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information on types of beams, different methods to calculate beam stress, design for shear, analysis for SRB flexure, design for flexure, Design procedure for doubly reinforced beam,
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. CE8501 Design Of Reinforced Cement Concrete Elements
Unit 1-Introduction
Design of singly reinforced beam
[As per IS456:2000]
Presentation by,
P.Selvakumar.,B.E.,M.E.
Assistant Professor,
Department Of Civil Engineering,
Knowledge Institute Of Technology, Salem.
1
3. Design Steps – Singly reinforced concrete beam as
per IS:456:2000
1. Determination of required dimensions of beam
2. Classification of beam as Under reinforced or Balanced or Over
reinforced section.
3. Finding area of reinforcement in tension zone only (Ast).
4. Providing suitable rebar based on Ast.
5. Determination of depth of NA.
6. Check for Ast.
3
4. Area of steel (Ast)
• If Mu < Mu,lim then it is under reinforced section
4
[Refer IS456 Pg.96]
Ast derived from
5. Area of steel (Ast)
• If Mu = Mu,lim then it is balanced section
5
[Refer IS456 Pg.96]
Ast derived from
6. Limiting Moment of resistance
• If Mu > Mu,lim then it is over reinforced section
• The section must be designed as doubly reinforced section.
6
7. Problem#06
Deign of singly reinforced rectangular beam
• Design a singly reinforced concrete beam of width 250 mm, subjected to
an ultimate moment of 130 kNm. Assume fck =20 MPa and fy = 415 MPa.
Given :
b = 250mm d = ?
M-20 – fck = 20N/mm2 Fe415 – fy = 415N/mm2
Ast = ? Mu= 130 kNm = 130 x 106 N.mm
7
b= 250mm
d =?
Ast
8. Step 1 : Determination of required dimensions of beam
[IS 456:2000]
8
Mu,lim = 0.36
𝒙𝒖,𝒎𝒂𝒙
𝒅
[1 – 0.42
𝒙𝒖,𝒎𝒂𝒙
𝒅
] b d2 fck
130*106 = 0.36 * 0.48 [1 – 0.42 ∗ 0.48 ] * 250 * d2 * 20
d = 434.11 mm
d ≈ 460 mm
Assume cover of 40mm, Hence overall depth D = 500mm
10. Step 3 : Area of tensile reinforcement (Ast)
[IS 456:2000]
For under reinforced section, Ast derived from Mu
Mu = 0.87 fy Ast d [1 -
𝑨 𝒔𝒕
𝒇𝒚
𝒃 𝒅 𝒇𝒄𝒌
]
130 * 106 = 0.87 * 415 * Ast * 460 [1-
Ast∗415
250∗460∗20
]
= (- 29.97 Ast
2 )+ (166.08 * 103 Ast ) – (130 * 106)
Ast = 943.34 mm2
10
11. Step 4 : Selecting Rebar size
Area for tension zone
Ast = 943.3 mm2
Assume 20mm dia bar,
No.of bars =
943.3
314.2
= 3
Hence use 3 numbers of 20mm dia bar
Area provided,
Ast = 942.6 mm2
Hanger bar size
Use 8mm dia bar as hanger bar
11
Area of rebar
Area =
𝜋
4
(𝑑2)
= 50.3 mm2 (8mm ϕ)
= 78.5 mm2 (10mm ϕ)
= 113.1 mm2 (12mm ϕ)
= 201.1 mm2 (16mm ϕ)
= 314.2 mm2 (20mm ϕ)
= 490.9 mm2 (25mm ϕ)
= 804.2 mm2 (32mm ϕ)
15. Step 6 : Reinforcement details of Singly
reinforced beam
15
N A
Compression Zone
Tension Zone
d= 460mm
Effective cover = 40mm
b= 250mm
20mm dia main bar
8mm dia hanger bar
Cross section
xu= 189 mm
D= 500mm
16. Assignment#05
• Design a beam to carry a factored moment of 145kNm using grade
of M25 and Fe415. (Assume b= 230mm)
16
17. Problem#07
Deign of singly reinforced rectangular beam
• Design a singly reinforced concrete beam subjected to an ultimate moment of
315 kNm. Assume fck = 25 N/mm2 and fy= 415 N/mm2. In this beam, due to
architectural considerations, the width has to be restricted to 230 mm.
Given :
b = 230mm d = ?
M-25 – fck = 25N/mm2 Fe415 – fy = 415N/mm2
Ast = ? Mu= 315 kNm = 315 x 106 N.mm
17
b= 230mm
d =?
Ast
18. Step 1 : Determination of required dimensions of beam
[IS 456:2000]
18
Mu,lim = 0.36
𝒙𝒖,𝒎𝒂𝒙
𝒅
[1 – 0.42
𝒙𝒖,𝒎𝒂𝒙
𝒅
] b d2 fck
315*106 = 0.36 * 0.48 [1 – 0.42 ∗ 0.48 ] * 230 * d2 * 25
d = 630.14 mm
d ≈ 650mm
Assume cover of 50mm, Hence overall depth D = 700mm
23. Step 5 : Reinforcement details of Singly
reinforced beam
23
N A
d= 640mm
Clear cover = 30mm
b= 230mm
20mm dia main bar
D= 700mm
Cross section
xu= 328.8 mm
Spacing 20 mm
• 6 bars cannot be provided
at single layer
• Hence has to provide at 2
layers
• Assume
clear cover of 30mm
Spacing of 20mm
• Effective depth
d = 700-30-20-10
d= 640 mm
24. Step 6 : Check for Ast , d, Mu
Mu = 0.87 fy Ast d [1 -
𝑨 𝒔𝒕
𝒇𝒚
𝒃 𝒅 𝒇𝒄𝒌
]
= 0.87 * 415 * 1885 * 640 [1 -
1885 ∗ 415
25 ∗ 230 ∗640
]
Mu = 344.4 x 106 N.mm.
Mu = 344.4 kN.m > 315 kN.m
Hence safe
24