ABSTRACT In dam construction stages when an earth embankment has retained a reservoir with constant water surface elevation for a long time, seepage conditions within the embankment will be reach a steady state. If it is necessary to drain the reservoir quickly, the pore-water pressures in the embankment may remain relatively high while the stabling effect of the reservoir's weight along the upstream (U/S) side for the embankment has removed. This process is referring to as "Rapid Drawdown" and may be cause instability in the upstream (U/S) face of the embankment. Kongele dam is one of the proposed earth dams to be implement within the current plan in Iraq. The authors study pore water pressure and the effect of rapid drawdown for the dam during one month, and the results were reduced to 13, 14 and 15 days to determine the optimal time for emptying the dam's reservoir, which it does not affect its stability if the factor of safety is not less than 1.2. It was found that the safety coefficient values in 13 days are less than the required value, while the values in 14 and 15 days are close to each other by 1.39% and the values are higher than 1.2 Therefore, the perfect time for drawdown is 14 days or more.
Stability of Kongele earth dam against rapid
drawdown of water from reservoir
Kongele. Earth dams
Seepage
Rapid drawdown
Stability
SEEP/W.
Publication Date
Sun Jul 01 2018
Journal Name
Journal Of Educational And Psychological Researches
The relationship between critical thinking, epistemological beliefs, and learning strategies with the students’ academic performance
critical thinking
epistemological beliefs (knowledge structure
knowledge stability
learning ability
and learning speed)
learning strategies (deep/surface)
students’ academic performance
The present study was conducted to investigate the relationship between critical thinking, epistemological beliefs, and learning strategies with the academic performance of high school first-grade male and female students in Yazd. For this purpose, from among all first-grade students, as many as 250 students (130 females and 120 males) were selected by using multistage cluster sampling. The data needed were then collected through using California Critical Thinking Skills Test, Schommer's Epistemological Beliefs Questionnaire, Biggs’ Revised Two Factor Study Process Questionnaire. The findings indicated that there is a positive significant relationship between critical thinking and academic performance and achievement. Moreover, four fa
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