...the end of this lesson, the student should be able to: • • • • • • • • • • • • state the names of different types of slabs used in construction, identify one-way and two-way slabs stating the limits of ly /lx ratios for one and two-way slabs, explain the share of loads by the supporting beams of one- and two-way slabs when subjected to uniformly distributed vertical loads, explain the roles of the total depth in resisting the bending moments, shear force and in controlling the deflection, state the variation of design shear strength of concrete in slabs of different depths with identical percentage of steel reinforcement, assume the depth of slab required for the control of deflection for different support conditions, determine the positive and negative bending moments and shear force, determine the amount of reinforcing bars along the longer span, state the maximum diameter of a bar that can be used in a particular slab of given depth, decide the maximum spacing of reinforcing bars along two directions of one-way slab, design one-way slab applying the design principles and following the stipulated guidelines of IS 456, draw the detailing of reinforcing bars of one-way slabs after the design. Version 2 CE IIT, Kharagpur 8.18.1 Introduction Version 2 CE IIT, Kharagpur Slabs, used in floors and roofs of buildings mostly integrated with the supporting beams, carry the distributed loads primarily by bending. It has been mentioned in sec. 5.10.1 of Lesson 10 that a part...
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...Module 10 Compression Members Version 2 CE IIT, Kharagpur Lesson 27 Slender Columns Version 2 CE IIT, Kharagpur Instructional Objectives: At the end of this lesson, the student should be able to: • • • • • • • • define a slender column, give three reasons for its increasing importance and popularity, explain the behaviour of slender columns loaded concentrically, explain the behaviour of braced and unbraced single column or a part of rigid frame, bent in single or double curvatures, roles and importance of additional moments due to P- Δ effect and moments due to minimum eccentricities in slender columns, identify a column if sway or nonsway type, understand the additional moment method for the design of slender columns, apply the equations or use the appropriate tables or charts of SP-16 for the complete design of slender columns as recommended by IS 456. 11.27.1 Introduction Slender and short are the two types of columns classified on the basis of slenderness ratios as mentioned in sec.10.21.5 of Lesson 21. Columns having both lex/D and ley/b less than twelve are designated as short and otherwise, they are slender, where lex and ley are the effective lengths with respect to major and minor axes, respectively; and D and b are the depth and width of rectangular columns, respectively. Short columns are frequently used in concrete structures, the design of such columns has been explained in Lessons 22 to 26, loaded concentrically or eccentrically about one or both...
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...child’s learning during the pre-operational and concrete operational stage. (300 words) Pre-operational stage: The preoperational stage ranges from about ages 2 to 7 (Piaget, 1951, 1952). The child in this stage is pre (before) operations. This means the child cannot use logic or transform, combine or separate ideas. The child's development consists of building experiences about the world through adaptation and working towards the (concrete) stage when it can use logical thought. During the end of this stage children can mentally represent events and objects (the semiotic function), and engage in symbolic play. 1. Smell Games: Present a collection of strong smelling items such as oranges, roses, mint or vanilla for preoperational stage activities involving the senses. Have the kids try to guess the item by just using the sense of smell. 2. Sense of Touch: Similar to the sense of smell games, gather together items such as fabric, leaves, mud, sandpaper and cotton balls. Have children describe how the item feels. You can have the child sort items according to touch as well. For instance, have the kids group the rough, soft or squishy feeling items into piles. Ask the children to find all the soft feeling items in the group and pull them out. These preoperational stage activities use the senses and the child's ability to sort and make distinctions among objects. Concrete Operational stage: Piaget (1954) considered the concrete stage a major turning point in the child's...
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...“Dr Maria Montessori took this idea that the human has a mathematical mind from a French philosopher Pascal and developed a revolutionary math learning material for children as young as 3 years old. Her mathematical materials allow the children to begin their mathematical journey from a concrete concept to abstract idea”. With reference to the above statement please discuss how these children utilize their mathematical mind as part of their natural progression, to reason, to calculate and estimate with these Montessori mathematical materials in conjunction with their aims and presentations? The child doesn’t learn mathematics only through Montessori, but he learns it from the day he was born or even before that. It is a known fact that an embryo can hear its mother. When a mother says ‘the baby kicked me 4 times’, the baby can understand this in her womb. After the baby is born people often tell him what day he was born or how many siblings he has, etc. The child’s day-to-day life and environment is connected with math. The child is born into a mathematic world where he has to adapt to it. The child needs math to sort and group objects within their environment. When the child enters the Montessori environment, he can already count without knowing the real meaning of the numbers (rote-counting). He counts with understanding of numbers and gradually learns arithmetic’s, geometry and algebra in the Montessori classroom. ‘The Mathematical Mind’ refers to the unique tendencies...
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...and called for the Hilltop Hose Company to respond with their ladder truck as well as the Pioneer Hose Company, which was located one block away. Upon first entry into the building, firefighters reported the floor being hot to the touch through a gloved hand and PPE’s. The furniture Restoration Company, once and automobile dealership, had large glass windows in the front of the building with what appeared to be heavy duty concrete supports and flooring with a ramp leading to the second floor. This ramp that was added after construction was completed to allow vehicle access to the dealership showroom. Upon the initial size up, the Pioneer Hose Company Chief determined that the building was of a type 3 construction due to the exposed structural supports on the C side of the building. Later investigation showed severe discrepancies between what the chief believed the structure was built of and what it actually was. The fire building was constructed with masonry pilasters as load bearing supports in the vertical walls, lightweight steel to support the concrete floor systems, and a wooden roof. The most important detail of the buildings construction was the floor system. According to a US Fire Administration report, the “floors and roof of the building were supported by a frame of unprotected steel members…Steel beams spanned the width of the building at four locations, dividing the structure into 5 bays of...
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...Bradberry teaches fifth grade science and Mrs. Brown teaches sixth to eighth grade math. These teachers have demonstrated appropriate activities, different learning styles, and use motivation strategies. Fifth and sixth grade are in Piaget's Cognitive concrete stage of thinking were they begin to think logically and abstractly. Mrs. Bradberry provided the appropriate activity in the concrete stage of thinking in her fifth grade class. During the student’s note taking, she asked the students leading questions about the subject to motivate them to think logically. For example, “Class, what classification would the log be in the ecosystem? Non-living or living?” Also, “how do all of these living and nonliving things in this ecosystem work together?” After the notes of the diagram picture, she had the students, on their own, write out the living and nonliving things in the picture. This further the students concrete stage of logical thinking....
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...Moss Eng. 113-A Ms. Jennings Tupac Shakur, the Rose That Was “The Rose That Grew from Concrete,” a poem by the late Tupac Shakur, is a poem that parallels Tupac’s life from early childhood until his death and beyond. The concrete representing the struggles and hardships that were a part of Tupac’s earlier days. The rose represents Tupac and his determination to make something of himself against all odds. Tupac Shakur, born Lesane Parrish Crooks on June 16, 1971, spent the majority of his youth in New York City where he was born. In Tupac’s poem the concrete symbolizes his early childhood and the struggles that were a part of growing up. Tupac’s father was absent for most of his life, according to the (urbandictionary.com). Tupac did not meet his biological father, Billy (William) Garland, until after he was shot five times on November 30, 1994, in New York City. Tupac would eventually incorporate the “thug life” persona in his life which would lead Tupac on a downward spiral of misfortunes. Mikal Gilmore, in Rolling Stones article characterizes Tupac as “perhaps the most despised man in America.” Gilmore goes on to describe the late rapper’s music as being merciless and condemned by some of Americas most powerful people (Glimore102-104). Tupac would eventually end up in jail for sexual assault which would not be his last brush with the law. Between Tupac’s vision of what the concrete symbolizes and what was instilled in him from a mother and step father that were members...
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...school uses to teach phonics. 4. Read DfE core criteria key features for an effective systematic synthetic phonics teaching programme. 5. Identify key phonics vocabulary in NC. 6. Read academic and practitioner literature on effective phonics teaching. 1. Every weekend use the internet to observe phonics teaching. 2. Observe 1 lesson each week in placement 1. Arrange weekly. 3. During the first week ask KS1 or EYFS coordinator for the policy and scheme. 4. Obtain a copy online and print off. Review this weekly before each observation. 5. Obtain phase lists from KS1 coordinator during week 1. 6. Library search 22.09.15 Complete all actions in SE1 before SE2 in KS1. Score an average of ‘confident’ in phonics RPD self-assessment audit by the end of SE2. Fully understand and be able to explain the meaning of key phonics vocabulary. (179) Teaching Writing – Transcription, composition, vocabulary, grammar and punctuation (SPAG). 1. Create my own SPAG test. Allow a profile child to attempt the test. 2. Go through a SPAG test and highlight knowledge gaps – turn this into a glossary of subject gaps. 2.b. Plan SPAG lesson relating to subject gaps with mentor then deliver to class. 3. Discuss and plan a piece of writing with a child. Undertake a writing consultation and highlight SPAG. 4. Observe SPAG teaching in KS2. 1. Use a current test for examples and create 17.10.15. 2....
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...A Written Sketch of Mini Lesson Plan Name Professor Institution Course Date (APA) Title: A Mini Lesson Plan on Figures of Speech Second language acquisition occurs unconsciously through important interactions by a natural conversation in the society. One is said to have acquired second language when he or she speaks a different language apart from one’s mother tongue. As a result of differences in cognitive development in specific individuals, people acquire and learn the second language at various speeds and transfer the concepts learned from the first language to the second language acquisition. The following is a lesson plan designed to show how teaching can be conducted to learner acquiring the second language. LESSON PLAN Grade | Secondary School | Time | 1 Hour | Prior Learning in this topic | English Grammar in Use (Parts of Speech) | Date | | Outcomes: during this lesson, students will: | List the parts of speech in English, explain the sub-categories of these parts of speech, use them correctly as examples in sentences | | Resources/ Prior Organisation: | | LESSON SEQUENCE | TIMING | STEPS;ACTIVITY/CONTENT/INSTRUCTION | STRATEGIES, RESOURCES, Student/teacher roles | Introduction | 10 minutes | Meaning of parts of speech in English: ‘parts of speech’ refers to the basic components of a syntactically correct sentence in English. The main components are Nouns and verbsStudents will give their own definitions of these parts...
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...· Click on Profiles and Communication/Curricular Materials. Review all of the materials available for that teacher, such as profile, communications, scope and sequence, lesson plan 1, lesson plan 2, substitute plan, and HR employee file. Develop a coaching plan for this specific teacher that facilitates results by identifying ways to create awareness, establishing realistic goals and objectives, designing an action plan, monitoring progress, and coming to closure. Please keep in mind that you are assuming the role of coach for the chosen teacher. As a result, you will develop the coaching plan for the teacher (with yourself as the coach) to assist him/her with professional development in areas targeted by the profile information. As the assigned coach, address the following: 1. What information in the teacher’s profile has led to the development of the coaching plan? What are the teacher’s strengths and opportunities for enhancement? 2. How will you introduce a coaching plan (create awareness) that targets identified areas for development? 3. What concrete, measurable goals/objectives will you establish for the teacher to ensure that he/she obtains the necessary proficiency in the identified opportunities for improvement? 4. What is the intended action plan, containing concrete steps for progression, and how will it be communicated to the coachee? 5. How will you measure the teacher’s progress toward meeting the established goals?...
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...Applications of Piaget and Vygostsky’s cognitive developmental theories in a practical classroom environment Piaget and Vygotsky have antonymous beliefs when dealing with the concepts of cognitive development. Vygotsky believes in development through social behaviour whilst Piaget believes in individuals acquiring knowledge on their own. Both however, believe that the interaction between development and learning hold significant implications for a child’s growth. This essay discusses some of the philosophical beliefs of each theorist in regards to a scenario based in the classroom of a year five teacher named Ann. Ann reinforces classroom lessons through the outdoor environment, exemplifying Piaget’s theories of constructivist based learning as well as teaching methods that cater to the concrete operational stage of cognitive development. Ann also displays Vygotsky’s cognitive theory involving the zone of proximal development and peer to peer or teacher-peer scaffolding within a group environment. The essay will examine Ann’s teaching methods and how they relate to these cognitive developmental theories. Ann’s socially-constructive pedagogical approach as described by Howell (2012) will help children build their knowledge base through collaborative learning as well as independent work, known as scaffolding. Ann would apply the technique of scaffolding by providing assistance and offering feedback relating to new information (Woolfolk, 2004). Vygotsky (1978) put forward a theory...
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...to a student’s vocabulary development. While many students have background knowledge of the items presented, it is often in their native language and they do not know the English term which makes it difficult to make connections with the content of the lesson (Echevarria, Vogt & Short, 2013). This activity assists students in learning vocabulary to improve their success in making those connections. | Reading | Shared ReadingThe teacher reads from a text that has visuals (maps, pictures, etc.). The teacher reads slowly and clearly and points out key vocabulary during the reading. The teacher asks for one to two word responses or short phrases from students to describe what they learned from the reading. | The use of realia such as pictures, maps, graphs and concrete items assist students with making connections to the content being presented. “When teachers explanations are made more concrete with supplementary materials, students are more likely to make appropriate connections” (Echevarria, Vogt & Short, 2013, pg. 67). | Writing | Write a descriptionThe teacher will read from an informational text about a topic that is culturally relevant to students in the class. Students will draw a picture connected with the lesson content (for example; a photo of a historic event or artifacts from a...
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...tomorrow. Learn as if you were to live forever” (Mahatma Gandhi 1869-1948). Throughout life humans go through learning process. Learning is defined as obtaining information or skills through observation, study or experience. There are different types of learning styles according to Kolb’s learning theory (Payne,E. and Whittaker. L, 2006). Each individual learns in a different way, simply because they perceive and execute information or experience in their own preferred style. Kolb (1984) describes that there are four learning styles which would be Converger, Diverger, Assimilator and Accommodator respectively. I see my-self best fit into Diverger and Accommodator learning styles. According to Kolb, a diverger learner is good at applying concrete experience and reflective observation. A diverger is able to view things from different perspectives and often learn through observation. They also tend to solve problems using imaginations and carries feeling oriented personality. Divergers prefer to be an observant rather than taking part in any situations or issues. Kolb says that divergers perform well in situation where it requires generating ideas such as brainstorming. They often influenced by others, enjoy working in a group, like to receive positive feedback, and prefer to learn via logical instructions. For example, I had an interesting learning curve during my past working experience as a software programmer. For the first time, I was given an assignment to construct a mobile...
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...inherent across disciplines. In supports of Tuazon’s finding, Capraro (2013) found out that “music math interdisciplinary lesson had a positive effect on multiple mathematical ability areas”. In the study of Byrce (2016) show that using “music elements in teaching mathematics helps the learners to better understand the mathematical concepts and the lack of activities that will draw deep connection between music and math”. Integration of music in standard mathematics interdisciplinary class had optimistic effects on multiple mathematical abilities of the learners An, Capraro, Tillman (2013). It will not only improves learners attitude toward learning mathematics by teaching it in a meaningful and appealing context...
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...accommodate those students. Yes, I do feel like it is important for teachers to incorporate a variety of technology to support the diverse learning needs because by accommodating those students is helping them to be successful with their academics, thus providing support technically and giving the students the opportunity to gain knowledge and feedback of understanding of lesson plans. Technology can encourage students to get into peer involvement, sharing ideas, and criticizing other students work also working in groups will provide student with more comprehensive knowledge during class. Teachers can use other avenues to create a meaningful learning experience by sending agenda’s and homework folders home with students. Parents can see what and how their child is doing and what they are learning in the classroom. The teachers can have the parents to initial the agenda so they will know the parents actually looked at the student’s agenda. Teachers can express to the student what is expected from them and in response the student will demonstrate that they have full understood the lesson. Technology can serve as a friend to the students and teachers, but teachers still will want students to think for themselves for the most part of...
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