scholarly journals Effects of Repeated Loading on Gravel and Crushed Stone Base Course Materials Used in the AASHO Road Test

1963 ◽  
Author(s):  
John Haynes ◽  
Eldon Yoder
Keyword(s):  
Crushed Stone ◽  
Repeated Loading ◽  
Road Test ◽  
Course Materials ◽  
Base Course ◽  
Materials Used ◽  
Aasho Road Test

Effect of Tire Chips Inclusion in Crushed Stone – Sand Mixes as Sub-Base and Base Course Materials

2016 ◽  
Vol 35 (1) ◽  
pp. 28-32
Author(s):  
Uday Kiran CH ◽  
◽  
Satyanarayana P.V.V ◽  
Arun Kumar.U ◽  
Rama Krishna.T
Keyword(s):  
Crushed Stone ◽  
Course Materials ◽  
Tire Chips ◽  
Base Course

scholarly journals POTENTIAL USE OF CINDER GRAVEL AS AN ALTERNATIVE BASE COURSE MATERIAL THROUGH BLENDING WITH CRUSHED STONE AGGREGATE AND CEMENT TREATMENT

2019 ◽  
Vol 10 (2) ◽  
pp. 101-112
Author(s):  
M. Seyfe ◽  
A. Geremew
Keyword(s):  
Compressive Strength ◽  
Mechanical Test ◽  
Crushed Stone ◽  
Crushed Rock ◽  
Sieve Analysis ◽  
Course Materials ◽  
Base Course Material ◽  
Course Material ◽  
Base Course ◽  
Flakiness Index

Cinder gravels are pyroclastic materials associated with recent volcanic activity which occur in characteristically straight sided cone shaped hills. The aim of this study was to use this marginal material which is abundantly available in many parts of Ethiopia by modifying their properties through mechanical blending and chemical stabilization. Results of physical and mechanical test conducted on cinder gravel samples prove their marginality to be used as base course materials especially for highly trafficked roads. An experimental investigation were carried by blending cinder gravels with conventional crushed stone bases course material, Crushed Stone Aggregate (CSA), in proportions of cinder/ Crushed Stone Aggregate (CSA) (10/90, 20/80, 30/70, 40/60 and 50/50) and treating with 6. 8 and 10% of cement. According to results of sieve analysis, Aggregate crushing value (ACV), flakiness index and California Bearing Ratio (CBR), 30% of Crushed Stone Aggregate (CSA) can be replaced by cinder gravels for use as Fresh, crushed rock (GB1) material and for cement treated cinder gravels adding 6% and 8% cement make them suitable for use as Stabilized base course (CB2) and (CB1) base course materials respectively, referring to their 14 day compressive strength as determined by Unified compressive strength test(UCS) test.

LARGE SCALE HIGHWAY RESEARCH - AASHO ROAD TEST

1959 ◽  
Author(s):  
W. B. Mckendrick ◽  
W. J. Schmidt
Keyword(s):  
Large Scale ◽  
Road Test ◽  
Highway Research ◽  
Aasho Road Test

scholarly journals Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

2020 ◽  
pp. 7-12
Author(s):  
Zoriana Dziubata
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
Effective Interaction ◽  
Educational Process ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Course Materials ◽  
Materials Used

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

scholarly journals BIAS GENDER DALAM BUKU PELAJARAN SKI TINGKAT MADRASAH IBTIDAIYAH

2018 ◽  
Vol 1 (2) ◽  
pp. 248
Author(s):  
Abdul Gani Jamora Nasution
Keyword(s):  
Gender Equality ◽  
Gender Bias ◽  
History Textbooks ◽  
Educational Institutions ◽  
Course Materials ◽  
Promote Gender Equality ◽  
History Of ◽  
The Government ◽  
Materials Used ◽  
Islamic Civilization

<strong>Abstrak:</strong> Artikel ini mengkaji persoalan bias gender dalam buku pelajaran Sejarah Kebudayaan Islam di tingkat Madrasah Ibtidaiyah. Secara khusus, akan diteliti sejauhmana kemungkinan bias gender dalam pelajaran SKI untuk domain materi, gambar, dan rubrik. Data diperoleh melalui telaah dokumen, yaitu menganalisa buku pelajaran SKI yang biasa digunakan guru pada tingkat Madrasah Ibtidaiyah. Kajian ini menemukan bahwa buku pelajaran SKI masih bias gender. Sebab itu, perlu dilakukan penulisan buku pelajaran untuk anak madrasah dengan memerhatikan asas kesetaraan gender, agar persoalan bias gender tidak dilestarikan oleh lembaga-lembaga pendidikan Islam di Indonesia. Temuan kajian ini dapat menjadi dasar bagi pemerintah, khususnya Kementerian Agama, dalam menentukan kebijakan tentang buku-buku pelajaran untuk madrasah yang seharusnya mengedepankan kesetaraan gender.<br /><br /><strong>Abstract: </strong><strong>Gender Bias in History of Islamic Civilization (SKI) Course Materials at Madrasah Ibtidaiyah Level. </strong>This article examines the issue of gender bias in Islamic civilization history textbooks at Madrasah Ibtidaiyah level. Specifically, this article examines the extent to which gender bias is possible in SKI lessons for material sphere, images and rubrics. The data obtained through the study of the document, by analyzing textbooks and course materials used by teachers at the level of Madrasah Ibtidaiyah. This study found that SKI textbooks are still gender biased. Therefore, it is necessary to write textbooks for madrasah students by taking into account the principle of gender equality, so that gender bias issues are not preserved by Islamic educational institutions in Indonesia. The findings of this study may serve as a basis for the government, in particular the Ministry of Religious Affairs, in determining policies on textbooks for madrasah that should promote gender equality.<strong></strong><br /><strong> </strong><br /><strong>Kata Kunci: </strong>bias<strong> </strong>gender, madrasah, Sejarah Kebudayaan Islam

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