In this paper, it is proposed to use TERRASAR-X data for analysis and estimation of soil surface texture. Our study is based on experimental campaigns carried out over a semi-arid area in North Africa. Simultaneously to TERRASAR-X radar acquisitions, ground measurements (texture, soil moisture and roughness) were made on different test fields. A strong correlation is observed between soil texture and a processed signal from two radar images, the first acquired just after a rain event and the second corresponding to dry soil conditions, acquired three weeks later. An empirical relationship is proposed for the retrieval from radar signals of clay content percent. Soil texture mapping is proposed over the study site, which includes bare soils and olive groves.
Abstract. The probabilistic analysis of geotechnical structures presenting spatial variability in the soil properties is generally performed using Echard et al. (2011). The present study involves a probabilistic analysis at the ultimate limit state of a strip footing resting on a spatially varying soil using AK-MCS approach. The objective is the computation of the probability P f of exceeding the ultimate bearing capacity of the footing under a prescribed footing load. The soil cohesion and angle of internal friction were considered as two non-isotropic non-Gaussian random fields. The deterministic model was based on numerical simulations using the finite difference code FLAC 3D . Some probabilistic results are presented and discussed.
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school‐adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group‐based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three‐month follow‐up. Further research could test the engagement behaviour of staff pre‐ and post‐ training intervention and explore practice leadership within the school leadership team to address maintenance.
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