Buried pipeline networks play a vital role in the transportation of oil and natural gas from centers of production to centers of consumption. A common manufacturing technique for such pipes is the UOE process, where a flat steel plate is first formed into a U shape, then into an O shape, welded at the seam, and mechanically expanded before being shipped on site. The UOE forming process deforms the pipe material plastically and induces residual strains in the pipe. Such pipes are commonly buried on side and then are pressurized under the high head of the fluids they convey which induce hoop stresses as high as 80% of the pipe yield strength. When buried pipelines cross the regions of discontinuous permafrost, they undergo differential frost heaving, inducing significant bending deformations, which potentially induce local buckling in the pipe wall. To control local buckling, design standards impose threshold limits on buckling strains. Such threshold values are primarily based on costly full-scale experimental results. Past nonlinear finite element analysis attempts aiming at determining the threshold buckling strains have neglected the presence of residual stresses induced by the UOE forming and were thus found to grossly overestimate the buckling strains compared to those based experiments. Within the above context, the present study focuses on developing a numerical technique to predict the residual stresses induced during UOE forming, and incorporating the induced residual stresses in 3D nonlinear FEA modeling to more reliably predict buckling strain limits. Comparisons with conventional analysis techniques that omit residual stresses reveal the importance of incorporating residual stresses induced in forming when quantifying buckling strains.

The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.