A frequency response evaluation method for dual stage micro-actuation [HDD]

2003 ◽  
Author(s):  
M.J. McCaslin ◽  
R. McNab
Keyword(s):  
Frequency Response ◽  
Evaluation Method ◽  
Response Evaluation ◽  
Dual Stage

A MEASUREMENT OF ULTRASONIC ATTENUATION COEFFICIENT BY FREQUENCY RESPONSE IN STEELS WITH DIFFERENT GRAIN SIZES

2003 ◽  
Vol 26 (4) ◽  
pp. 389-402
Author(s):  
Kyung-Cho Kim
Keyword(s):  
Frequency Response ◽  
Attenuation Coefficient ◽  
Evaluation Method ◽  
Ultrasonic Attenuation ◽  
Wave Length ◽  
Structural Behavior ◽  
Response Property ◽  
Sound Waves ◽  
Grain Sizes ◽  
Plate Specimen

A new evaluation method of ultrasonic attenuation in materials is proposed based on the frequency response property of the material evaluated by employing the sound impulse of a wide frequency band. Borrowing from ordinary system theory, the material to be tested is considered to have a characteristic impulse response, representing its micro-structural non-uniformities and thus resulting in the sound attenuation of the material. The concept is resumed as an attenuation system that simulates the material’s micro-structural behavior. Experimental results on a series of specimens, having different grain sizes but all made of a single austenitic stainless steel, showed that the attenuation could properly be evaluated from a single bottom echo in a plate specimen. The attenuation coefficient α, was corrlated in this case to the grain size, D, by the equation, αD=H(πD/λ)n, where λ is wave length and H and n are constants. It was also shown that the micro structural change of materials could be evaluated by the energy loss of sound waves passing through the attenuation systems.

A proposal for a dynamic-response-evaluation method for torque transducers

1999 ◽  
Vol 10 (12) ◽  
pp. N142-N144 ◽  
Author(s):  
Yusaku Fujii ◽  
Koji Ohgushi ◽  
Takuro Tojo
Keyword(s):  
Dynamic Response ◽  
Evaluation Method ◽  
Response Evaluation

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

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