National Jazz Hall free essay sample

This would likewise permit the NJ to support jazz celebrations, workshops and grants. The gallery would be utilized to recall extraordinary Jazz specialists, serve jazz devotees alongside training he open on the Importance of Jazz in American culture and history. Question 2 The partners in this undertaking start with Mr.. Rutland himself. From that point forward, a portion of different partners Include the top managerial staff for the INCH, the City of Charlottesville divisions redesigning the architecturally significant area of downtown Charlottesville, the expert employed by the board, other vacation spots in aroundCharlottesville and in Western Virginia, they incorporate Monticello, James Monomers house, and the University of Virginia. Different partners would be the temporary workers utilized to redesign the Paramount, potential givers to the task, they could be private just as legislative, for example, the National Endowment for the Arts, and the National Endowment for the Humanities. The potential jazz entertainers that are likely individuals from the NJ are likewise significant partners. We will compose a custom paper test on National Jazz Hall or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page On the off chance that this is certifiably not a profoundly perceived and trustworthy lobby of popularity, a portion of these Iconic Jazz artists won't have any desire to be individuals from the association. At last, Jazz fans in general are key partners too. Without them, there would not be a requirement for this sort of fascination. Question 3 There are three significant issues confronting Mr.. Rutland and the NJ. They are: 1. Raising support, 2. Building and driving an expert group to finish the task. 3. Showcasing In request to advance the NJ and increase national recognition.In request to effectively address these issues the accompanying aptitudes will be required: Good relational abilities Since the PM will manage a wide range of kind of individuals, gatherings and crowds, they should have the option to convey adequately n these various levels. They have to speak with government substances In request to make sure about the essential licenses and Inspections once the auditorium is set to be redesigned. They should talk with altruistic gatherings In request to raise private assets for the redesign of the venue alongside gifts to run the NJ. OFF, for example, the National Endowment for the Arts. For issue two, the PM will be the group head and need to discuss well with each gathering of the venture group. They should work with the various groups to make the remodel plan. When that is one, they should work with a wide range of contractual workers to make sure about offers before choosing who will finish the redesigns. Different gatherings that the PM should convey would incorporate the money group, the acquirement group and the spending group. Concerning issue number 3, the PM should work with a few promoting firms who spend significant time in the work required for the NJ to build up national acknowledgment. They should meet with a wide range of firms so as to choose the best one for the NJ. When that gathering is chosen, the PM will be the interface to that bunch for the task. Interchanges with this gathering will obviously be fundamental to the life span of the NJ. Capacity to deserve admiration The PM should be to deserve admiration from each gathering associated with every part of the project.Without regard, none of the gatherings will be urged to finish their appointed errands. Additionally, without regard the venture in general won't have any validity. It is this regard and validity that will help produce private and government financing. Likewise, if there is no regard in the venture, the NJ won't increase any regard in the Jazz people group. Without that, for what reason would any of the possibilities Jazz performers need to be individual from this lobby of acclaim? Compromise abilities this is a fundamental expertise that each PM must have. Without it, no undertaking would move forward.In this task, the contentions could be numerous for every one of the three issues. In the event that the PM can't resolve the contentions that will emerge from the remodel of the performance center alone, the other two issue will never happen as expected. Great information on venture the executives standards Of the entirety of the PM standards, hazard the board is key in this undertaking. On the off chance that you take a gander at issue two, raising money, what befalls the task if a significant wellspring of financing becomes traded off? One genuine model is the Boy Scouts of America. They got nearly of their yearly financial plan from a gift by the American United Way.A scarcely any years back, the United Way decreased their gift fundamentally. The BAS presently gets just a single percent of its financial plan from that association. It was genuine hit to their capacity to keep up their all year ventures. So as to recover this budgetary misfortune, they set up the Friends of Scouting venture. They presently request gifts from the guardians of Scouts, previous Scouts and different organizations and non-benefit associations to satisfy the hole. The PM for this undertaking should have emergency courses of action set up like the BAS has done.Be agreeable in an unsure situation This is a gigantic, multifaceted venture that a PM can see each perspective. The PM for this venture should have the option to oversee well the pieces they know quite well and can deal with the pieces they are not all that acquainted with. They have to set up the correct individuals for the parts of the task they are the least recognizable. State the PM is solid in development however feeble in gathering pledges, they have to locate a decent reserve raiser and somebody who is acceptable with advertising. Question 4 I feel that Mr.. Rutland has credibility.He is an educator of History at the University of Virginia. I dont imagine that he would have had the option to have had Jazz didnt feel that Mr.. Rutland and the top managerial staff he set up were tenable. Having two well known Jazz artists like that on the board certainly adds assurance and believability to Mr.. Rutland plan. Is Mr.. Rutland a pioneer? A pioneer is characterized as relational impact, practiced in circumstances and coordinated through the correspondence procedure, at the arraignment of a predefined objective of objectives. Mr.. Rutland has indicated that capacity in the primary year of building the NJ. Mr.. Rutland thought of the NJ and finding it in Charlottesville, VA. He enrolled the assistance of his individual Jazz fan, and made the top managerial staff for the corridor of acclaim. After that he found a potential structure area that, by name, has connections to the acclaimed jazz period of the backtalk and 19402 in New York City. This would give the NJ a central command with a believable and unmistakable name. Subsequent to setting up the board, Mr. . Rutland went out to create assets for the corridor by applying for awards from charitable gatherings alongside different government agencies.They were denied for two reasons, freshness of the board individuals and the quickness of their reality. This couldn't be translated contrarily toward the board or influence their believability. Mr.. Rutland likewise comprehended that the NJ would require guests to help create income to proceed with the corridors presence. He found that over a large portion of a million people visit the Charlottesville territory to see numerous different attractions. He realized he needed to work with the different settings and visitor association to help advance the NJ as a suitable fascination. At long last Mr..Rutland indicated his authority in employing a specialist to help answer two inquiries. One, what is the intrigue level of the respondents for Jazz and the foundation of a National Jazz Hall of Fame. The review was led on a national level and on a neighborhood level. This permits Mr.. Rutland to see whether individuals were really keen on a Jazz Hall of Fame and in the event that they would join in, Jazz music overall, if individuals would give cash to such an association, what administrations and occasions they would anticipate from the corridor and what the normal individual inspired by such a spot would pay for admission.This gave the board n thought of what sort of financing they could anticipate from eh open through gifts and affirmation expenses. Question 5 The way of life applicable to this undertaking are the African-American, Cajun, Africans, and American. Jazz was affected by various societies and sub-societies. The music additionally has establishes in the advancement of other music developments around the globe. In the US, Jazz has impacted, the Blues, RB, Mouton, Dixieland, Classical and Country music. Jazz is a mixture of music too having its underlying foundations in other genres.The venture condition for the National Jazz Hall of Fame was a battle to get off he ground, however was met with incredible energy. After the main year, despite the fact that they had numerous misfortunes because of challenges raising commitments from outside sources and discovering they required in any event $600,000 to redesign the theater, Mr.. Rutland and the board felt the undertaking demonstrated guarantee. Mr. . Rutland didn't appear to surrender, yet discovered different approaches to advance and supply the NJ. He attempted to used the neighborhood the travel industry outlets, the NJ elevated shows to fund-raise and mindfulness. Mr..Rutland visited different lobbies of popularity to pick up thoughts and bits of knowledge into their prosperity. He intrigue general society would have for a Jazz lobby of notoriety. Question 6 Mr.. Rutland ought to do the accompanying: Budget-Philanthropic associations Since they experienced issues raising assets from these kinds of associations because of an absence of experience with respect to the board, they have to employ an official executive with gathering pledges understanding. This will give them somebody with the best possible foundation that these association are searching for and a more elevated level of believability. This will help set them as a genuine purveyor off lobby of acclaim for Jazz.Government Agencies Once they have a certified official executive ND have been set up for more than two years, they ought to reapply for government assets from bunches like the National Endowment for the Arts. They

Post natal depression - a challenging Phase for the new mothers Essay

Post natal discouragement - a difficult Phase for the new moms - Essay Example In the event that one has a nearby watch on these moms, they will show thrill ride of feelings prompting extraordinary emotional episodes. As it were, the manifestations of post natal wretchedness could be like other mental other despondency. Early Signs In the vast majority of the cases, the moms are normally uncertain of what's going on and they may not recognize what should be done to take care of the issue. Truly they will be cornered. They are frequently loaded up with blended feelings in with the delight of the new conceived and simultaneously disappointment with their body conditions and other mental weights. A typical thing that will be noticeable the vast majority of the influenced new moms is the absence of rest. A portion of different manifestations incorporate low confidence, negative contemplations, crabbiness, poor focus and trouble in settling on significant choices, loss of craving, and so on. Disappointment in recognizing the post natal wretchedness can cause destroy ing impacts on both the mother and the youngster. Like some other misery, the post natal gloom can likewise be relieved and the patients need not alarm due to their condition, as the main advance they need to take is distinguish the side effects early and get treated right away. What are the components that could prompt Post natal despondency? Physical changes â€Å"New moms are encountering organic, physical, passionate and social changes. All things considered, postnatal sorrow is brought about by a blend of these things.† (â€Å"The Causes for Postnatal Depression†). From the above sentence one can plainly comprehend that the fundamental driver of the Post natal melancholy depends on the Physical changes, enthusiastic changes and social changes a mother will experience after the conveyance of her youngster. Numerous companions of mine, who were late moms, uncovered that they got a handle on worn and was drained constantly, after the conveyance. This is one of the ma jor physical changes and it very well may be portrayed as the depletions and the post usable agony, if the eager mother had a caesarian conveyance. Likewise the mother’s craving might be influenced because of inappropriate admission of food and subsequently they may turn out to be genuinely exhausted. They feel less certain and furthermore less alluring as a result of the adjustments in the body conditions and become less slanted to care for themselves. As new moms will be normally fat because of pregnancy, they will imagine that their excellence has all gone, and their spouses won't care for them. Enthusiastic Changes The following perspective that could cause this Post-natal gloom is the forceful passionate changes, which may happen in the mothers’ minds. They may not encounter a similar positive emotions, which they may have had or expected during the pregnancy, after they had conveyed their infants. â€Å"Adapting to parenthood is daunting.† (â€Å"Better w ellbeing Channel†). According to the announcement the new moms need to satisfy the steady requests of the kid which is a profoundly tedious procedure. Then again, the tiredness caused because of the conveyance agony can likewise achieve wretchedness and consequently they won't be overpowered with their infants. Social Changes The other imperative contributing element for the post natal wretchedness is the social changes, when will be experienced by the mother. It appears that even the entire society could go about as a ‘villain’ against the mother. That is, the appearance of the new infant may cause a change in

How to Write an APA Results Section

How to Write an APA Results Section Student Resources APA Style and Writing Print How to Write an APA Results Section By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on February 03, 2020 Verywell / Nusha Ashjaee More in Student Resources APA Style and Writing Study Guides and Tips Careers In This Article Table of Contents Expand Results and Claims Relevant Findings Summarize Tables and Figures Statistics Effect Sizes Additional Tips View All Back To Top The results section of an APA format paper summarizes the data that was collected and the statistical analyses that were performed. The goal of this section is to report the results without any type of subjective interpretation. Heres how to write a results section for an APA format psychology paper. The Results Should Justify Your Claims Report data in order to sufficiently justify your conclusions. Since youll be talking about your own interpretation of the results in the discussion section, you need to be sure that the information reported in the results section justifies your claims. As you write your discussion section, look back on your results section to ensure that all the data you need is there to fully support the conclusions you reach.   Dont Omit Relevant Findings Just as your results sections should sufficiently justify your claims, it should also provide an accurate look at what you found in your study. Be sure to mention all relevant information. If your hypothesis expected more statistically significant results, dont omit the findings if they failed to support your predictions.   Dont ignore negative results. Just because a result failed to support your hypothesis, it does not mean it is not important. Results that do not support your original hypothesis can be just as informative as results that do. Even if your study did not support your hypothesis, it does not mean that the conclusions you reach are not useful. Provide data about what you  found in your results sections, then save your interpretation for what such results might mean in the discussion section. While your study might not have supported your original predictions, your finding can provide important inspiration for future explorations into a topic. You might not have supported your hypothesis, but your findings may help you develop another hypothesis to explore in future studies. Summarize Your Results Do not include the raw data in the results section. Remember, you are summarizing the results, not reporting them in full detail. The results section should be a relatively brief overview of your findings, not a complete presentation of every single number and calculation. If you choose, you can create a supplemental online archive where other researchers can access the raw data if they choose to do so. Include Tables and Figures Your results section should include both text and illustrations. Presenting data in this way makes it easier for readers to quickly look at your results. Structure your results section around tables or figures that summarize the results of your statistical analysis. In many cases, the easiest way to accomplish this is to first create your tables and figures and then organize them in a logical way. Next, write the summary text to support your illustrative materials. Do not include tables and figures if you are not going to talk about them in the body text of your results section. Do not present the same data twice in your illustrative materials. If you have already presented some data in a table, do not present it again in a figure. If you have presented data in a figure, do not present it again in a table. Report Your Statistical Findings Always assume that your readers have a solid understanding of statistical concepts. Theres no need to explain what a t-test is or how a one-way ANOVA works; just report the results. Your responsibility is to report the results of your study, not to teach your readers how to analyze or interpret statistics. Include Effect Sizes The Publication Manual of the American Psychological Association recommends including effect sizes in your results section so that readers can appreciate the importance of your studys findings. More Tips for Writing a Results Section The results section should be written in the past tense.Focus on being concise and objective. You will have the opportunity to give your own interpretations of the results in the discussion section.Read more information on how to write a results section in APA format.Visit your library and read some journal articles that are on your topic. Pay attention to how the authors present the results of their research.If possible, take your paper to your schools writing lab for additional assistance. A Word From Verywell Remember, the results section of your paper is all about simply providing the data from your study. This section is often the shortest part of your paper, and in most cases, the most clinical. Be sure not to include any subjective interpretation of the results. Simply relay the data in the most objective and straightforward way possible. You can then provide your own analysis of what these results mean in the discussion section of your paper.

Essay on Great Expectations by Charles Dickens - 698 Words

The novel, Great Expectations, looks back upon a period of pre-Victorian development. It displays that ambition and self-improvement is something many aspire for but more often than not ambition can create problems for one and cause one to commit things that one never thought they would. Whereas, those who are not ambitious because they were born to a wealthy family do acts of malice knowing it but realizing that what they really wanted was indeed not what they wanted but were blinded by malice. It also displays that crime isn’t always committed out of malice but rather sometimes it is the only one can survive. However, one can seek to redeem themselves from it by seeking to help others. Mistakes are things one commits throughout life†¦show more content†¦When Pip discovers whom his benefactor many things are going through Pip’s head because he had created this fantasy of who his benefactor was and what her intentions were. A convict had been transforming Joe into a gentleman, a man whom worked so hard to create a better life for his gentleman who helped him. Thus, he seeks to redeem himself by helping Magwitch, the convict, protecting him. At this point forward, he tries to redeem himself by forgetting about his social standing and helping the convict, which is like a father to him. His redemption begins as his personality and treatment towards others changes. At first he looks at Magwitch with great disgust but then when Magwitch is approaching the end of his life Pip states, â€Å" Mistakes are a part of life and some learn from them while others do not. Throughout the character Magwitch, the convict, readers discover he became a convict because it was the only way he could survive and have a meal for each day. Magwitch symbolizes crime and how a convict can change their ways and help others. At first, he is perceived as a bad person because he is simply and convict but as he story is revealed readers pity him for what h e went through and the way he was treated because he simply was not a gentleman in everyone else’s eyes. In the beginning of theShow MoreRelatedGreat Expectations By Charles Dickens1113 Words   |  5 Pagesadventures that the male characters go on. This seems to be relevant in a lot of movies and books like the story Great Expectations by Charles Dickens. In Great Expectations there are multiple female characters like Estella, Biddy, and Miss Havisham who all play a large part in the main character, Pip’s life. One of the first that we meet the character Estella in Charles Dickens’ Great Expectations is when Pip goes to Miss Havisham’s to play with her. The two kids play the game beggar my neighbor when EstellaRead MoreGreat Expectations By Charles Dickens1347 Words   |  6 Pagespoor status of the economy, social mobility does not seem to be occurring at high rates, with the poor getting poorer and rich getting richer. Despite this, social mobility is alive and well, and has been for centuries. In his novel, Great Expectations, Charles Dickens voices the concerns of many that lived in Victorian England during the 19th century by promoting such a desire to live life in a more prosperous social class. One of the most fundamental and reoccurring themes in the novel is that ofRead MoreGreat Expectations By Charles Dickens1426 Words   |  6 Pages Twelve-year-old Charles dickens gets ready for bed after a long day at the blacking house. These Victorian-aged memories will provide him with many ideas for his highly acclaimed novel Great Expectations. Set in 1830 England, Great Expectations is a coming-of-age story about a common innocent boy named Pip and his road to becoming a gentleman through the influence of others. Pip is influenced both positively and negatively by Estella, Herbert, and Magwitch. Estella left a huge impression on PipRead MoreGreat Expectations by Charles Dickens984 Words   |  4 PagesCharles Dickens utilizes his life for inspiration for the protagonist Pip in his novel Great Expectations. They both struggle with their social standing. Dickens loved plays and theatre and therefore incorporated them into Pip’s life. Dickens died happy in the middle class and Pip died happy in the middle class. The connection Dickens makes with his life to Pip’s life is undeniable. If readers understand Dickens and his upbringing then readers can understand how and why he created Pip’s upbringingRead MoreCharles Dickens Great Expectations943 Words   |  4 Pages This is true in many cases but none as much as in Great Expectations. In many ways the narrator/protagonist Pip is Charles Dickens in body and mind. While there are many differences between the story and Charles Dickens life there remains one constant. This constant is the way Pip as the narra tor feels, because these feelings are Dickens s own feelings about the life he lead. Since Great Expectations was written towards end of Charles Dickens life, he was wiser and able to make out the mistakesRead MoreGreat Expectations By Charles Dickens1375 Words   |  6 PagesGreat Expectations by Charles Dickens and The Talented Mr Ripley by Anthony Minghella present similar criticisms of society to a large extent. Both of these texts consider the criticisms of rich social contexts (wealth and status), societal morality (whether a society is good or not. Status [can lead to the wrong people being in a high position i.e. making bad decisions affecting the community/society] Appearance [society appears to be moral/good (if you’re from a higher status) {dickens criticisesRead MoreCharles Dickens Great Expectations1223 Words   |  5 PagesBeloved author Charles Dickens was born on February 7, 1812 in Portsmouth, England. Growing up in a life of poverty, his childhood hardshi ps provided the inspiration to write a myriad of classic novels including his 1861 seminole masterpiece, Great Expectations (â€Å"BBC History - Charles Dickens†). Great Expectations follows the life of an orphan named Pip, who’s perspective of the world is altered when he is attacked by an escaped convict in his parents’ graveyard in the town of Kent. Throughout hisRead MoreGreat Expectations By Charles Dickens924 Words   |  4 Pagesa character driven novel, or a mix of the two. In order for a novel to be character driven, it must revolve more around the characters’ individual thoughts, feelings, and inner struggles, rather than around the quest of the story. Great Expectations, by Charles Dickens, is a character driven novel. While the story does have a plot, it is not contingent upon that plot, but rather is reliant upon its characters and their natures. This is evident from the beginning of the novel. From the opening ofRead MoreCharles Dickens Great Expectations1669 Words   |  7 PagesCharles Dickens He was one of England s greatest authors of the 1800 s, better known as the Victorian era. The various themes and ideas of that time are perfectly showcased in his many novels and short stories, such as Nicholas Nickelby, Great Expectations, Oliver Twist, A Tale of Two Cities, and A Christmas Carol. Much of the inspiration for these works came from the trials and conflicts that he dealt with in his own life. His volumes of fictional writing show the greatRead MoreCharles Dickens Great Expectations1017 Words   |  5 Pagesexperiencer is somewhere else absorbing knowledge of a different setting.This abstract adventure is seized by author Charles Dickens in Great Expectations. Great Expectations is historical fiction giving readers comprehension of the Victorian Era.Upon the reading, readers begin to catch on the intended purpose and its significance. A person who lived during the Victorian Era was Charles Dickens himself.He grew up during a time where differences in social class were to an extreme degree.Dickens went through

The Key Literacy Skills That Have A Comprehensive...

The discipline of history requires students to have a comprehensive knowledge of literacy in order to understand the elements of texts, how and why they were created, and how to construct arguments in an academically correct format. There are two key literacy skills that students need master in order to be successful in a history discipline class: the ability to analyse and evaluate sources and the ability to correctly structure academic arguments. While these understandings are ultimately skill based learning, I believe that students firstly require direct instruction and scaffolding to be able to navigate through academically appropriate concepts and ways of working. Throughout the unit plan, there is allocated lesson time for clear and direct literacy instruction, with the inclusion of guided activities and practice. The unit plan was created for Year 10 History students studying World War II. It is important, that students at this stage of their education understand how to implem ent the literacy skills of the discipline so that their choice of whether or not to continue their education in the field of history is an informed one. Throughout the unit, the literacy learning that is used to aid students in developing well rounded literacies in a history discourse includes: analysing and evaluating sources as an extension from the students knowledge of the aspects that make up all texts according to the four resources model; an understanding and development of the skill ofShow MoreRelatedAn Comprehensive Literacy Instruction Is Essential And Paints The Picture For A Child s Success806 Words   |  4 Pagesin society. A teacher’s literacy instruction provides children with the needed skills to be fluent in reading, writing, phonemic awareness, and math. Phonics and phonemic awareness also help with reading comprehension. Preparing a child for fluency and comprehension means doing the basics and leading up to the high expected skills. Each step in developi ng reading and writing is built off the other; for example, cause and effect. What is an affective comprehensive literacy instruction? Is one betterRead MoreI Have Chosen To Address The Board Of Education In The1507 Words   |  7 PagesI have chosen to address the Board of Education in the State of Tennessee, regarding the topic of practical education courses being taught in public schools. I have chosen to address only the state of Tennessee for reasons of simplicity. I believe that it would be too broad scale and much too difficult to address each state board individually, regarding their education standards because each state has their own set of diverse education requirements. 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Nurses can be of great help in promoting health literacy. Sykes, WillsRead MoreImportance Of Graduate Standard 2946 Words   |  4 Pagesevidence supporting my knowledge and professional experience about this standard. 2.1 Content and teaching strategies of the teaching area Aside from knowing the children and how they learn, knowing the content and how to teach it is a huge part of teaching. Content knowledge is something which I am very familiar with – much of the required content is covered in subject study and some educational readings, and other while on practice itself. Over the course of my degree I have come to learn the contentRead MoreThe Importance Of Adult Education As An Academic Discipline800 Words   |  4 PagesIntroduction In today’s knowledge-based society and economy, education, in particular continuing education, is one of the key elements for stable and well-paying jobs as technology and information continue to evolve. This fact sheds light on the importance of adult education as an academic discipline, which brings about learning to gain new forms of knowledge, skills, and/or values, in particular in a broader context. In particular, the results of Programme for the International Assessment of AdultRead MoreAeronautical Science Capstone Essay2224 Words   |  9 PagesCapstone Course Comprehensive Examination Proposal Ricky Nelson Embry-Riddle Aeronautical University ASCI 490 Aeronautical Science Capstone Course (Proposal) Submitted to the Worldwide Campus In Partial Fulfillment of the Requirements of the Degree of Bachelor of Science in Aeronautics Abstract The purpose of this exam is to provide the pertinent questions and research needed to develop a small airport from a management prospective and demonstrate knowledge learned atRead MoreAs Many Of You School Administrators Know, Technology Impacts1174 Words   |  5 Pagesconstantly influences students. Many of my students are media inclined; they are familiar with how to manipulate cellular devices, maneuver video games, how to access YouTube, and other media related things. Herrington and Emmans suggests a media literacy curriculum to redirect â€Å"one of the most powerful influences in the lives of today’s youth,† without it educators and other important figures would lose children’s interest (2002). Per Pat Kipping, the design of media education is to create â€Å"good

Education System In The Middle East Free Essays

string(169) " the authorities course of study \( Science, Mathematics and Computer \) in English, and adds Gallic as a 2nd foreign linguistic communication in Preparatory Education\." The public instruction system in Egypt consists of three degrees: the basic instruction phase for 4-14 old ages old: kindergarten for two old ages followed by primary school for six old ages and preparative school for three old ages. Then, the secondary school phase is for three old ages, for ages 15 to 17, followed by the third degree. Education is made compulsory for 9 academic old ages between the ages of 6 and 14. We will write a custom essay sample on Education System In The Middle East or any similar topic only for you Order Now Furthermore, all degrees of instruction are free in any authorities tally schools. Harmonizing to the World Bank, there are great differences in educational attainment of the rich and the hapless, besides known as the â€Å" wealth spread. † Although the average old ages of school completed by the rich and the hapless is merely one or two old ages but the wealth spread reaches every bit high as nine or ten old ages. In the instance of Egypt, the wealth spread was a modest 3 old ages in the mid1990s [ Overall, the composite instruction Index in the MENA Flagship Report: The Road Not Traveled showed promising consequences of Egypt ‘s comparative educational accomplishments. Of the 14 MENA states analyzed, Egypt achieved the cosmopolitan primary instruction and has besides reduced the gender spread at all degrees of direction, but there is still a demand to better the quality of instruction. Promotional scrutinies are held at all degrees except in classs 3, 6 and 9 at the basic instruction degree and the classs 11 and 12 in the secondary phase, which apply standardised regional or national tests. The Ministry of Education is responsible for doing determinations about the instruction system with the support of three Centers: the National Center of Curricula Development, the National Center for Education Research, and the National Center for Examinations and Educational Evaluation. Each centre has its ain focal point in explicating instruction policies with other province degree committees.On the other manus, the Ministry of Higher Education supervises the higher instruction system. There is besides a formal instructor ‘s making path in topographic point for basic and secondary instruction degrees. The instructors are required to finish four old ages of pre-service classs at university to come in the instruction profession. Specifically with regard to teacher ‘s professional development to raise mathematics, scientific discipline and engineering instruction criterions, the Professional Academy for Teachers offer several plans. Local instructors besides take portion in the international professional preparation plans. Get downing in 2007, the Ministries of Education, Finance, and Local Development ( and others ) started informal treatments to experiment with the decentalisation of instruction. Working groups were established to do more formal proposals. Proposals included thoughts for get downing with recurrent outgos, utilizing a simple and crystalline expression for transporting out financial transportations, and doing certain that transportations would make the school itself. During 2008 design was carried out, three pilot governorates ( Faiyum, Ismailia, and Luxor ) were chosen, and monitoring and capacity edifice procedures and manuals were agreed upon. The expression is rather simple, and includes registration, poorness, and phase of instruction as drivers. During 2009 support was decentralized all the manner to the school degree, and schools began to have support. As of late 2009, the pilot showed few if any jobs, and the expected consequences were happening rather good, in footings of exciting community engagement, leting schools to pass more expeditiously and measure their ain precedences, and increasing the earnestness of school-based planning by making a agency to finance such programs, among other expected consequences. An informal appraisal of the pilot revealed that the support expression money precipitated an addition in community contributions. The study consequences show that the ratio of the average values of community contributions of the pilot twelvemonth to the old twelvemonth was 2.20. Parallel to these attempts in the instruction sector, other sectors ( for illustration, certain facets of lodging and municipal services ) in Egypt are be aftering to deconcentrate decision-making and disbursement, now nation-wide ( withou t a pilot phase in limited governorates ) , in a phased attack. Education programs to be one of the lead sectors in this procedure. In add-on to administrative and fiscal decentalisation, there is an increasing accent on affecting elected local popular councils ( which exist at governorate and territory degree ) in the horizontal inadvertence of outgo and planning across the decentralizing sectors, and as they come on watercourse in the decentalisation procedure. Within the instruction sector, as of late 2009 programs are being made to deconcentrate certain lines of support and planning for capital equipment and substructure, in all governorates, all the manner to school degree in the instance of smaller units of capital equipment, or degrees higher than the school for points such as new substructure. The instruction sector does anticipate to go on to utilize the original 3 pilot governorates as a particular observatory to measure and understand how good the procedure is continui Government Schools By and large talking, there are two types of authorities schools: Arabic Schools and Experimental Language Schools. Arabic Schools, provide the governmental national course of study in the Arabic Language. A governmental English linguistic communication course of study is taught get downing at first Primary twelvemonth and French is added as a 2nd foreign linguistic communication in Secondary Education. Experimental Language Schools, teach most of the authorities course of study ( Science, Mathematics and Computer ) in English, and adds Gallic as a 2nd foreign linguistic communication in Preparatory Education. You read "Education System In The Middle East" in category "Essay examples" An Advanced English linguistic communication course of study is provided in all Educational phases. Social Studies are taught in Arabic. Students are admitted into first class at age seven ; a twelvemonth older than Arabic schools. Private Schools By and large talking, there are four types of private schools: Ordinary schools, their course of study is rather similar to that of the authorities schools, but the private schools pay more attending to the pupils ‘ personal demands and to the school installations. Language schools, teach most of the authorities course of study in English, and add Gallic or German as a 2nd foreign linguistic communication. They are expected to be better than the other schools, because of the installations available, but their fees are much higher. Some of these schools use Gallic or German as their chief linguistic communication of direction, but it may be hard for the pupil to analyze in governmental universities in Arabic or English subsequently. Religious Schools, are sacredly oriented schools as Azhar schools or Catholic schools. International Schools, are private schools that follow another state ‘s course of study, like a British, American, or Gallic system, and the grades earned from them acquire official enfranchisement from the Ministry of Education, to be eligible to inscribe in Egyptian universities, such schools offer even better installations A ; activities than regular private schools with higher fees, but are criticized to be supplying a much easier instruction degree compared to the general course of study, and some Egyptian universities require higher classs than those of regular schools pupils as a lower limit for registration, or an excess high school certification like SAT Many of the private schools were built by missionaries, are presently affiliated with churches and provide quality instruction. Many private schools offer extra educational plans, along with the national course of study, such as the American High School Diploma, the British IGCSE system, the Gallic baccalaureat, the German Abitur and the International Baccalaureate. These are the types of private schools in Egypt. Basic Education The basic instruction consists of pre-primary, primary and preparative degrees of instruction. In Egypt, the Ministry of Education coordinates the preschool instruction. In 1999-2000 the entire registration rate of pre-primary pupils was 16 per centum and that increased to 24 per centum in 2009. Irrespective of private or province tally, all preschool establishments come under Ministry of Education. It is the Ministry ‘s responsibility to choose and administer text editions. Harmonizing to the Ministry ‘s guidelines, the maximal size of a preschool should non transcend more than 45 pupils. Ministry of Education is besides acquiring support from the international bureaus, such as the World Bank to heighten the early childhood instruction system by increasing entree to schools, bettering quality of instruction and edifice capacity of instructors At the primary degree pupils could go to private, spiritual or authorities schools. Presently, there are 7.8 per centum of pupils enrolled at primary degree in private schools as of 2007.The entire registration of pupils at primary degree is 105 per centum in 2007. The scrutinies at class 3 are on territory ( edara ) level The 2nd grade of basic compulsory instruction is the preparative phase or lower secondary which is three old ages long. Completion of this grade grants pupils the Basic Education Completion Certificate. The importance of completion of this degree of instruction is to safeguard pupils against illiteracy as early bead outs at this phase easy recede into illiteracy and finally poorness. Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national te st which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary education.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the support of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quin tiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. A Secondary Education Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national test which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary instruction.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the suppo rt of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quintiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. Secondary instruction consists of three different types: general, proficient or vocational. Technical/Vocational Secondary Education Technical instruction, which is provided in three-year and five-year plans, includes schools in three different Fieldss: industrial, commercial and agricultural. The UN and other many-sided organisations are working towards bettering the proficient and vocational preparation system in Egypt. It is recommended to the Ministry of Education to present wide vocational accomplishments in the course of study of general secondary schools. In this manner pupils will be able to derive enfranchisement in practical accomplishments needed in the occupation market The Ministry of Education ( MoE ) controls pre-tertiary, school-based plans that can get down after grade 6 and that enroll the largest figure of pupils in TVET-over 2 million pupils. The Ministry of Higher Education ( MoHE ) controls the in-between proficient institutes ( MTIs ) . These draw their registrations from MoE ‘s general secondary schools or proficient schools and have much small er registration Numberss. Graduates o f the MoE ‘s vocational plans can come in vocational preparation centres ( VTCs ) From the 2004 information, it is estimated that 30 per centum of the secondary pupils have opted for the vocational track Government of Egypt has undertaken some assuring enterprises to beef up the direction and reform of the TVET system.In 2006 the Industrial Training Council ( ITC ) was created through a ministerial edict with a authorization to better coordination and way of all preparation related entities, undertakings and policies in the Ministry.This will decide the issue faced by most houses to use skilled work force.According to the Enterprise Surveys in 2007, 31 per centum of the houses in Egypt place labour skill level as the major restraint of making concern in the state. Al Azhar Education System Another system that runs in analogue with the public educational system is known as the Al-Azhar system. It consists of six old ages of primary phase, a three twelvemonth preparatory phase and eventually three old ages of secondary phase. The Ministry of instruction reduced the figure of secondary school old ages from four to three old ages in 1998, so as to aline the Al Azhar system with the general secondary instruction system. In this system every bit good, there are separate schools for misss and male childs. Al Azhar instruction system is supervised by the Supreme Council of the Al-Azhar Institution. The Azhar Institution itself is nominally independent from the Ministry of Education, but is finally under supervising by the Egyptian Prime Minister.Al Azhar schools are named â€Å" Institutes † and include primary, preparatory, and secondary phases.All schools in all phases teach spiritual topics and non-religious topics, to a certain degree- non every bit intensively as t he province schools. The majority of the course of study, nevertheless, consists of spiritual topics as described below. All the pupils are Muslims, and males and females are separated in all phases. Al-Azhar schools are all over the state, particularly in rural countries. The alumnuss of Al-Azhar secondary schools are eligible to go on their surveies merely at the Al-Azhar University. As of 2007 and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar schools accounted for less than 4 % of the entire enrollment.The alumnuss of this system are so automatically accepted into Al-Azhar University.In 2007, the Pre-University registration in Al- Azhar institutes is about 1,906,290 pupils. Higher Education System Egypt has a really extended higher instruction system. About 30 % of all Egyptians in the relevant age group go to university. However, merely half of them alumnus. Harmonizing to The Economist, criterions of instruction at Egyptian public universities are â€Å" abysmal † . The Ministry of Higher Education supervises the third degree of instruction. There are a figure of universities providing to pupils in diverse Fieldss. In the current instruction system, there are 17 public universities, 51 public non-university establishments, 16 private universities and 89 private higher establishments. Out of the 51 non -university establishments, 47 are biennial in-between proficient institutes ( MTIs ) and four are 4-5 old ages higher proficient institutes ‘ . The higher instruction cohort is expected to increase by close to 6 per centum ( 60,000 ) pupils per annum through 2009 In 1990, a statute law was passed to supply greater liberty to the universities17. But still the instruction substructure, equipment and human resources are non in topographic point to provide to the lifting higher instruction pupils. Gross registration in third instruction increased from 27 per centum in 2003 to 31 per centum in 2005.But there has non been a similar addition in passing on bettering the higher instruction system in footings of debut of new plans and technologies.Both at national degree ( inspection systems, scrutinies ) and at local degree ( school degree pupil appraisals ) steps of the success of instruction schemes and the public presentation of the system are weak. The inspectorate system does non supply either solid proficient support to school staff, nor an effectual monitoring mechanism for neglecting schools. The scrutiny system at the terminal of preparatory and secondary levels-Thanawiya Awwa, does non mensurate higher-order thought accomplishments, but conc entrates instead on rote memorisation. Tonss can therefore be raised significantly by test specific tutoring, hence, pupils with more resources can afford private tutoring which helps them to hit higher on the national standardised tests and hence are accepted in top universities in Egypt. Hence, this competitory procedure of choice restricts pupils ‘ grade options and consequences, therefore doing pupils choose for plans and callings which are of small involvement to them The Egyptian third instruction is steered by a centralised system with establishments holding small control on the determinations of the course of study, plan development and deployment of staff and module. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree. The public presentation and quality of higher instruction is presently badly compromised by ex cessively centralized order to better the already out-of-date system, stiff course of study and instruction patterns. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree [ The Government of Egypt recognizes that there are existent challenges to be faced in the sector, foremost amongst which are the demand to significantly better sector administration and efficiency, increase institutional liberty, significantly better the quality and relevancy of higher instruction plans, and maintain coverage at bing degrees. Recent Government actions to construct political consensus on issues critical to reform hold created a clime that is mature for alteration. The Ministry of Higher Education ( MOHE ) acts as a title-holder for reform. The Minister, appointed in 1997, rapidly established a commission for the reform of higher instruction ( known as the HEEP Committee ) which drew in a broad scope of stakeholders including industrialists and Parliamentarians. A National Conference on higher instruction reform was held in February 2000, and a Declaration for action emanating from the Conference was endorsed by the President and the Prime Minister. The Declaration identified 25 specific reform enterprises. The Bank agrees with, and supports, the Declaration. A scope of many-sided and bilateral bureaus, including the World Bank, besides concur wi th the Declaration ‘s proposals, and are committed to back uping assorted facets of the reform procedure, The Government ‘s Higher Education Reform Strategy Egyptian higher instruction reform scheme included 25 undertakings turn toing all the reform domains, is implemented over three stages until 2017, and corresponds to the authorities ‘s five twelvemonth programs as follows: First stage from 2002 to 2007 Second stage from 2007 to 2012 Third stage from 2012 to 2017 Precedence has been given to 12 undertakings in the first stage of execution ( 2002-2007 ) and were integrated into the undermentioned six undertakings: HEEP Six Priority Projects ( 2002-2007 ) Higher Education Enhancement Project Fund ( HEEPF ) , Information and Communications Technology Project ( ICTP ) , Egyptian Technical Colleges Project ( ETCP ) , Faculty of Education Project ( FOEP ) , Faculty Leaders Development Project ( FLDP ) , Quality Assurance and Accreditation Project ( QAAP ) . In August 2004, HEEP strategic precedences were adjusted to go antiphonal to the demands of quality and accreditation and to match to the authorities ‘s attack to bettering scientific research. The accommodation added two more dimensions: foremost, developing station alumnus surveies and scientific research and second, turn toing pupils ‘ extra-curricular activities in add-on to the continued execution of the six prioritized plans during the first stage. Due to the dynamic nature of the reform scheme, which entails reconsidering precedences for each period, a Strategic Planning Unit ( SPU ) was established for the MOHE to guarantee the sustainability of planning and undertaking monitoring during the three stages and for future 1s. A Students ‘ Activity Project ( SAP ) was besides initiated as portion of plan accreditation similar to scientific research and station alumnus surveies. There are both private and public establishments of higher instruction in Egypt. Publ ic higher instruction is free in Egypt, and Egyptian pupils merely pay enrollment fees. Private instruction is much more expensive. A Education and the Community There were a few efforts for positive impact and reform from the civil community in Egypt but those attempts remained really limited on their impact on the educational procedure. Education crisis in Egypt is really complicated, public instruction is non capable of supplying quality instruction are barely any instruction with the deficit in installations, deficiency of trained pedagogues and rising prices in categories. Private ( including International ) is still incapable of reform for the deficiency of involvement, deficit in trained pedagogues, faulty course of study, commercialisation of instruction and eventually a customized accreditation system that involves the irrevokable licensure of International schools based on campaigning for accreditation while campaigning for accreditation is originally based on the initial efficiency of the school in supplying the educational services including its position as a legal instruction supplier that it does n’t acquire to acquire un less its a campaigner school, which is puting the cart before the Equus caballus. No community attempts have been done to turn to the crisis of instruction in Egypt until 2008, when the [ International-Curricula Educators Association O ¬U†¦O?USO © U†¦O?U„U†¦US O §U„U†¦U† O §U†¡O ¬ O §U„O?U?U„USO © ( ICEA ) ] . was established with modest fiscal resources but great outlooks. The Community addressed itself to lending to work outing the educational jobs in Egypt including the deficit in research, statistics and entrepreneurship in the field of instruction. On 2009 it ‘s started affecting voluntaries through the UNV plan and has successfully began to develop its scope of not-for-profit services to turn to several demands of the educational community in Egypt get downing from low-cost certified instructor preparation and traveling doing its manner through all the needed pupil activities exciting citizenship whether on the local or the planetary degree. Challenges Although important advancement has been made to increase human capital base through improved instruction system, still the quality of instruction experience is low and unevenly distributed. Due to miss of good quality instruction at the basic and secondary degrees, there has been a mushrooming market for private tutoring. Now to take private tuition has become more of an duty than a remedial activity. Harmonizing to the Egypt Human Development Report ( 2005 ) , 58 per centum of surveyed households stated that their kids take private tutoring. The CAPMAS ( 2004 ) study showed that families spend on norm about 61 per centum of entire instruction outgo on private tutoring. In add-on, per family outgo of the richest quintile on private tutoring is more than seven times that of the poorest. Among the issues is the deficiency of sufficient instruction in public schools and the demand for private tuition. As of 2005, 61-70 % of Egyptian pupils attend private tuitionOther common issues inclu de: larceny of public educational financess and escape of exams.. Egypt besides has a deficit of skilled and semi-skilled workforce.But there has been an copiousness of low-skilled labourers. Even if there are any high-skilled workers available, their quality of preparation is rather hapless. This is largely a job in small-medium companies and big public industries that work in â€Å" protected † domestic markets. The mean gross production per worker is lower than other North African states: Maroc and Tunisia. Youth unemployment is besides really high, chiefly due to deficiency of instruction system in supplying necessary preparation under TVET plans. A survey conducted by UNESCO on educational equity in universe ‘s 16 most thickly settled states placed Egypt in the in-between scope in footings of equity of primary and secondary registrations across governorates in Egypt But when the wealth constituent is added to education attainment, the consequences are non really encouraging. There are significantly higher registration rates in wealthier parts at both the primary and secondary degrees. This confirms that more attempts are needed to cut down the wealth spread in educational attainment How to cite Education System In The Middle East, Essay examples

Mediums of Architecture Essay Example For Students

Mediums of Architecture Essay Psychology Maam Aviary Different Mediums of Architecture Architectures has to do with the planning, designing and constructing form, space and ambiance that reflect functional, technical, social, environmental, and aesthetic considerations. It requires the creative manipulation and coordination of material, technology, light and shadow. Architecture also encompasses the pragmatic aspects of realizing buildings and structures, including scheduling, cost estimating and construction administration. As documentation produced by architects, typically ranging, plans and technical specifications, architecture defines the structure and/ or behavior of a building or any other kind of system that is to be or has been constructed. Wood Is the common building material today. Its advantages are its abundance, relative durability and high tensile and compression strength. However, it is easily destroyed by moisture, insects, and fire. It is still demand today. It is a tough alloy of iron in variable amounts. It is malleable under proper conditions and greatly hardened by sudden cooling. It has tensile strength. The used of structural steel makes it possible for the architect to build any of the present day structures without worrying about the problem of space and the weight of the other materials. It has also made possible the building of the high- rise structures which are very popular these days. Stone Is the material used in most of the great architecture of the world where permanence is desire. And defined as any material manufactured with aggregate and competitions binder, intended to resemble in appearance, and which may be used in a similar way to, natural stone. Concrete Is a building material made of sand and gravel mixed with cement. Like stone, it has high compressive strength. It doesnt easily crumble or break down when subjected to heavy weight. It does not corrode and is fire resistant. For stronger structure, Offer-concrete or reinforced concrete is used. It is concrete reinforced with steel. Glass Is a glass that is used as a building material. It is most typically used as transparent glazing material in the b alluding envelope, including windows in the external walls. Glass is also used for internal partitions and as an architectural theatre. When used in buildings, glass is oaten to satiety types, which include reinforced, toughened and laminated glasses.

Parian marble sculpture at The Louvre an Example of the Topic Arts Essays by

Parian marble sculpture at The Louvre The Winged Victory of Samothrace is one of the most celebrated visual art sculptures in the world from the Hellenistic era. The sculpture depicts the goddess Nike as she descends from the sky with outstretched wings over her shoulders. It originally formed part of the Samothrace temple that was an homage to the gods. Victory was situated at the prow of the ship in her triumphant pose. Before this statue of Nike lost her arms, they were cupped around her mouth in an effort to announce the Greek victory at Lartos. Need essay sample on "Parian marble sculpture at The Louvre" topic? We will write a custom essay sample specifically for you Proceed This statue is notable of the Hellenistic era due to its naturalistic pose and the way her garment appears to be flowing so effortlessly. The wind blown garment gives the impression of motion and movement, as if being blown by the breeze of the sea. Given that she was placed at the prow of the ship, the sculpture was a stunning and emphatic symbol for reestablishing the grandeur of Greek civilization after the struggles and battles of the Peloponnesian War that involved all of the Greek city-states, including Athens. In the wake of the poverty following the war, Greek art had very little resources to finance many sculptures. In this way, the sculptures that were created tended to reflect the changing state of affairs in Greek society. The most notable trend during the Hellenistic era was the portrayal of individual gods and goddesses in natural poses that displayed a great range of emotions. It is unknown who actually created the Winged Victory of Samothrace, but whoever it was continued this trend and expanded upon it with the insertion of the flowing garments and the wings. Nike's body is in a state of returning from motion and her left leg is strong and shown bare out the side of the garment. Her chest is pressed out in a posture of confidence and femininity and you can almost see through the garments enough to make out the shape of her skin and the contours of her stomach. Her head is absent on her shoulders and has never been found, although other portions of her body that have fallen off have been recovered. This statue demonstrates the mastery of movement and form being perfected during this era, despite its current incompleteness. This piece of infamous art embodies the return to reality following a devastating period of violence and war. Greek artists sought to capture the human form in all of its naturalness, expressing the emotions and postures that came to define this era. Winged Victory of Samothrace continues and expands this style of the Hellenistic age with its emphasis of grace and beauty in the flowing attire of the goddess Nike returning from the sky with the message of Victory. Works Cited Antiquites grecques, etrusques et romaines. The Louvre Museum. Retrieved 7 April 2009, from cnt_" rel="nofollow" target="_blank">http://www.louvre.fr/llv/oeuvres/detail_notice.jsp?CONTENTcnt_

Leonardo da Vincis Study of Hands

Leonardo da Vincis Study of Hands This beautiful sketch of three hands is in the Royal Library at Windsor Castle exemplifies Leonardo da Vincis intense attention to, even fascination with, anatomical correctness and the effects of light and shadow. At the bottom, one hand is folded underneath another, more developed one, as if resting in a lap. That lightly-sketched hand seems to be the ghost of the top hand, which holds a sprig of some sort of plant   the outline of the thumb is nearly identical. These two highly developed hands are worked up with dark crosshatchings and white chalk highlights, creating a sense of mass even on a sheet of paper. In each, everything from the muscles of thumb-pads to the wrinkles of skin along the joints of the fingers is depicted with the utmost care. Even when Leonardo lightly sketches the rest of the forearm or the ghost hand, his lines are deft and confident, showing how much he strove to depict the human form correctly. Although the first instance of his studies of anatomy and dissection is not until 1489, in the Windsor manuscript B,  his interest in the subject would no doubt have been bubbling just beneath the surface, and it is certainly evident in this sketch. Leonardo seemed to draw his ideas and notes as they came to him, and in this vein, we also see a lightly sketched head of an old man in the upper left corner; perhaps one of those quick caricatures of a man whose peculiar features struck him as he passed. Many scholars take this sketch as a preliminary study for  The Portrait of a Lady,  who could very possibly be the famous Renaissance beauty Ginevra de Benci, in the National Gallery, Washington, D.C. Although Giorgio  Vasari tells us that Leonardo did indeed create a portrait of Ginevra- an extremely beautiful painting, he tells us- there is no outright evidence that she is, indeed, Ginevra. Additionally, while there is clear evidence that the portrait had been cut down,  there is no further documentation or other drawings that would definitively allow us to say that these hands are hers. Nevertheless, the National Gallery has created a composite image of the sketch and the portrait. Ginevra de Benci is an important Renaissance figure, and John Walker  of the National Galler has argued convincingly that she is the subject of Leonardos portrait. Born into an extremely wealthy and well-connected Florentine family,  Ginevra was a talented poet and friends with Lorenzo de Medici himself. If this is indeed Ginevra, the portrait is further complicated by its patron. While it could have possibly been commissioned in celebration of her marriage to Luigi Niccolini, there is also a possibility that it was commissioned by her possibly platonic lover Bernardo Bembo.  Indeed, no less than three poets, including the aforementioned Lorenzo de Medici himself, wrote of their affair.  There is another sketch dubiously attached to the Ginevra portrait,  Young Woman Seated in a Landscape with a Unicorn, in the Ashmolean Museum; the unicorns presence, like the credo on the verso of the painting (beauty adorns virtue), speak to her innocence and virtue. Sources and Further Reading Giorgio Vasari, The Life of Leonardo da Vinci, Florentine Painter and Sculptor,  The Lives of the Artists, trans. Julia Conaway Bondanella and Peter Bondanella (Oxford: Oxford University Press, 1998), 293.Walker, John. Ginevra de Benci  by Leonardo da Vinci.  Report Studies in the History of Art.  Washington: National Gallery of Art, 1969: 1-22.

The prevention of perioperative infection in elderly patients Essay

The prevention of perioperative infection in elderly patients - Essay Example 27). The United States reports perioperative infection caused deaths at 97,000 per year (Schneider, 2006). The Institute of Medicine qualified those results further, estimating that between 44,000 and 98,000 of those reported deaths occurred as a direct result of medical errors (Watson, 2006, p. 22). Even in England, amidst our own medical facilities where our own health care professionals practise stringent infection control, these preventable infections occur far too often. Recently, Britain's most senior doctor, Sir Liam Donaldson, reported death risk due to medical error at 1 in 300 (Hall). This includes patients having contracted infections within the hospital settings. "Between 5% and 10% of patients admitted to modern hospitals in the developed world acquire one or more infections, with at least 5,000 deaths directly attributed to healthcare-acquired infections in England each year" (Hall, 2006). Older people are a specific demographic at risk for perioperative infections due to their higher incidence of diabetes and hypertension, and their immunological systems particularly susceptible to the adverse affects of prolonged smoking and obesity. While caring for elderly patients and assessing their likelihood at incurring surgery-related infections, there are a number of risk factors that should be assessed. Infection control entails hospital procedures both prior to surgery and utilisation of infection control programmes throughout surgery. There are also specific practises for complex procedures maintained in orthopaedics and cardiothoracic surgeries by Multi Disciplinary Teams. All hospital personnel must take care to follow infection control procedures and be aware of avenues and risk factors for infections, in order that older patients are cared for effectively and their infections prevented. Risk factors in older people Older people are more at risk from infection during hospitalisation due to their oftentimes immunological compromised status. Immunological debility in elderly patients arises in a variety of settings for multiple reasons. It has been shown that arriving to surgery from elderly health-care facilities is a significant indicator of perioperative and postoperative infection (Lee, 2006). This is logical due to the very fact that health-care facilities house the most compromised patients in the older persons demographic. To explain this further, it is certain that patients with diabetes, overweight patients, and obese patients have an increased risk of infection (Preventing, 2006). Likewise, poor nutrition and lack of activity cause patients to be immunocompromised. But it is not only older patients in health care facilities that warrant attention from the health industry. Studies show than anyone above 60 year of age may be at a higher risk of perioperative infection (Pugliese, 2005). The National Confidential Enquiry into Perioperative Deaths (NCEPOD) maintains a practise of reviewing data reported on specific demographic groups each year. The NCEPOD's work is the collection of information on patients who die within 30 days of a surgical procedure (Kmietowicz, 1999, p. 1324). Due to the seemingly unnecessary incidence of death among the aging demographic, the 1999 report specified more care for the elderly. This prudent step seems

End of Course Assessment Essay Example | Topics and Well Written Essays - 2000 words

End of Course Assessment - Essay Example Evidence about this is available to us both through Roman literature and what we know about how Roman villas were constructed. Although some of this evidence might be questionable, it can still give us important clues into how Roman villa-owners spent their leisure time, which can in turn show us the different ideas about the value and purpose of leisure in ancient Rome and how they continued to affect society long into modern times. Two philosophers who had important ideas about what leisure meant, how to use it, and who should have it were Aristotle and Epicurus. Aristotle was probably Plato’s most famous student of philosophy, who went on to become a philosopher in his own right. Two of Aristotle’s works which deal with questions of leisure are â€Å"the Politics and the Nichomachean Ethics† (Price 2008, p11). In these two works, Aristotle tries to answer questions about leisure that ultimately lead him to ask â€Å"a rather different question: what is it to be an excellent human being?† (Price 2008, p13). The reason Aristotle was interested in this question is because he had somewhat unusual views about leisure. He believed that â€Å"leisure and well-being are intimately connected: living well involves having plenty of leisure, and using it in the best possible way† (Price 2008, p12). Today, most people would probably say that leisure was just what you do after you’re finished working, but Aristotle did not agree with that either. When he talked about leisure, he did not mean just lying around and relaxing, doing nothing. Instead, he used it to mean â€Å"the pursuit of activities that we value for their own sake† (Price 2008, p12). More importantly, Aristotle did not just mean any activity at all. Instead, he wanted the activities to be those which made excellent human beings. So for Aristotle, leisure was pursuing excellence for its own sake, instead of for some other purpose. Of course, being a privileged philosopher, he

Good Qualities A Leader Must Possess

Good Qualities A Leader Must Possess Every people have many points of view and statement to justify a person which is the person is a successful person. So, the people are looking for the qualities and achievement of the successful person for identified how successful they are. From here, we are known that the successful person must have the qualities and achievement so that the people will call them as successful people. In addition, what are actually meaning of qualities and achievement? Qualities is meaning that the characteristic and act of behaviour of an individual. Qualities also refer to disposition of a person. There are many type of qualities was having on an individual such as mature, excellent ability, stable personality, working hard and so on. Different people have different of qualities; some of the people are having good qualities and some of the people having bad qualities too. For the successful person, it should have well of qualities and use their qualities in the right ways. In my view and my statement, I feel that a successful person should have many good of qualities. The good of qualities for the successful person that I feel that such as, good presentation of skills, kindness, politeness, generosity of spirit, humbleness and uniqueness of personality. Firstly, we talk about good presentation of skills, good presentation of skill is mean that an individual can express themselves and performing by well and people can understand easily. An individ ual can use good presentation of skills in many-sided such as business presentation, school presentation, giving speech and entertainment performance. Due to having this quality the people will being attract from an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance and an individual easily to express and presented to the others. Secondly, kindness, kindness is refers to kind it also mean that a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s acting and treating the others by familiar behaviour and always concern the others. An individual having kindness of qualities, that individual will be treasured by others. Besides that, kindness people will also care about the other and will not do something that will hurt and harm to the others as this kind of people will concern and take cares about the peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s feelings and heartfelt wishes. Thirdly, politeness, meaning of politeness is best expressed as the practical of good manner or ritual. Put it simple, politeness was also meaning that an individual always respect to the eldership and greet people when faced them. Politeness was very common in our surrounding, whatever we talk, we meet others, we go somewhere and we see someone, we will be politeness as we are inherited our culture from our parents. Different culture has different way how to greet people or talk to others. Fourthly, we are going to talk about generosity of spirit. Generosity of spirit is mean that an individual was willingness to give of share something to needy people or others, it also mean that an individual share and give something to someone based on his or her ability and without asking any remuneration. Usually this kind of people are rich people as they are helping the poor and needy people by giving them money or conduct a charity to support them. Next, the fifth quality is humbleness. Humb leness is refer to meekness, it mean an attitude of modesty and lack of pride or proud. The humbleness people will not act pride and will not be blow up when the others was praise them or achieved something. A humble person is often not worried about who is best or better. A humbleness person has a realistic evaluation of her own qualities and realizes there are many people with the same qualities. The last quality is uniqueness of personality. Uniqueness of personality was mean that an individual has the personality that the majority of people does not have and uniqueness of personality also mean an individual always doing and thinking something different between the others. So, this kind of people can think and act something new and creative. Besides that, the person who was having this type of quality will always make others not too easy to understanding about him or her. However, a successful person was not only has these type of good qualities, it also need some achievement to make people feel and justified that was a successful person itself. So, what achievement an individual had as I feel that he or she is a successful person? In my view and my statement, I feel that a successful person should had achieved such as organized and support charity to the poor and needy people, has a happiness family, gain a lot of people recognized and appreciated, has a lot of money and gain many award. So, what is organized and support charity to the poor and needy people? Organized and support charity to the poor and needy people is mean that an individual organize a charity such as donate a lot of money to the charity institution, hospital and school. Next, has a happiness family, this is mean that an individual able to let his or her family members especially father and mother have a good and comfortable shelter and bring to them a good living condition such as always by them sides to accompany them, always take care the family members and let them enjoy glory and wealthy living. Gain a lot of people recognized and appreciated, this is meaning that a person getting much of the people recognized, appreciated, love and respect as that people has a lot of talent such as talented entertaining, talented in business, talented in performing and so on. Most of these kinds of people were entertainer, singer, minister and so on. Other achievement are has a lot of money, a successful people should has a lot of money. This is because they can use the money to do some mean full things such as conduct a charity and establish a charity institution, this is linked to the organized and support charity to the poor and needy people. The last achievement is gain many award, in my view, a successful person should get many award so that I am calling him or her is a successful person. For example of the award is Grammy award, Guinness World Records award, Billbo ard award and so on. These awards were well known in the world, a person was being called as a successful person as they get these awards. One of a good example of that qualities and achievement would I feel justified in calling an individual successful is Michael Jackson. Michael Jackson is a good presentation of skills, kindness, and politeness, generosity of spirit, humbleness and uniqueness of personality person. As we knew, Michael Jackson is a well-known entertainer, he has a lot of talented such as in singing, dancing and performing. Why I feel that Michael Jackson is a successful person? This is because he has the qualities that I mentioned. For good presentation of skills, Michael Jackson has good presentation of skills, as he has had performed his concert all around the world and he always brought his message into his song and sing for us. Besides that, he expressed his feel and message by performing his concert and he also has had wrote his autobiography into a book and share to others. Next, Michael Jackson also has the qualities of generosity of spirit; he likes to help the people who are needy, poor and si ck person. From the previous news, we were knew that Michael Jackson was the most contribution to the charity in the world for all time as he is the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s largest personal donation on behalf of individuals. Other quality of Michael Jackson he has is humbleness. Michael Jackson is a humbleness person, he always be modest and do not be proud full as many people was praise and recognized him. Last quality does Michael Jackson has is uniqueness of personality, Michael Jackson is a person who is special and different between the other people. This is because whatever his dress up, his belief and his talent is different between the other entertainers. Michael Jackson had achieved many things that in family, in wealth, in music, been recognized by many people, in charity and many more. For the family, Michael Jackson was brought to his family a lot of things such as shelter, good living condition, luxury and happiness. He loved his family member and he always respect his elder parent especially his mother and his father. Therefore, he was achieved a happiness family. Next, Michael Jackson also achieved gain a lot of money; he was earned much of money by his world tour concert and selling his albums. Besides that, he also purchased the Neverland ranch from golf course entrepreneur William Bone in 1988 for a sum variously reported to be 16.5 dollars to 30 million dollars. From this, we are knew that Michael Jackson was has a lot of money. The other achievement that Michael Jackson achieved is gain a lot of people recognized and appreciated. Michael Jackson has been recognized by many people such as well-known entertainer, artist, sin ger, fans and so on. The people who are like him and love him was also appreciated him, the fans was bought his album and Michael Jackson was also achieved the most bigger selling albums in the world for all time as much of the people or fans are bought his albums. Apart from this, Michael Jackson also organized and support charity to the poor and needy people. He was established many centre such as hospital, charity centre and so on. Michael Jackson had earned the profit from his concert and donated all the profit to the charity centre and hospital. Michael Jackson also listed in the 2000 book of Guinness World Records for his support more charities than any other entertainer or personality. From here, we were knew that Michael Jackson was achieved organized and support charity to the poor and needy people. The last achievement that Michael Jackson had achieved is gain many award. There are many awards that Michael Jackson was gained such as Guinness Book of World Records for 13 ti mes, Grammy Awards for 19 times, Golden Globe award, American Music Award for 22 times, Billboard Awards for 40 times, World Music Award for 12 times, MTV Awards 13 times and many more. So, Michael Jackson is a successful person that I was called, it is because he is adopts my idea qualities and achievement that I felt. In conclusion, an individual wants to be a successful person, it must be with some qualities that can achieve to succeed and also needs some achievement to proof to the others as the others will calling him or her as a successful person. 3.0 Conclusion In this assignment, I had learned how to be a good and efficient leader by training and practise some characteristics that could be a leader. So, in order to be a good and efficient leader, it should have some certain qualities and characteristic. Then, the member will listen to you and respect you as long as you are a good and efficient leader. Besides that, I also get many information and details about how to be a good and efficient leader and some example of character that related to the topic. So, based on my research, I found many of good and efficient leaders, I will learn from them and practise like them. Apart from this, for this assignment, I also learned how to become a successful person. To become a successful person, it needs some qualities and achievement to become it. So, based on my ideas qualities and achievement, one of a character is been put in my assignment as an example to explain it. So, after this I will learn from that character and always training the good qualities in order to become a successful person.

Bridge Construction

LRFD Design Example for December 2003 FHWA NHI-04-041 Steel Girder Superstructure Bridge Prepared for FHWA / National Highway Institute Washington, DC US Units Prepared by Michael Baker Jr Inc Moon Township, Pennsylvania Development of a Comprehensive Design Example for a Steel Girder Bridge with Commentary Design Process Flowcharts for Superstructure and Substructure Designs Prepared by Michael Baker Jr. , Inc. November 2003 Technical Report Documentation Page 1. 4. Report No. 2. Government Accession No. 3. 5. Recipient’s Catalog No.Report Date FHWA NHI – 04-041 Title and Subtitle LRFD Design Example for Steel Girder Superstructure Bridge with Commentary 7. Author (s) December 2003 6. Performing Organization Code Raymond A. Hartle, P. E. , Kenneth E. Wilson, P. E. , S. E. , William A. Amrhein, P. E. , S. E. , Scott D. Zang, P. E. , Justin W. Bouscher, E. I. T. , Laura E. Volle, E. I. T. 8. Performing Organization Report No. B25285 001 0200 HRS 10. 11. 13. Work Unit No. (TRAIS) Contract or Grant No. 9. Performing Organization Name and Address Michael Baker Jr. , Inc. Related reading: Padma Bridge ParagraphAirside Business Park, 100 Airside Drive Moon Township, PA 15108 12. Sponsoring Agency Name and Address DTFH61-02-D-63001 Type of Report and Period Covered Federal Highway Administration National Highway Institute (HNHI-10) 4600 N. Fairfax Drive, Suite 800 Arlington, Virginia 22203 15. Supplementary Notes Final Submission August 2002 – December 2003 14. Sponsoring Agency Code Baker Principle Investigator: Raymond A. Hartle, P. E. Baker Project Managers: Raymond A. Hartle, P. E. and Kenneth E. Wilson, P. E. , S. E. FHWA Contracting Officer’s Technical Representative: Thomas K.Saad, P. E. Team Leader, Technical Review Team: Firas I. Sheikh Ibrahim, Ph. D. , P. E. 16. Abstract This document consists of a comprehensive steel girder bridge design example, with instructional commentary based on the AASHTO LRFD Bridge Design Specifications (Second Edition, 1998, including interims for 1999 through 2002). The design example and commentary are intended to serve as a guide to aid bridge design engineers with the implementation of the AASHTO LRFD Bridge Design Specifications, and is offered in both US Customary Units and Standard International Units.This project includes a detailed outline and a series of flowcharts that serve as the basis for the design example. The design example includes detailed design computations for the following bridge features: concrete deck, steel plate girder, bolted field splice, shear connectors, bearing stiffeners, welded connections, elastomeric bearing, cantilever abutment and wingwall, hammerhead pier, and pile foundations. To make this reference user-friendly, the numbers and titles of the design steps are consistent between the detailed outline, the flowcharts, and the design example.In addition to design computations, the design example also includes many tables and figures to illustrate the various design procedures and many AASHTO references. AASHTO references are presented in a de dicated column in the right margin of each page, immediately adjacent to the corresponding design procedure. The design example also includes commentary to explain the design logic in a user-friendly way. Additionally, tip boxes are used throughout the design example computations to present useful information, common practices, and rules of thumb for the bridge designer.Tips do not explain what must be done based on the design specifications; rather, they present suggested alternatives for the designer to consider. A figure is generally provided at the end of each design step, summarizing the design results for that particular bridge element. The analysis that served as the basis for this design example was performed using the AASHTO Opis software. A sample input file and selected excerpts from the corresponding output file are included in this document. 17. Key Words 18. Distribution StatementBridge Design, Steel Girder, Load and Resistance Factor Design, LRFD, Concrete Deck, Bolte d Field Splice, Hammerhead Pier, Cantilever Abutment, Wingwall, Pile Foundation 19. Security Classif. (of this report) 20. Security Classif. (of this page) This report is available to the public from the National Technical Information Service in Springfield, Virginia 22161 and from the Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402. 21. No. of Pages 22. Price Unclassified Form DOT F 1700. 7 (8-72) Unclassified 644 Reproduction of completed page authorizedThis page intentionally left blank ACKNOWLEDGEMENTS We would like to express appreciation to the Illinois Department of Transportation, Washington State Department of Transportation, and Mr. Mike Grubb, BSDI, for providing expertise on the Technical Review Committee. We would also like to acknowledge the contributions of the following staff members at Michael Baker Jr. , Inc. : Tracey A. Anderson Jeffrey J. Campbell, P. E. James A. Duray, P. E. John A. Dziubek, P. E. David J. Foremsky, P. E. M aureen Kanfoush Herman Lee, P. E. Joseph R. McKool, P. E. Linda Montagna V. Nagaraj, P. E. Jorge M. Suarez, P. E.Scott D. Vannoy, P. E. Roy R. Weil Ruth J. Williams Table of Contents 1. Flowcharting Conventions 2. Flowcharts Main Flowchart Chart 1 – General Information Chart 2 – Concrete Deck Design Chart 3 – Steel Girder Design Chart 4 – Bolted Field Splice Design Chart 5 – Miscellaneous Steel Design Chart 6 – Bearing Design Chart 7 – Abutment and Wingwall Design Chart 8 – Pier Design Chart P – Pile Foundation Design Flowcharts Design Example for a Two-Span Bridge Flowcharting Conventions Start A process may have an entry point from more than one path. An arrowhead going into a process signifies an entry point.Unique sequence identifier Process description Reference Process A Design Step # Chart # or AASHTO Reference Unless the process is a decision, there is only one exit point. A line going out of a process signifies an exit point. Commentary to provide additional information about the decision or process. Flowchart reference or article in AASHTO LRFD Bridge Design Specifications Supplemental Information No Decision Yes Process Design Step # Chart # or AASHTO Reference Go to Other Flowchart FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Main Flowchart Start Design Step 1General Information Chart 1 Design Step 2 Concrete Deck Design Chart 2 Design Step 3 Steel Girder Design Chart 3 Splices are generally required for girders that are too long to be transported to the bridge site in one piece. Yes No Are girder splices required? Design Step 4 Bolted Field Splice Design Chart 4 Design Step 5 Miscellaneous Steel Design Chart 5 Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Main Flowchart (Continued) A Design Step 6 Bearing Design Chart 6 Design Step 7 Abutment and Wingwall Design Chart 7 Design Step 8 Pier Design Chart 8 Des ign Step 9Miscellaneous Design Chart 9 Design Step 10 Special Provisions and Cost Estimate Chart 10 Design Completed Note: Design Step P is used for pile foundation design for the abutments, wingwalls, or piers. FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge General Information Flowchart Chart 1 Start Start Design Step 1 General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 2 Design Step 1. 1 Obtain Design Criteria Design Step 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 BearingDesign Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Includes: Governing specifications, codes, and standards Design methodology Live load requirements Bridge width requirements Clearance requirements Bridge length requirements Material properties F uture wearing surface Load modifiers Design Step 5 Design Step 6 Design Step 1. 2 Obtain Geometry Requirements Design Step 7 Includes: Horizontal curve data and alignment Vertical curve data and grades Design Step 8 Design Step 9 Yes Design Step 10Does client require a Span Arrangement Study? No Includes: Select bridge type Determine span arrangement Determine substructure locations Compute span lengths Check horizontal clearance Design Step 1. 3 Perform Span Arrangement Study Design Step 1. 3 Select Bridge Type and Develop Span Arrangement Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge General Information Flowchart (Continued) Chart 1 Start Design Step 1 General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 A Design Step 2 Design Step 3 No Are girder splices required?Design Step 1. 4 Yes Obtain Geotechnical Recommendations Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bea ring Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Includes: Boring logs Foundation type recommendations for all substructures Allowable bearing pressure Allowable settlement Overturning Sliding Allowable pile resistance (axial and lateral) Design Step 6 Design Step 7 Design Step 8 Yes Does client require a Type, Size and Location Study?No Design Step 9 Design Step 10 Includes: Select steel girder types Girder spacing Approximate girder depth Check vertical clearance Design Step 1. 5 Perform Type, Size and Location Study Design Step 1. 5 Determine Optimum Girder Configuration Design Step 1. 6 Plan for Bridge Aesthetics S2. 5. 5 Considerations include: Function Proportion Harmony Order and rhythm Contrast and texture Light and shadow Return to Main Flowchart FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Concrete Deck De sign Flowchart Chart 2 Start Start General Information Chart 1 Design Step 1Design Step 2. 1 Obtain Design Criteria Design Step 2 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 3 Includes: Girder spacing Number of girders Top and bottom cover Concrete strength Reinforcing steel strength Concrete density Future wearing surface Concrete parapet properties Applicable load combinations Resistance factors To compute the effective span length, S, assume a girder top flange width that is conservatively smaller than anticipated. The deck overhang region is required to be designed to have a resistance larger than the actual resistance of the concrete parapet.Based on Design Steps 2. 3 and 2. 4 and based on client standards. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions an d Cost Estimate Chart 10 Design Completed Design Step 2. 2 Determine Minimum Slab Thickness S2. 5. 2. 6. 3 & S9. 7. 1. 1 Design Step 5 Design Step 6 Design Step 2. 3 Determine Minimum Overhang Thickness S13. 7. 3. 1. 2 Design Step 7 Design Step 8 Design Step 9 Design Step 2. Select Slab and Overhang Thickness Design Step 10 Yes Equivalent Strip Method? (S4. 6. 2) No Other deck design methods are presented in S9. 7. Design Step 2. 5 Compute Dead Load Effects S3. 5. 1 & S3. 4. 1 Includes moments for component dead load (DC) and wearing surface dead load (DW). Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 A Start General Information Chart 1 Design Step 2. 6 Compute Live Load Effects S3. 6. 1. 3 & S3. 4. 1 Design Step 1 Design Step 2 Concrete Deck Design Chart 2Steel Girder Design Chart 3 Design Step 3 Design Step 2. 7 Compute Factored Positive and Negative Design Moments S4. 6. 2. 1 Considera tions include: Dynamic load allowance (S3. 6. 2. 1) Multiple presence factor (S3. 6. 1. 1. 2) AASHTO moment table for equivalent strip method (STable A4. 1-1) No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design CompletedDesign Step 2. 8 Design for Positive Flexure in Deck S5. 7. 3 Resistance factor for flexure is found in S5. 5. 4. 2. 1. See also S5. 7. 2. 2 and S5. 7. 3. 3. 1. Generally, the bottom transverse reinforcement in the deck is checked for crack control. The live load negative moment is calculated at the design section to the right and to the left of each interior girder, and the extreme value is applicable to all design sections (S4. 6. 2. 1. 1). Generally, the top transverse reinforcement in the deck is checked for crack control. Design Step 5 Design Step 6 Design Step 2. 9 Design Step 7Check for Positive Flexure Cracking under Service Limit State S5. 7. 3. 4 & S5. 7. 1 Design Step 8 Design Step 9 Design Step 2. 10 Design for Negative Flexure in Deck S4. 6. 2. 1 & S5. 7. 3 Design Step 10 Design Step 2. 11 Check for Negative Flexure Cracking under Service Limit State S5. 7. 3. 4 & S5. 7. 1 Design Step 2. 12 Design for Flexure in Deck Overhang S5. 7. 3. 4, S5. 7. 1 & SA13. 4 Go to: B FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 For concrete parapets, the case of vertical collision never controls.B Design Case 1 Design Overhang for Horizontal Vehicular Collision Force SA13. 4. 1 Design Case 2 Design Overhang for Vertical Collision Force SA13. 4. 1 Design Case 3 Design Overhang for Dead Load and Live Load SA13. 4. 1 Check at Case Inside Face 1A of Parapet Check at Case Design 1B Section in Overhang Check at Case Design 1C Section in First S pan Check at Case Design 3A Section in Overhang Check at Case Design 3B Section in First Span As(Overhang) = maximum of the above five reinforcing steel areas Start General Information Chart 1 Design Step 1 Design Step 2 Concrete Deck Design Chart 2Steel Girder Design Chart 3 Yes Design Step 3 As(Overhang) > As(Deck)? No No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Use As(Overhang) in overhang. Use As(Deck) in overhang. Check for Cracking in Overhang under Service Limit State S5. 7. 3. 4 & S5. 7. 1 The overhang reinforcing steel must satisfy both the overhang requirements and the deck requirements.Design Step 5 Design Step 2. 13 Design Step 6 Does not control the design in most cases. Design Step 7 Design Step 8 Design Step 2. 14 Compute Ov erhang Cut-off Length Requirement S5. 11. 1. 2 Design Step 9 Design Step 10 Go to: C FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 C Start General Information Chart 1 Design Step 2. 15 Compute Overhang Development Length S5. 11. 2 Appropriate correction factors must be included. Design Step 1 Design Step 2 Concrete Deck Design Chart 2 Steel Girder Design Chart 3Design Step 2. 16 Design Bottom Longitudinal Distribution Reinforcement S9. 7. 3. 2 Design Step 3 Compute Effective Span Length, S, in accordance with S9. 7. 2. 3. Based on temperature and shrinkage reinforcement requirements. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 2. 17 Design Top Longitudinal Distribution Reinforcement S5. 0. 8. 2 Design Step 5 Design Step 6 Design Step 2. 18 Design Longitudinal Reinforcement over Piers Design Step 7 Design Step 8 Design Step 9 Yes Continuous steel girders? No Design Step 10 For simple span precast girders made continuous for live load, design top longitudinal reinforcement over piers according to S5. 14. 1. 2. 7. For continuous steel girders, design top longitudinal reinforcement over piers according to S6. 10. 3. 7. Design Step 2. 19 Draw Schematic of Final Concrete Deck Design Return to Main Flowchart FHWA LRFD Steel Design Example 4 FlowchartsDesign Example for a Two-Span Bridge Steel Girder Design Flowchart Chart 3 Start Includes project specific design criteria (such as span configuration, girder configuration, initial spacing of cross frames, material properties, and deck slab design) and design criteria from AASHTO (such as load factors, resistance factors, and multiple presence factors). Start General Information C hart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 3. 1 Obtain Design Criteria Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed A Design Step 3. 2 Select Trial Girder Section Design Step 5 Design Step 6 Design Step 7 Design Step 8 Design Step 9 Yes Composite section? No Considerations include: Sequence of loading (S6. 10. 3. 1. 1a) Effective flange width (S4. 6. 2. 6) Design Step 10 Design Step 3. 3 Compute Section Properties for Composite Girder S6. 10. 3. 1Design Step 3. 3 Compute Section Properties for Noncomposite Girder S6. 10. 3. 3 Go to: B FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 B Includes component dead load (DC) and wearing surface dead load (DW). Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 3. 4 Compute Dead Load Effects S3. 5. 1 Design Step 1 Design Step 2 Design Step 3 Steel Girder Design Chart 3 Design Step 3. 5 Compute Live Load Effects S3. 6. 1 Considerations include: LL distribution factors (S4. . 2. 2) Dynamic load allowance (S3. 6. 2. 1) Includes load factors and load combinations for strength, service, and fatigue limit states. Considerations include: General proportions (6. 10. 2. 1) Web slenderness (6. 10. 2. 2) Flange proportions (6. 10. 2. 3) Go to: A No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 3. Combine Load Effects S3. 4. 1 Design Step 5 Design Step 6 Design Step 7 Design Step 3. 7 Check Section Proportion Limits S6. 10. 2 Design Step 8 Design Step 9 Design Step 10 Are section proportions adequate? Yes Go to: C No FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Flowchart (Continued) Chart 3 Design Step 1 Design Step 2 C Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes No Composite section? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 3. 8 Compute Plastic Moment Capacity S6. 10. 3. 1. 3 & Appendix A6. 1 Considerations include: Web slenderness Compression flange slenderness (N only) Compression flange bracing (N only) Ductility (P only) Plastic forces and neutral axis (P only) Des ign for Flexure Strength Limit State S6. 10. (Flexural resistance in terms of stress) Considerations include: Computations at end panels and interior panels for stiffened or partially stiffened girders Computation of shear resistance Check D/tw for shear Check web fatigue stress (S6. 10. 6. 4) Check handling requirements Check nominal shear resistance for constructability (S6. 10. 3. 2. 3) Design Step 6 Design Step 7 Design Step 8 Design Step 9 D Design Step 3. 9 Determine if Section is Compact or Noncompact S6. 10. 4. 1 Design Step 10 Yes Design for Flexure Strength Limit State S6. 10. 4 (Flexural resistance in terms of moment) Compact section? No Design Step 3. 10 Design Step 3. 0 Design Step 3. 11 Design for Shear S6. 10. 7 Note: P denotes Positive Flexure. N denotes Negative Flexure. Go to: E FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 E No Transverse intermediate stiffeners? If no stiffeners are used, then the girder must be designed for shear based on the use of an unstiffened web. Design includes: Select single-plate or double-plate Compute projecting width, moment of inertia, and area Check slenderness requirements (S6. 10. 8. 1. 2) Check stiffness requirements (S6. 10. 8. 1. 3) Check strength requirements (S6. 0. 8. 1. 4) If no longitudinal stiffeners are used, then the girder must be designed for shear based on the use of either an unstiffened or a transversely stiffened web, as applicable. Design includes: Determine required locations Select stiffener sizes Compute projecting width and moment of inertia Check slenderness requirements Check stiffness requirements Yes Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 3. 12 Design Transverse Intermediate Stiffeners S6. 10. 8. 1 Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed No Longitudinal stiffeners? Design Step 5 Design Step 6 Yes Design Step 7 Design Step 8 Design Step 3. 13 Design Longitudinal Stiffeners S6. 10. 8. 3 Design Step 9 Design Step 10 Go to: F FHWA LRFD Steel Design Example 4 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 F No Is stiffened web most cost effective? Yes Use unstiffened web in steel girder design.Use stiffened web in steel girder design. Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 2 Design Step 3. 14 Design Step 3 Steel Girder Design Chart 3 Design for Flexure Fatigue and Fracture Limit State S6. 6. 1. 2 & S6. 10. 6 No Are girder splices required? Yes Check: Fatigue load (S3. 6. 1. 4) Load-induced fatigue (S6. 6. 1. 2) Fatigue requirements for we bs (S6. 10. 6) Distortion induced fatigue Fracture Compute: Live load deflection (optional) (S2. 5. 2. 6. 2) Permanent deflection (S6. 10. 5) Check: Web slenderness Compression flange slenderness Compression flange bracing ShearDesign Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 3. 15 Design for Flexure Service Limit State S2. 5. 2. 6. 2 & S6. 10. 5 Design Step 6 Design Step 7 Design Step 8 Design Step 3. 16 Design for Flexure Constructibility Check S6. 10. 3. 2 Design Step 9 Design Step 10 Go to: G FHWA LRFD Steel Design Example 5 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 GStart General Information Chart 1 Concrete Deck Design Chart 2 Design Step 3. 17 Check Wind Effects on Girder Flanges S6. 10. 3. 5 Design Step 1 Refer to Design Step 3. 9 for determination of compact or noncompact section. Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Have all positive and negative flexure design sections been checked?No Go to: D (and repeat flexural checks) Design Step 5 Yes Design Step 6 Design Step 7 Design Step 8 Were all specification checks satisfied, and is the girder optimized? No Go to: A Design Step 9 Design Step 10 Yes Design Step 3. 18 Draw Schematic of Final Steel Girder Design Return to Main Flowchart FHWA LRFD Steel Design Example 6 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart Chart 4 Start Includes: Splice location Girder section properties Material and bo lt properties Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3Design Step 4. 1 Obtain Design Criteria Design Step 1 Design Step 2 Design Step 3 Design Step 4. 2 Select Girder Section as Basis for Field Splice Design S6. 13. 6. 1. 1 Design bolted field splice based on the smaller adjacent girder section (S6. 13. 6. 1. 1). No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Left Design Step 5 Which adjacent girder section is smaller? RightDesign Step 6 Design Step 7 Design Step 8 Design bolted field splice based on left adjacent girder section properties. Design bolted field splice based on right adjacent girder section properties. Design Step 9 Design Step 10 Design Step 4. 3 Compute Flange Splice Design Lo ads 6. 13. 6. 1. 4c Includes: Girder moments Strength stresses and forces Service stresses and forces Fatigue stresses and forces Controlling and noncontrolling flange Construction moments and shears Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart (Continued) Chart 4Check: Yielding / fracture of splice plates Block shear rupture resistance (S6. 13. 4) Shear of flange bolts Slip resistance Minimum spacing (6. 13. 2. 6. 1) Maximum spacing for sealing (6. 13. 2. 6. 2) Maximum pitch for stitch bolts (6. 13. 2. 6. 3) Edge distance (6. 13. 2. 6. 6) Bearing at bolt holes (6. 13. 2. 9) Fatigue of splice plates (6. 6. 1) Control of permanent deflection (6. 10. 5. 2) A Design Step 4. 4 Design Bottom Flange Splice 6. 13. 6. 1. 4c Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Step 2 Design Step 3 No Are girder splices required?Design Step 4. 5 Yes Desi gn Top Flange Splice S6. 13. 6. 1. 4c Check: Refer to Design Step 4. 4 Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 6 Design Step 4. 6 Design Step 7 Compute Web Splice Design Loads S6. 13. 6. 1. 4b Design Step 8 Check: Girder shear forces Shear resistance for strength Web moments and horizontal force resultants for strength, service and fatigueDesign Step 9 Design Step 10 Go to: B FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart (Continued) Chart 4 B Check: Bolt shear strength Shear yielding of splice plate (6. 13. 5. 3) Fracture on the net section (6. 13. 4) Block shear rupture resistance (6. 13. 4) Flexural yielding of splice plates Bearing resistance (6. 13. 2. 9) Fatigue of spli ce plates (6. 6. 1. 2. 2) Both the top and bottom flange splices must be designed, and they are designed using the same procedures.Are both the top and bottom flange splice designs completed? No Go to: A Design Step 4. 7 Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Web Splice S6. 13. 6. 1. 4b Design Step 2 Design Step 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 6 Design Step 7Yes Design Step 8 Design Step 9 Design Step 10 Do all bolt patterns satisfy all specifications? No Go to: A Yes Design Step 4. 8 Draw Schematic of Final Bolted Field Splice Design Return to Main Flowchart FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-S pan Bridge Miscellaneous Steel Design Flowchart Chart 5 Start No Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Composite section? For a composite section, shear connectors are required to develop composite action between the steel girder and the concrete deck.Design includes: Shear connector details (type, length, diameter, transverse spacing, cover, penetration, and pitch) Design for fatigue resistance (S6. 10. 7. 4. 2) Check for strength limit state (positive and negative flexure regions) (S6. 10. 7. 4. 4) Design includes: Determine required locations (abutments and interior supports) Select stiffener sizes and arrangement Compute projecting width and effective section Check bearing resistance Check axial resistance Check slenderness requirements (S6. 9. 3) Check nominal compressive resistance (S6. 9. 2. 1 and S6. 9. 4. ) Design Step 1 Yes Design Step 2 Design Step 3 No Are girder splices required? Design Step 5. 1 Yes Design Shear Conn ectors S6. 10. 7. 4 Design Step 4 Bolted Field Splice Chart 4 Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 6 Design Step 7 Design Step 8 Design Step 9 Design Step 5. 2 Design Bearing Stiffeners S6. 10. 8. 2 Design Step 10 Go to: A FHWA LRFD Steel Design Example 1Flowcharts Design Example for a Two-Span Bridge Miscellaneous Steel Design Flowchart (Continued) Chart 5 A Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Design Welded Connections Step 5. 3 S6. 13. 3 Design Step 2 Design Step 3 Design includes: Determine required locations Determine weld type Compute factored resistance (tension, compression, and shear) Check effective area (required and minimum) Check minimum effective length requirements To determine the need for diaphragms or cross frames, refer to S6. . 4. 1. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 No Are diaphragms or cross frames required? Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 6 Yes Design Step 7 Design Step 8 Design Step 9 Design Step 10 Design Step 5. 4 Design Cross-frames S6. 7. 4 Go to: BDesign includes: Obtain required locations and spacing (determined during girder design) Design cross frames over supports and intermediate cross frames Check transfer of lateral wind loads Check stability of girder compression flanges during erection Check distribution of vertical loads applied to structure Design cross frame members Design connections FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Miscellaneous Steel Design Flowchart (Continued) C hart 5 B Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 No Is lateral bracing required?To determine the need for lateral bracing, refer to S6. 7. 5. 1. Design Step 2 Design Step 3 Yes No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Design Step 5. 5 Design Lateral Bracing S6. 7. 5 Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design includes: Check transfer of lateral wind loads Check control of deformation during erection and placement of deck Design bracing members Design connections Design Step 6Design Step 7 Design Step 8 Design Step 9 Design Step 5. 6 Compute Girder Camber S6. 7. 2 Design Step 10 Return to Main Flowchart Compute the following camber components: Camber due to dead load of structural steel Camber due to de ad load of concrete deck Camber due to superimposed dead load Camber due to vertical profile Residual camber (if any) Total camber FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Bearing Design Flowchart Chart 6 Start Includes: Movement (longitudinal and transverse) Rotation (longitudinal, transverse, and vertical) Loads (longitudinal, transverse, and vertical)Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 6. 1 Obtain Design Criteria Design Step 1 Design Step 2 Design Step 3 No Are girder splices required? Yes Design Step 6. 2 Select Optimum Bearing Type S14. 6. 2 See list of bearing types and selection criteria in AASHTO Table 14. 6. 2-1. Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Design Step 5 Design Step 6 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design CompletedSteelreinforced elastomeric bearing? No Design selected bearing type in accordance with S14. 7. Includes: Pad length Pad width Thickness of elastomeric layers Number of steel reinforcement layers Thickness of steel reinforcement layers Edge distance Material properties Method A usually results in a bearing with a lower capacity than Method B. However, Method B requires additional testing and quality control (SC14. 7. 5. 1). Note: Method A is described in S14. 7. 6. Method B is described in S14. 7. 5. Design Step 7 Yes Design Step 8 Design Step 9 A