stone size and layer geometry to assess their influence on the layered system, with the results being assessed primarily in terms of the resilient modulus and plastic deformation undergone by the material. In the triaxial tests it was found that the layer of smaller material was the major controlling factor for the deformation. However, the layer of larger material tended to act as a restraint, effectively reducing the HID ratio of the specimen. In the model testing, it was found that the smaller material dictated how the load was transmitted to the ballast bed, and this was then responsible for the majority of the settlement.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings. / https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

The purpose of this study was to examine John Locke's views on the education of the poor and compare them with his general philosophy of man and education.;John Locke (1632-1704) is one of the best-known and respected philosophers of the Western World. For three hundred years his famous Essay Concerning Human Understanding has led many philosophers to a view of man as a "free and rational" being. Unburdened with "innate ideas," Locke's man is free to learn to be all that he can be.;Locke extended this general theory into a handbook for education. He published in great detail the training and rigors to be undergone by a child. This book, the famous Some Thoughts concerning Education, told the gentry that a disciplined study of the liberal arts untainted with "useless" knowledge was the basis of education. This would be augmented with the acquisition of a "useful trade." Above all, the gentleman would "learn how to learn.".;It seems, however, that all this concern for proper education was aimed at the gentry--the gentlemen who would need these skills to get along in a society of like men. When we look at Locke's ideas on the education of the poor, we see little of the tenderness that was to be afforded the gentry.;Could these seemingly dichotomous views of education--kindness and understanding for the gentry and force and cruelty the poor--be reconciled with Locke's philosophy of the rational and free man?;I hypothesized that John Locke's ideas of education for the poor were consistent with his philosophy of man.;I concluded that Locke's ideas for the education of the poor are indeed consistent with his views of man as put forth in the Essay Concerning Human Understanding and his views of education as shown in Some Thoughts Concerning Education.

Social Validity is a concept used in behavioral intervention research. It focuses on whether the goals of treatment, the intervention techniques used, and the outcomes achieved are acceptable, relevant, and useful to the individual in treatment. The Social Validity Manual, 2e, provides background on the development of social validity, an overview of current research in social validity, and guidelines for expanding the practice of social validation. The book offers detailed information on scales and methods for measuring social validity across the goals, procedures, and effects of treatments utilized in various fields. The second edition incorporates advances in research findings and offers two new chapters on the use of social validity in the health sciences and how social validity plays an important role in increasing cultural awareness. Defines and conceptualizes social validity Summarizes research advances in social validity Compares and contrasts social validity measures Includes use of social validity in multiple disciplines Reviews how to organize social validity data Provides new coverage of use in health professions / https://dc.etsu.edu/etsu_books/1217/thumbnail.jpg

Thesis--Ph. D., University of Hong Kong. / Mimeographed.

Thesis--M. Sc.(Eng.), University of Hong Kong. / Mimeographed.

Hong Kong is a small city with a dense population. Due to limited land resources and dense population, skyscrapers are built to meet the commercial and residential needs. To fulfill the functional requirements, the superstructure is usually supported by piles through a thick cap. A bored pile foundation is one of the most common deep foundation systems with a high capacity adopted in Hong Kong. Most of those piles are founded on Grade III or better rock. However, as lack of field experience and high quality database, the behavior of such pile foundation system is still unclear. These bored piles are designed as the end bearing piles. In addition, the load distribution among the piles and the load shared by the pile cap are also not properly addressed in the local design. In order to properly address the above-mentioned issues related to the design of pile foundation, in particular for large diameter bored piles, a comprehensive field study was launched. Furthermore, the numerical simulations were also carried out. A comprehensive field study was carried out on the behavior of a building supported by large diameter bored piles. The building (40-storey public housing) is Y-shaped with three wings (Wing A, Wing B, and Wing C) and a central core (Central Core). The superstructure is resting on a Y-shaped foundation cap (2.3m in thickness) which is supported by 18 bored piles (2.2m in diameter). The piles terminated at Grade III or better rocks. The field test results indicated that the pile group took up most of the applied load, while the cap had an insignificant contribution to the capacity of the foundation system. The axial force in the pile increased from the outer edge to the inner area of the cap. The shaft resistances mobilized in the soil layer and the rock layer were significant. As a result, the axial force reduced to a not significant level at the toe. The finite element model could generally reflect the bored pile deformation and the load distribution along the pile. The numerical simulation results could generally reveal the load distribution among the piles. Based on the numerical analyses, the load distribution among the piles was strongly dependent on the cap stiffness. Moreover, when some pile stiffness reduced, the applied load will redistribute among the piles. More loads will transfer to the nearby stiff piles. The effected region of redistribution in axial force increased with the cap stiffness. / published_or_final_version / Civil Engineering / Master / Master of Philosophy

This thesis presents the result of detailed back-analysis, using three-dimensional finite-element analysis, of the instrumented piled-raft foundation in monitoring site. The piled-raft foundation is a composite foundation structure that consisting of piles, raft and surrounding soils acting as a whole system. To check the reliability of soil taking load under the raft and obtain a reasonable value of load proportion taken by piles for the soil conditions in Hong Kong, a piled-raft foundation was partially instrumented in the monitoring site. The pile head loading, raft-soil contact pressure of specified area and settlement at raft top for selected locations were being monitored. Comparisons of overall settlement, differential settlements and the load carried by the piles show reasonably good agreement. Followed by a 3D finite element modeling of the entire piled-raft foundation of the monitored site, the analysis includes a pile-soil slip interface model. The numerical analysis is performed to give insights to (1) load transfer behavior of the piled-raft foundation (2) effects of pile reduction on pile load ratio. Combined the observation from site monitoring and analysis results from the numerical analysis, the proportion of load shared between piles and raft is revealed as 7:3. The lower limit of pile ratio is proposed as 0.67 for the site after the parametric study by removing piles strategically. In spite of the settlement-reducing purpose of the piles, the design of piled-raft foundation still concentrate on providing adequate axial capacity, with settlement requirement treated as a secondary issue. The significance of the study is that it provides factual evidence of soil taking the load under the raft, and the economical benefits of piled-raft foundation as a reduction of piles will save more than 2 million of the construction budgets. / published_or_final_version / Civil Engineering / Master / Master of Philosophy