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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Engineering and Technological Sciences
Jing Zhang
School of Nuclear Resources Engineering, University of South China (NO28, West Changsheng Road), Hengyang 421001,
Education Engineering

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On the Characteristics of the Dynamic Waveform and the Change of Stress Wave Propagation Velocity in Soil Anchors Zeng, Sheng; Zhang, Jing; Sun, Bing; Ma, Aiyang
Journal of Engineering and Technological Sciences Vol 47, No 6 (2015)
Publisher : ITB Journal Publisher, LPPM ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.916 KB) | DOI: 10.5614/j.eng.technol.sci.2015.47.6.3

Abstract

This research used nondestructive testing technology to evaluate the anchorage quality of soil anchors. We first created a soil model in the laboratory and then performed a nondestructive experiment on the soil anchor using the stress wave reflection method. Our study displays variable characteristics of the acceleration response curve of a soil anchor under transient excitation. The fixed end reflection signal was very strong, while the reflected signal from the embedded end was weak. This is mainly caused by attenuation of both the fixed reflection signal and the stress wave. The stress wave velocity characteristics in the soil anchor were between the values of anchorage medium materials and free anchors. The velocity is not only related to the characteristics of the bolt body and anchorage medium, but also to the adhesive strength between the bolt and anchorage medium.
English learning autonomy among vocational college students in China: based on the three-aspect model Zhang, Jing; Osman, Siti Zuraidah Md
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28356

Abstract

Based on the three-aspect model of learner autonomy, this study examines levels of English learning autonomy and potential correlation factors, such as gender, admission sources, and field of majors, in a newly-built vocational college in China. The study employs a random sampling survey method and surveyed 280 students from a Chinese public vocational college. After data analysis with quantitative methods, this study found that 48.6% respondents presented high-level English learning autonomy, followed by 43.6% and 7.9% students with moderate-level and low-level English learning autonomy respectively. Additionally, vocational college students developed moderate self-management learning ability (mean=3.57) and autonomous behaviors (mean=3.48) remained to be improved even though vocational college developed high level of autonomous psychology (mean=3.81). With regard to influential factors of English learning autonomy among vocational college students, admission sources can be considered as the most important factor to determine different levels of English learning autonomy, but no significant correlation exists between English learning autonomy and gender or field of majors. In response to such situation, suggestions are put forward to enhance English learning autonomy from the perspective of learning agenda, learning strategies, selfassessment, reflection, and digital learning materials.
Co-Authors Aiyang Ma, Aiyang Bing Sun, Bing Osman, Siti Zuraidah Md Sheng Zeng, Sheng