scholarly journals Evaluation of a 38 L Explosive Chamber for Testing Coal Dust Explosibility

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Robert Eades ◽  
Kyle Perry
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Coal Dust ◽  
Pressure Ratio ◽  
Mining Industry ◽  
The United States ◽  
Maximum Pressure ◽  
Underground Coal Mine ◽  
Industry Research ◽  
Dust Explosions

Coal dust explosions are the deadliest disasters facing the coal mining industry. Research has been conducted globally on this topic for decades. The first explosibility tests in the United States were performed by the Bureau of Mines using a 20 L chamber. This serves as the basis for all standardized tests used for combustible dusts. The purpose of this paper is to investigate the use of a new 38 L chamber for testing coal dust explosions. The 38 L chamber features design modifications to model the unique conditions present in an underground coal mine when compared to other industries where combustible dust hazards are present. A series of explosibility tests were conducted within the explosive chamber using a sample of Pittsburgh pulverized coal dust and a five kJ Sobbe igniter. Analysis to find the maximum pressure ratio and Kst combustible dust parameter was performed for each trial. Based upon this analysis, observations are made for each concentration regarding whether the explosibility test was under-fueled or over-fueled. Based upon this analysis, a recommendation for future explosibility testing concentrations is made.

Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255.

2000 ◽  
Vol 21 (2) ◽  
pp. 290-296
Author(s):  
Evangeline Harris Stefanakis
Keyword(s):  
United States ◽  
Special Education ◽  
Standardized Testing ◽  
Standardized Tests ◽  
The United States ◽  
Minority Population ◽  
Bilingual Students ◽  
School Age ◽  
Educational Leader ◽  
Special Case

Guadalupe Valdes and Richard Figueroa carefully and clearly craft an argument for why bilingualism and testing constitute a special case of bias that continues to have serious consequences for today's school-age minority population in the United States. This argument could not be more timely, given the drive in the United States for standards and a rising wave of state-mandated standardized testing programs for all students, including bilinguals. Perhaps a summary of this book should be on the desk of every educational leader and policymaker charged with the mandate of administering standardized tests to bilingual students and comparing their scores with those of monolingual groups for the purpose of special education and vocational placements.

Assessment for Monitoring of Education Systems: The U.S. Example

2019 ◽  
Vol 683 (1) ◽  
pp. 58-74
Author(s):  
Erin M. Fahle ◽  
Benjamin R. Shear ◽  
Kenneth A. Shores
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Large Scale ◽  
The United States ◽  
System Monitoring ◽  
National Assessment ◽  
Education Data ◽  
Monitoring Tools ◽  
Monitoring Test ◽  
Race Ethnicity

Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress (NAEP), the only large-scale system monitoring test in the United States. The availability of NAEP data, in turn, has facilitated the construction of the Stanford Education Data Archive (SEDA), a publicly available database that can be used to describe patterns of achievement for nearly all school districts in the United States. Here, we discuss progress in and challenges to the use of standardized tests as system monitoring tools.

A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom

2020 ◽  
Vol 35 (2) ◽  
pp. 45-63
Author(s):  
Vibhakumari Solanki ◽  
Brian R. Evans
Keyword(s):  
United States ◽  
United Kingdom ◽  
Standardized Tests ◽  
Standardized Test ◽  
High Stakes Testing ◽  
Higher Order Thinking ◽  
The United States ◽  
Higher Order ◽  
High Stakes ◽  
The United Kingdom

The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students’ cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country’s standardized test, and analyzes the teaching of higher-order thinking within classroom instruction.

High-Stakes Testing, Standardization, and Inequality in the United States

2020 ◽  
Author(s):  
Wayne Au
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Students Of Color ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
The United States ◽  
High Stakes ◽  
Race And Class ◽  
The Impact ◽  
Racial Achievement

High-stakes standardized tests standardize which knowledge is assessed, and because consequences are tied to their results, they have the impact of standardizing classroom content, teaching, and learning. The result is that students whose cultural identities do not fit the standardized norms created by test-based must either adapt or are left out of the curriculum and the classroom. This happens in a few key ways. First, as schools face increased pressure to raise test scores, curriculum content that embraces the diversity of student history, culture, and experience gets pushed out. In turn, this standardization of content limits the diversity of teacher and student identities expressed in classroom pedagogical experiences. Finally, given the disparate racial achievement on high-stakes tests, students of color face more intense pressure to perform, while at the same time their educational experiences become increasingly restricted and less rich than those of affluent, whiter students. Additionally, even though educational research has consistently shown that high-stakes testing correlates most strongly with the socioeconomic backgrounds of students and their communities, policymakers and many educators presume that these tests are offer objective measurements of individual merit. This mistaken belief ulitmately serves to hide and justify existing inequalities in the United States under the notion of individual achievement. The overall result being that high-stakes, standardized tests reproduce educational inequalities associated with race and class in the United States.

FROM STRATEGIC PATIENCE TO STRATEGIC UNCERTAINTY: Trump, North Korea, and South Korea’s New President

World Affairs ◽  
2017 ◽  
Vol 180 (2) ◽  
pp. 7-31
Author(s):  
Leif-Eric Easley
Keyword(s):  
United States ◽  
North Korea ◽  
Domestic Politics ◽  
Northeast Asia ◽  
The United States ◽  
Maximum Pressure ◽  
Window Of Opportunity ◽  
Strategic Uncertainty ◽  
Trump Administration

The Trump administration declared the Obama-era “strategic patience” toward North Korea a failure. As President Trump extols unpredictability as a virtue, the new U.S. policy of “maximum pressure and engagement” has become a factor of strategic uncertainty in Northeast Asia. However, the instrumental use of uncertainty has a narrow window of opportunity for frustrating North Korea’s nuclear missile development and raising international expectations for China holding Pyongyang accountable. This article considers the prospects of the United States in leveraging “all options on the table” while recognizing the contradictions in China’s role and in South Korea’s domestic politics.

“No Heart for Human Pity”: The U.S.–Mexican War, Depersonalization, and Power in E. D. E. N. Southworth and María Amparo Ruiz de Burton

Prospects ◽  
2005 ◽  
Vol 30 ◽  
pp. 339-362
Author(s):  
Sarah E. Chinn
Keyword(s):  
United States ◽  
World War Ii ◽  
Mining Industry ◽  
The United States ◽  
Mexican War ◽  
Dime Novels ◽  
Silver Mining ◽  
Battle Scenes ◽  
Minstrel Shows ◽  
The U.S

Despite its Current Obscurity today, overshadowed by higher-voltage conflicts such as the Civil War and World War II, the U.S.–Mexican War was an almost unqualified triumph for the United States. In terms of military and geopolitical goals, the United States far exceeded even its own expectations. As well as scoring some pretty impressive victories, up to and including storming Mexico City, the United States succeeded in the treaty of Guadalupe Hidalgo, which concluded the war, to annex huge tracts of land from Mexico for what was even then a bargain-basement price: more than half of Mexico's territory (including Texas, California, New Mexico, Arizona, and significant chunks of Colorado, Nevada, and Utah) for only fifteen million dollars. The advantage of this deal to the newly expanded United States became clearer as only a year after the treaty was signed gold was discovered in California and, within two decades, there was also a thriving silver-mining industry in Nevada.At the time, of course, the war was huge news. The U.S.–Mexican War generated innumerable items of propaganda and related material. As Ronnie C. Tyler has shown, a huge market in chromolithographs of the war emerged, representing “bravery, nobility, and patriotism” (2). The leading lithographers of the day, such as Nathaniel Currier, Carl Nebel, and James Baillie, sold thousands of oversized lithographs of battle scenes, war heroes, and sentimental themes (Baillie's Soldier's Adieu and Currier's The Sailor's Return were particular favorites). Even more numerous were written and performed reports of the war, from the hundreds of newspaper reports from the front to dime novels, songs, poems, broadsheets, plays, and minstrel shows, as well as the typical 19th-century round of essays, sermons, and oratory.

Évaluation de la résistance à la fatigue des enrobés bitumineux fondée sur l'évolution de l'endommagement du matériau en cours d'essai : aspects fondamentaux et application à l'enrobé à matrice de pierre

2003 ◽  
Vol 30 (5) ◽  
pp. 902-913 ◽  
Author(s):  
Daniel Perraton ◽  
Hassan Baaj ◽  
Hervé Di Benedetto ◽  
Michel Paradis
Keyword(s):  
United States ◽  
Mechanical Properties ◽  
Standardized Tests ◽  
Fatigue Damage ◽  
The United States ◽  
New Approach ◽  
Stone Matrix Asphalt ◽  
Damage Rate ◽  
Stone Matrix

Fatigue of bituminous asphalts is one of the main types of pavement destruction. This phenomenon was studied extensively in Europe (RILEM) and in the United States (SHRP). There are no standardized tests in Quebec to assess asphalt fatigue resistance. In France, a new approach based on the determination of damage rates due to fatigue has been developed for a tension–compression test on asphalt core samples to study their fatigue strength. This paper presents a summary of the knowledge on asphalt fatigue. Damage rate analyses, developed by the DGCB (Département de Génie Civil et du Bâtiment) of the ENTPE at Lyon, is detailed and applied to stone matrix asphalt (SMA). Results show the validity of the approach by damage and the good fatigue damage strength of the SMA.Key words: bituminous asphalts, fatigue, complex module, damage, stone matrix asphalts (SMA), viscoelasticity, mechanical properties of bituminous asphalts.[Journal Translation]

Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent

2007 ◽  
Vol 36 (3) ◽  
pp. 148-155 ◽  
Author(s):  
Robert J. Sternberg
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Cultural Context ◽  
The United States ◽  
Intelligent Behavior ◽  
Different Cultures ◽  
Developed World

In the United States as well as in much of the developed world, many of us tend to take for granted that children who do well on teacher-made and standardized tests are intelligent. But different cultures have different views of intelligence, so which children are considered intelligent may vary from one culture to another. Moreover, the acts that constitute intelligent behavior may vary from one culture to another. Whether teachers take into account the differences in conceptions of who is intelligent and who acts intelligently can also affect how well students learn. This article describes how culture influences what constitutes intelligence, intelligent acts, and intelligent teaching.

Sign in / Sign up

Export Citation Format

Share Document