Search results for: S. Maani

2 Investigation of Steady State Infiltration Rate for Different Head Condition

Authors: Nour Aljafari, Mariam, S. Maani, Serter Atabay, Tarig Ali, Said Daker, Lara Daher, Hamad Bukhammas, Mohammed Abou Shakra

Abstract:

This paper aims at determining the soil characteristics that influence the irrigation process of green landscapes and deciding on the optimum amount of water needed for irrigation. The laboratory experiments were conducted using the constant head methodology to determine the soil infiltration rates. The steady state infiltration rate was reached after 10 minutes of infiltration at a rate of 200 mm/hr. The effects of different water heads on infiltration rates were also investigated, and the head of 11 cm was found to be the optimum head for the test. The experimental results showed consistent infiltration results for the range between 11 cm and 15 cm. The study also involved finding the initial moisture content, which ranged between 5% and 25%, and finding the organic content, which occupied 1% to 2% of the soil. These results will be later utilized, using the water balance approach, to estimate the optimum amount of water needed for irrigation for changing weather conditions.

Keywords: infiltration rate, moisture content, grass type, organic content

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1 Measuring Learning Independence and Transition through the First Year in Architecture

Authors: Duaa Al Maani, Andrew Roberts

Abstract:

Students in higher education are expected to learn actively and independently. Whilst quite work has been done to understand the perceptions of students’ learning transition regarding independent learning, to author’s best knowledge, it seems relatively few published research on independent learning in studio-based subjects such as architecture. Another major issue in independent learning research concerned the inconsistency in terminology; there appears to be a paucity of research on its definition, challenges, and tools within the UK university sector. It is not always clear how independent learning works in practice, or what are the challenges that face students toward being independent learners. Accordingly, this paper seeks to highlight these problems by analyzing previous and current literature of independent learning, in addition, to measure students’ independence at the very begging of their first academic year and compare it with their level of learning independence at the end of the same year. Eighty-seven student enrolled in 2017/2018 at Cardiff University completed the Autonomous Learning Questionnaire in order to measure their level of learning independence. Students’ initial responses were very positive and showed high level of learning independence. Interestingly, these responses significantly decreased at the end of the year. Time management was the most obvious challenge facing students transition into higher education, and contrary to expectations, we found no effect of student maturity on their level of independence. Moreover, we found no significant differences among students’ gender, but we did find differences among nationalities.

Keywords: autonomous learning, first year, learning independence, transition

Procedia PDF Downloads 116