Air Brake Actuator Test Performance Requirements - Truck and Bus

2016 ◽  
Author(s):  
1987 ◽  
Vol 24 (03) ◽  
pp. 226-236
Author(s):  
William Honeywell

Heat recoverable couplings (HRC's) have been used to join pipe on U.S. Navy ships since 1978. They are designed to meet demanding performance requirements and have been extensively tested. HRC's are manufactured from a nickel-titanium alloy called Tinel® and their design centers around a property of this material called "shape memory." The design of the couplings, their use history, and the function of shape memory are reviewed. The test performance of HRC's is then discussed and compared with conventional pipe joining techniques. They are shown to provide a higher overall reliability than either braze joints or socket welds.


2013 ◽  
Vol 723 ◽  
pp. 761-766
Author(s):  
Ming Li ◽  
Xi Lan Zhi ◽  
Ai Ling Yao ◽  
Rui Jia

Due to the effect of various additional stress,cement concrete pavement repair material and the original road interface been damaged,which cause pavement breakdown. In order to solve this problem,this paper analyzing the reason of new and old concrete interface weakness and the require of interface bonding performance,the flexural bonding experiment method is used to test performance,and to verify slag base as a new type of repair material,which matched with cement paste contains expansion agent as an interface boning agent.Results shows that this new repair material can satisfy the interface bonding performance requirements very well.


1980 ◽  
Vol 24 (1) ◽  
pp. 665-667
Author(s):  
William F. Storm ◽  
Russell A. Benel

Previous research on “alert” crew performance under sudden arousal from sleep indicated performance decrements would persist for varying periods of time depending on task characteristics. These studies did not, however, address the alternative of continuously awake crews. Twelve males performed a dual axis, compensatory tracking task under two modes of standby alertness–continuously awake vs sleep-alert. Performance, oral temperature, and subjective ratings of fatigue were acquired during three intervals: pretest, 2000–2200; test, 0200–0400; and posttest, 0800–1000. For the awake mode the test performance in the middle of the night was indistinguishable from the pretest performance, but the posttest performance was markedly worse. For the sleep-alert mode tracking performance was noticeably degraded following sudden awakening, but posttest performance was virtually identical to pretest performance (Figure 1). From the pretest to the test interval, oral temperature decreased to a much greater extent for the sleep-alert mode than for the continuously awake mode (Figure 2). Under both modes, feelings of subjective fatigue increased from pretest to test intervals. At posttest, even greater fatigue was reported for the continuously awake mode, while some recovery was reported for the sleep-alert mode (Figure 3). For alert duty one must consider probability of required performance, error tolerances, and future performance requirements prior to scheduling decisions.


1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.


1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.


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