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Real Reading Resources

Transcript: What is a Text? Definition: What is a text? Real Reading Resources Notes All Texts are consciously constructed and have particular social cultural political and economic purposes Texts come in a variety of representational forms, incorporating a range of grammars and semiotic (meaning) systems The viewer may need to draw on several grammars and semiotic systems in order to process some texts Changes in society and technology will continue to challenge and change texts in their representational forms There may be more than one way of reading and viewing a text depending on the range of contextual (social, cultural, economic or political) and other factors There is a need to consider the possible meaning of a text how it is constructed, the person themselves and the world around them in a particular ways and why this construction is being made Infographics Home/ School partnership Sitehoover Home/ School partnership Innovating texts through shared Reading and Writing Cartoons, comics, magazines, brochures, maps… Innovating texts through shared reading and writing Creating books that change elements of text you are using. Shared writing with your children to create lots of stories together. The experience will create known ways to read the story, with predictability and ownership. Using photopeach and a variety of web 2 tools to create online stories. Use vimeo to create and reread stories. Search on vimeo for known stories. Picture Books Literature Definition: What is a text? P A R E N T S U P P O R T Home/ School partnership Infographs Visual texts to be Multiliterate in the 21st Century Youtube Visual Texts to be Multi-literate in the 21st Century Picture books/literature Digital Stories Real Reading Resources A text is the means for communication. Texts can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. The forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, and so texts in different learning areas can and do use language and other features in different ways. http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Organising-elements/Organising-elements JAN 2013 Categories Social Stories means for communication. can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, texts in different learning areas can and do use language and other features in different ways. http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Organising-elements/Organising-elements JAN 2013 Definition: What is a text? Quality picture books (literature from library, sets Post Office Books) Beginner readers ranging from single words to short sentences Range of types of texts: poems, rhymes, short caption books, information texts, Range of multimodal, oral stories, apps, Simple infographics Real life print: e.g. cereal box, catalogues, brochures, labels, signage, Innovations from classroom big books, literature… Social stories both in book form and online e.g. photo peach Resource link online library : new e library QR codes Maps/ diagrams / treasure/ places of interest Games: E.g. Cards, Snail Race Class creation books from real life events and contexts e.g. Mothers Day Morning Tea: Excursions And there is more to add… How to line up… Eating time with my friends… How to pack up… How to interrupt… How to be a good friend… Innovation of Text Apps for stories Digital stories The 4 Helps This resource has been developed to support teachers in: re-framing home school partnership in reading. provides a variety or resources that can be used to broaden the perspective on what texts could be used to make meaning Education sessions for parents will be necessary over time to develop understanding on why a variety of texts are important for comprehension. Real Reading Resources Real Reading Resources All Texts: are consciously constructed have particular social cultural political and economic purposes come in a variety of representational forms, incorporating a range of grammars and semiotic (meaning) systems The viewer may need to: draw on several grammars and semiotic systems in order to process some texts Changes in

Background Reading

Transcript: Results & Conclusions The test building was a segmentation of an existing three-story frame structure built in 1983, in which the external walls of the first-story were built in 1955 and other walls were built in 1983. It can be observed that relative deformations of the damper are proportional to the energy dissipation of the control mechanism. Pin supported wall for enhancing the seismic performance of building structures. Seismic response & conclusions. Proposed model For structures with a timber upgrade the increase of total mass is about 20%, hence causing a lower increase of horizontal forces and displacements. Building A is a weak wall-strong frame structure, whereas building B is a strong wall-weak frame system. Results and discussion In all design parameters combinations the energy dissipation is more than 60%. Strengthening of frames structures with hinged walls is effective in reducing the maximum story drift demands and producing a more uniform distribution of story drifts over the height of the structure. Seismic response & conclusions. Adaptable dual control systems for earthquake resistance. Most important is that, in such cases, cracks are formed at very low values of acceleration (of the order of 0.04g, which corresponds to even smaller values of PGA, of the order of 0.01-0.02g, that means very frequent earthquakes. Proposed ADCS relies on the performance of braced frames with cables or tension only rods, following a closed circuit and hysteretic dampers. Methodology Before and after retrofitting was evaluated with ABAQUS 6.8. A strength degradation was introduced in the steel fiber, beyond ultimate deformation stress-strain drops with a negative stiffness. Results & Discussion The stiffness values of the test building were detected by the pulse method. A numerical study on response factors for steel wall-frame systems. Edge column foundation rocking depends mainly on the dynamic properties of the surface layer not on its depth. Rocking on the wall depends on both because an increase of foundation rotation is observed even increasing layer thickness. Inner column seems to be independent on the soil deposit. If flexible boundary is assumed,the box racking would be about half the shear strain of free-field soil. The box racking would be reduced by 50% further, if quiet boundary is assumed. Racking deformation of a station box does not conform to the shear deformation of free-field soil when distinct soil and structure regions are swayed apart under strong motions. According to these plots, it is evident that the ductility reduction factor decreases with an increase in the frame load share. Results & Conclusions The longitudinal reinforcing steel in A is lower than B. The reinforcement ratio of building A is much larger. Lateral capacity of the frames in building A is higher. Overall lateral capacities of the two are identical. SSI increases the lateral deformability of the whole structure. Progressive Collapse Resistance of Two Typical High-Rise RC Frame Shear Wall Structures. The numerical study consisted of 1600 time history analyses employing three-dimensional finite elements. All 40 structures were separately analyzed for elastic and inelastic response by subjecting them to the selected suite of earthquake records. Interstory drifts, top story drift, base shears resisted by the wall, and the frame were collected during each analysis. It is important to mention that the beams were not damaged at all, either on site or in the analyses. The severe column damage necessitating the complete demolition of the low-rise part of the building was due to three major design concepts that were not respected. Firstly, the columns were clearly weaker than the beams. Secondly, the transverse reinforcement was improperly detailed. Thirdly, column shear capacity was inadequate to develop any rotational plastic hinges, therefore leading to fragile failures Study's aim Racking deformation. When comparing different events, structural racking does not increase in proportion to input motion intensity. In particular, the increase in racking due to a 20% rise in Tcu-ew quake is more than double due to a 20% rise in kobe-ew-quake. The present paper proposes modern approaches, nonlinear static and dynamic analysis procedures based on the Applied Element Method, to assess a progressive collapse problem of a RC frame structure with infill walls. Developed of a simplified lumped-parameter analytical models that were created to run in the ZEUS-NL environment and that consisted in beam elements, rigid bars and non-linear springs. A flexible and quiet boundary conditions are separately applied to the side boundary of soil to allow comparison of effects between wave reflection and radiation damping on the maximum structural response during severe earthquakes. Single steel MRFs showed a seismic performance very closed to dual steel frames in terms of overall displacements. Structures designed for soft soil are characterized

Background Presentation

Transcript: Real action and accountability Amnesty International Non-state actors/ Rebel Groups?? ...and what about men?? ignoring male rape victims? would rape exist without a man? Weapons of War: Rape UN as an Arena - NGO's - Discussion and dialogue Arena Instrument Actor Critical Thinking Weapons of War: Rape UN as an instrument UNSC Resolution 1820 (2008) UN as an Actor - UN Action Against Sexual Violence in Conflict Weapons of War: Rape Problems with 1820 "Roles and Functions of International Organizations" "Sexual violence, when used as a tactic of war in order to deliberately target civilians or as a part of a widespread or systematic attack against civilian populations, can significantly exacerbate situations of armed conflict and may impede the restoration of international peace and security… effective steps to prevent and respond to such acts of sexual violence can significantly contribute to the maintenance of international peace and security" (UNSC Resolution 1820, p. 2)" http://www.stoprapenow.org/uploads/advocacyresources/1282164625.pdf Background Presentation- Kristin Mann Weapons of War: Rape Brief Insight - used to manipulate social control - destabilize communities - weaken ethnic groups and identities Examples: - Sudanese Militia - Rwanda Genocide - DRC Critical Thinking http://www.womenundersiegeproject.org/blog/entry/the-need-for-numbers-on-rape-in-warand-why-theyre-nearly-impossible-to-get Critical Thinking Increased Data Collection by international organizations - determine humanitarian responses - ensures justice and reparation - provides recognition and dignity

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