Soil stress measurement by load cell probes as influenced by probe design, probe position, and soil mechanical behaviour

Tunnel lining design is an interactive problem, which is not merely about the strength, but how much the lining could deform to accommodate the ground movement. When tunnel interacts with soil, stress from the ground is distributed onto the structure. In precast segmental tunnel lining, it is critical to investigate the lining reaction when applied with load, as this affects the overall flexural behaviour of tunnel lining. The objective of this paper is to understand the basis of tunnel lining mechanical behaviour response. A series of conducted flexural bending laboratory testing and developed numerical models presented here in order to discuss on the mechanics of segmental tunnel lining. By having two different support mechanisms, variation trend in load-deflection and moment bending curve depicted. Mirror trend of pin-pin support can easily be spotted in the results indicated segment lining affected by the load and support design.

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Soil Stress Measurement: Part I. Transducer in a Uniform Stress Field

Journal of Agricultural Engineering Research ◽

10.1006/jaer.1998.0357 ◽

1999 ◽

Vol 72 (2) ◽

pp. 151-160 ◽

Cited By ~ 25

Author(s):

J.M. Kirby

Keyword(s):

Stress Field ◽

Stress Measurement ◽

Uniform Stress ◽

Soil Stress ◽

Uniform Stress Field

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Soil Stress Measurement. Part 2: Transducer beneath a Circular Loaded Area

Journal of Agricultural Engineering Research ◽

10.1006/jaer.1998.0400 ◽

1999 ◽

Vol 73 (2) ◽

pp. 141-149 ◽

Cited By ~ 12

Author(s):

J.M. Kirby

Keyword(s):

Stress Measurement ◽

Soil Stress ◽

Loaded Area

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Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00029 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1283-1300

Author(s):

Xigrid T. Soto ◽

Andres Crucet-Choi ◽

Howard Goldstein

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Emergent Literacy ◽

Language Learners ◽

Literacy Instruction ◽

Dual Language ◽

Literacy Skills ◽

Dual Language Learners ◽

Probe Design ◽

Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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