Static and dynamic behavior of concrete slabs reinforced with chemically reactive enamel-coated steel bars and fibers     

Dong-ming Yan  Shi-kun Chen  Gen-da Chen  Jason Baird 《浙江大学学报(A卷英文版)》2016,17(5):366-377

In this study, the effect of steel fibers coated with chemically reactive enamel (CRE) on the system response of concrete structures with reinforcing bars has been investigated for the first time. In particular, the ultimate strength, ductility, and failure mechanism of 24 reinforced concrete slabs were experimentally characterized under static and blast loads. CRE coating applied on steel bars reduced the crater area of slabs under blast loads by up to 20%; it slightly increased the strength of slabs and significantly reduced the strength degradation of slabs when increasingly deflected under static loads, making the slabs more ductile. CRE coating applied on steel fibers increased the strength of slabs by up to 16% under static loads. The influence of CRE coating applied on both steel fibers and bars may be taken into account by introducing a coating factor in the range of 0.57<β<1.0 in the American Concrete Institute (ACI) development length equation.  相似文献   

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions     

Teressa C. Sumrall  Catherine Scott-Little  Karen M. La Paro  Robert C. Pianta  Margaret Burchinal  Bridget Hamre  Jason Downer  Carollee Howes 《Early Childhood Education Journal》2017,45(6):821-830

  相似文献   

Do the learning sciences have a place in higher education research?     

Jason M. Lodge 《高等教育研究与发展》2016,35(3):634-637

  相似文献   

两个朋友和一只熊     

Jason  杜燕桥 《红领巾》2003,(1)

We are:gOod friends.Wemust helD each other.If wemeet anY beast,I’11 help you.(我们是好朋友,应该互相帮助。如果我们遇到野兽,我将帮助你。) f$圣冀 rll help you,too.(我吐三将帮助你。) 1.One day,two young menare walkinginabig forest.卜一天,两个年轻人在森林里散  相似文献   

The impact of political identity,grouping, and discussion on young people's views of political documentaries     

Jeremy Stoddard  Jason Chen 《Learning, Media and Technology》2018,43(4):418-433

ABSTRACT

This study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed.  相似文献   

EDUCATIONAL THEORY IN THE FIFTIES: THE BEGINNING OF A CONVERSATION     

Walter Feinberg  Jason Odeshoo 《Educational theory》2000,50(3):289-306

  相似文献   

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity     

Rebekah Inez Brau  John W. Gardner  G. Scott Webb  Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32

We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.  相似文献   

Knowledge,control and critical thinking in Singapore: State ideology and the politics of pedagogic recontextualization,Leonel Lim,London, Routledge, 2016, xiv + 194 pp., US$160 (hbk), ISBN 978-1-138-88748-0     

Jason Tan 《Critical Studies in Education》2017,58(1):122-123

  相似文献   

Achievement emotions with location-based mobile augmented reality: An examination of discourse processes in simulated guided walking tours     

Eric G. Poitras  Jason M. Harley  Yang S. Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3345-3360

The purpose of this study is to experimentally manipulate discourse processes hypothesized to impact the emotions students experience when interacting with handheld augmented reality devices in informal learning settings. Research conducted in the field is often limited by practical constraints, requiring heavy investments in time and resources to collect data from large samples of students. To demonstrate the feasibility of our proposed method, a guided walking tour with 60 students using a location-based augmented reality app was simulated in the context of a controlled laboratory setting. The difference between groups of students clustered into distinct profiles of positive and negative self-reported emotions was attributed to patterns in the mined dialog between students and tour guide. Furthermore, student engagement predicted the ability to recall topics covered in the tour. We discuss the implications and directions for future research in tour simulations conducted in a laboratory setting as a means to evaluate the role of mobile technologies in enhancing learning and desirable emotions.  相似文献   

Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students     

Gunn B  Smolkowski K  Biglan A  Black C  Blair J 《The Journal of special education》2005,39(2):66-85

This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.  相似文献