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5. For the three layer system shown in Figure 1 below, points b and d are located exactly under the centre of tyres and at the bottom of the surface layer while points c and e are located directly under b and d and at the top of the subgrade. The surface layer is asphalt and is assumed to be isotropic. Determine tensile strain at points b and d and compressive strain at points c and e in these two cases: Case 1:The base and subgrade are isotropic materials Case 2: The base and subgrade are cross anisotropic materials 1800 mm 330 mm 20 kN q=750 kPa E=4000 MPa 120 mm b d =0.30 E=450 MPa =0.35 250 mm c e Subgrade E=70 MPa =0.45 Figure 1 [5 Marks] 6. In the logging season, the traffic count recorded for the Double Bailey logging unit shown in Figure 2 below is 9000 passes per year. The average axle loads are shown below. The steering axle is single axle-single tyre and all other axles are tandem axles with dual tyres. Determine the total traffic load experienced by this road over one year period, expressed in ESA. If the traffic growth is 3.0%, determine the cumulative traffic in 30 years design period in ESA, SARa, SARc, SARs. 30 m 30 tonnes 25 tonnes 40 tonnes 35 tonnes 10 tonnes Figure 2 [5 Marks] 7. The traffic data in Table 6 shows the number of daily axle loads for four axle configurations (Sigle Axle-Single Tyre (SS), Single Axle-Dual Tyres (SD), Tandem Axles-Dual Tyres (TD), Tridem Axles-Dual Tyres (TRD). Determine the cumulative standard axle repetitions (SAR) for the asphalt concrete, subgrade and cemented material base, if the design period is 15 years, the geometric traffic growth rate is 2.5%. Table 6: Daily number of axle loads for the different axle load configurations. SS N/Day SD TD N/Day TRD N/Day (kN) (kN) N/Day (kN) (kN) 60 30 70 5 110 7 130 6 70 10 80 10 120 30 150 28 80 12 90 15 130 12 170 35 90 10 110 12 140 20 180 15 100 20 130 10 150 15 190 4 [5 Marks] 8. You have been asked to design unbound pavement structure with chip seals in a locality with subgrade of CBR =5.0 %, see Figure 3. The cumulative design traffic during the design period is 10*106 ESA. If there are three alternatives of the subbase course materials with CRB values: 20, 25, and 30%. Determine the thickness h1 and h2 for each subbase option. P r emium Base cour se h1 Gr anular S ubbase h2 S ubgr ade CBR =5.0% Figure 3 [5 Marks] 9. The pavement cross section shown in Figure 4 below is designed to carry 20*106 ESA. Use Circly to model the unbound materials and subgrade as cross anisotropic materi.

Education

Figure 1
[5 Marks]
6. In the logging season, the traffic count recorded for the
Double Bailey logging unit shown in Figure 2 below is 9000
passes per year. The average axle loads are shown below. The
steering axle is single axle-single tyre and all other axles are
tandem axles with dual tyres. Determine the total traffic load
experienced by this road over one year period, expressed in
ESA. If the traffic growth is 3.0%, determine the cumulative
traffic in 30 years design period in ESA, SARa, SARc, SARs.
30 m

30 tonnes
25 tonnes
40 tonnes
35 tonnes
10 tonnes
Figure 2
[5 Marks]
7. The traffic data in Table 6 shows the number of daily axle
loads for four axle configurations (Sigle Axle-Single Tyre (SS),
Single Axle-Dual Tyres (SD), Tandem Axles-Dual Tyres (TD),
Tridem Axles-Dual Tyres (TRD). Determine the cumulative
standard axle repetitions (SAR) for the asphalt concrete,
subgrade and cemented material base, if the design period is 15
years, the geometric traffic growth rate is 2.5%.

Table 6: Daily number of axle loads for the different axle load
configurations.
SS
N/Day
SD
TD
N/Day
TRD
N/Day
(kN)
(kN)
N/Day
(kN)
(kN)
60
30
70
5
110
7
130
6

70
10
80
10
120
30
150
28
80
12
90
15
130
12
170
35

90
10
110
12
140
20
180
15
100
20
130
10
150
15
190
4
[5 Marks]

8. You have been asked to design unbound pavement structure
with chip seals in a locality with subgrade of CBR =5.0 %, see
Figure 3. The cumulative design traffic during the design period
is 10*106 ESA. If there are three alternatives of the subbase
course materials with CRB values: 20, 25, and 30%. Determine
the thickness h1 and h2 for each subbase option.
P r emium Base cour se
h1
Gr anular S ubbase
h2

S ubgr ade CBR =5.0%
Figure 3
[5 Marks]
9. The pavement cross section shown in Figure 4 below is
designed to carry 20*106 ESA. Use Circly to model the
unbound materials and subgrade as cross anisotropic
materials with sublayering and determine the critical pavement
responses under a full standard axle load. Determine the
cumulative damage factors for project reliability 97.5%. If the
pavement design is insufficient redesign the pavement cross
section to carry the design traffic. Use the performance function
shown below. Use also NZ supplement if necessary.
100 mm

S ubgr ade
CBR =5.0%
Figure 4
[10 Marks]

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· Find current events regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases) · These current events can be articles, news reports, outbreaks, videos. · Type down brief 2 sentences describing the event (don’t copy paste title) · You should have at least 7 diseases in total · No Malaria disease events, please .

· Find current events regarding any issues in public health .docx

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· Explore and assess different remote access solutions. Assignment Requirements Discuss with your peers which of the two remote access solutions, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS), you will rate as the best. You need to make a choice between the two remote access solutions based on the following features: · Identification, authentication, and authorization · Cost, scalability, reliability, and interoperability .

· Explore and assess different remote access solutions.Assig.docx

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· FASB ASC & GARS Login credentials Link User ID: AAA51628 Password: qc3A9WS · FASB Codification Learning Guide · COSO Login User ID: aaa72751 Password: JhF3a2G Copyright 2018 Governmental Accounting Standards Board Foreword This content collection contains all the original pronouncements that currently constitute the body of state and local governmental accounting and financial reporting standards and guidelines. Specifically, the content collection incorporates these pronouncements: • Governmental Accounting Standards Board (GASB) Statements, Interpretations, Concepts Statements, Technical Bulletins, and Implementation Guides issued through December 31, 2018 • National Council on Governmental Accounting (NCGA) Statements and Interpretations currently in force and NCGA Concepts Statement 1 • American Institute of Certified Public Accountants (AICPA) 1974 Industry Audit Guide and related Statements of Position continued in force when the GASB began operations • GASB Suggested Guidelines for Voluntary Reporting issued through December 31, 2018. Unless otherwise noted, original pronouncements in this infobase are presented in their entirety, with the exception of appendices containing codification instructions, which have been omitted. Pronouncements may include one or more nonauthoritative sections. Authoritative guidance is presented in the main body of each pronouncement. Glossaries also are considered to be authoritative. All other appendices (for example, bases for conclusions and illustrations) and summaries are nonauthoritative. In addition, the entire Suggested Guidelines for Voluntary Reporting, SEA Performance Information, is nonauthoritative. A status page at the beginning of each pronouncement identifies subsequent changes (amendments and supersessions) to the pronouncement as well as the source of those changes. The status page also identifies (a) other pronouncements affected by that pronouncement, (b) interpretive pronouncements clarifying that pronouncement, (c) the effective date, and (d) the principal sections of the GASB Codification of Governmental Accounting and Financial Reporting Standards in which the pronouncement is incorporated. Within each pronouncement, a shading technique is used to identify amended or superseded standards. All terms, sentences, and paragraphs that have been deleted or superseded by subsequent pronouncements are shaded. Sentences or paragraphs that have been amended by the addition of terms, sentences, or new footnotes are marked with a vertical solid bar ( | ) in the left margin alongside the amended material. When standards are amended or superseded, relevant nonauthoritative appendices are also modified to reflect those changes. Appendix A is a reproduction of GASB Codification Appendix F, "Finding List of Original Pronouncements." It shows where each paragraph of each original pronouncement may be found in the Codification, or whether the paragraph contains.

· FASB ASC & GARS Login credentials LinkUser ID AAA51628Pas.docx

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· Due: Sat. Sep. · Format : Typed, double-spaced, submitted as a word-processing document. 12 point, text-weight font, 1-inch margins. · · Length : 850 - 1000 words (approx. 3-4 pages) · · Overview : In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events. Assignment Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group. An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should: · Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices. o Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members. · Convey insight into the characteristics that give the group unique significance. · Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance. · Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. Assignment Components In order to finish this project, we will work on the following parts together over the next few weeks: Draft : Include at least one pre-revised draft of your essay. The draft needs to meet the word count of 850 words and must also apply formatting requirements for the project—in other words it must be complete. Make sure that your.

· Due Sat. Sep. · Format Typed, double-spaced, sub.docx

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· Expectations for Power Point Presentations in Units IV and V I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me. 1. You need a title slide. 2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work. 3. You need a summary slide (before the reference slide); same reason as above. 4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide. - Direct quotes should not be used in this presentation as they are not analysis. 5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes. 6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation). 7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements. Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open. Learning Preferences of Millennials in a Knowledge-Based Environment Giora Hadar University of Groningen (RuG), The Netherlands [email protected] Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of technology but also that of intergenerational communications in both the training and operational environments of a highly technical workplace. Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications 1. Introduction Intergenerational knowledge transfe.

· Expectations for Power Point Presentations in Units IV and V I.docx

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· Due Friday by 1159pmResearch Paper--IssueTopic Ce.docx

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