CHAPTER I. Failure of beams. Definition of “Moment.” Formula for the maximum bending moment caused by a uniform load. The use of handbooks

1915 ◽  
pp. 1-9
Keyword(s):  
Bending Moment ◽  
Uniform Load ◽  
Definition Of

scholarly journals Analytical Method for Geometric Nonlinear Problems Based on Offshore Derricks

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 610
Author(s):  
Chunbao Li ◽  
Hui Cao ◽  
Mengxin Han ◽  
Pengju Qin ◽  
Xiaohui Liu
Keyword(s):  
Analytical Method ◽  
Bending Moment ◽  
Nonlinear Problems ◽  
Weather Conditions ◽  
Order Effect ◽  
Practical Calculation ◽  
Geometrically Nonlinear ◽  
Uniform Load ◽  
Safety Research ◽  
Calculation Results

The marine derrick sometimes operates under extreme weather conditions, especially wind; therefore, the buckling analysis of the components in the derrick is one of the critical contents of engineering safety research. This paper aimed to study the local stability of marine derrick and propose an analytical method for geometrically nonlinear problems. The rod in the derrick is simplified as a compression rod with simply supported ends, which is subjected to transverse uniform load. Considering the second-order effect, the differential equations were used to establish the deflection, rotation angle, and bending moment equations of the derrick rod under the lateral uniform load. This method was defined as a geometrically nonlinear analytical method. Moreover, the deflection deformation and stability of the derrick members were analyzed, and the practical calculation formula was obtained. The Ansys analysis results were compared with the calculation results in this paper.

scholarly journals Verbal Subscribers of Matin Al- Shatibya: Collection and Study: المشتركات اللفظية في متن الشاطبية: جمع ودراسة

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Othman Rashid Majeed
Keyword(s):  
The Common ◽  
Multiple Uses ◽  
Definition Of

This research includes studying the common terms of the book (Hirz Al_Amany wawajih Al_Tahany) for Al- Shatibya. He used terms was repeated in the chapters of his book, every term gives different meaning in it's cheaper and explains these meanings, I followed all words in his book, so I have explained this for everyone needed to study this book from its sources then directed each word to its chapter, I divided it into two research, the first includes Al- Shatiby biography and an explanatory definition of his book, in the second I put the places of this terms and its meanings, explanations and places accommodating which came in the book the directing of it, then I concluded the research, in brief, included the most important results I reach to it. Among the most important results: - Scientific abundance in various sciences of Matin Al- Shatibya. - Repeating the word in different chapters and with multiple uses confuse the student if he is ignorant. - The number of joint words reached seven, resulting in nineteen uses. - Al- Shatibya needs more studies and research, despite its many explanations and oppositions.

Whiteness in the Twenty-First Century

2016 ◽  
Author(s):  
Erica Cooper
Keyword(s):  
Civil Rights ◽  
Research Question ◽  
Mixed Race ◽  
Legal Discourse ◽  
Federal Court ◽  
Dramatic Shift ◽  
The One ◽  
Definition Of ◽  
Post Civil Rights

In this chapter, I examine the extent to which one-drop ideology continues to dictate the legal definition of whiteness. The following questions serve as the basis of my research: 1) How do “white,” “mixed race or colored,” and the “one-drop rule” operate as ideographs in post-civil rights legal discourse? 2) Has the codification of the one-drop rule and whiteness been severed in contemporary legal discourse? To address the first research question, I use an ideographic analysis to examine legal briefs from the Malone Brothers and Mary Walker cases. To address my second research question, I complete a content analysis of state and/or federal court cases, 12 involving racial identity from 1980 to 2012, thereby demonstrating that a dramatic shift occurs in how white and mixed race are defined in the language endorsed by court justices.

Caretaker or liberator?

2017 ◽  
Author(s):  
Allyn Fives
Keyword(s):  
Clear Distinction ◽  
Moral Conflicts ◽  
General Account ◽  
Role Of Parents ◽  
Definition Of ◽  
Do So

Are parents caretakers or liberators? Is the role of parents to act in a paternalistic fashion so as to take care of their children or is it instead to set their children free? In this chapter, I argue that those who defend the caretaker thesis do so on the basis of assumptions characteristic of the liberal view on paternalism. It is assumed that paternalism entails interfering with another’s liberty, that it does not involve moral conflicts, and that it is justified treatment of those who lack the qualities of an agent. In addition, no clear distinction is made between children who lack the qualities of an agent and children who are merely incompetent. What is more, the same assumptions underlie the liberation thesis. Indeed, both the caretaker thesis and the liberation thesis are questionable because they operate with a definition of paternalism that is highly problematic. I also want to make one further argument here. Namely, even an adequate conceptualisation of paternalism is insufficient as a general account of parental power, as there are non-paternalistic forms of parental power as well.

The Crystal Ball: Predicting Outcomes And Drawing Conclusions

1996 ◽  
Author(s):  
Harvey S. Wiener
Keyword(s):  
High Order ◽  
Inferential Reasoning ◽  
Crystal Ball ◽  
Reading Experience ◽  
Analytical Skills ◽  
New Meanings ◽  
Chronological Sequence ◽  
Definition Of

Mature readers always reach beyond the text they are reading. They know unconsciously how to interact with print, regularly uncovering new meanings and making inferential leaps that connect with other thoughts, id s, or experiences. As you saw in the last chapter's discussion of inference, a piece of writing almost always means more than it says, and the awake reader constantly fleshes out suggestions, nuances, and implications to enrich the reading experience. In this and the next chapter, I want to talk with you about some high-order inference skills: predicting outcomes, drawing conclusions, and generalizing. These three skills work together because they involve the reader's ability to follow a trail begun but not completed by the words on the page. The three skills all relate to inferential reasoning in that they require readers to evolve meanings derived from the prose. Remember our definition of inference? When we infer, we uncover information that is unstated—hidden, if you will. The information expands upon the writer's words. Using what the writer tells us, we plug into the complex circuitry of ideas by adducing what's not exactly stated in what we're reading. We dig out meanings, shaping and expanding the writers ideas. Predicting, concluding, and generalizing move us toward wider and deeper meanings in what we read. Let's take them up one at a time. An engaged reader regularly looks ahead to what will happen next—what will be the next event in a chronological sequence, what will be the next point in a logical progression, what will be the next thread in the analytic fabric the writer is weaving. We base our predictions on prior events or issues in the narrative or analytical sequence. Making correct predictions involves our ability to see causes and effects, stimuli and results, actions and consequences. Your child already knows how to predict outcomes. Right from her earliest days in the crib, she has used important analytical skills instinctively.

Educating Citizens Through and For Democracy and Our Public Schools

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Citizenship Education ◽  
Well Being ◽  
Current Context ◽  
Role Responsibilities ◽  
Definition Of ◽  
Insight Into

In this chapter I offer some insight into our current context and needs in order to highlight some of the habits that schools should be fostering to sustain key elements of democracy and improve existing democracy. At the same time, I recognize that the educational approaches and goals themselves must be open to change. Aligned with the definition of responsibility I offered in chapter five, these habits are social and relational. They often entail a proclivity to act with others and are driven by concerns with the well-being of democracy and fellow citizens. Developing these habits can help our budding citizens fulfill their role responsibilities. I complete the cycle for sustaining democracy via education by describing improved citizenship education, including habits of democracy teachable within our schools, where we develop citizens through democracy and our public schools.

Descartes’s Philosophical Theology

2019 ◽  
pp. 208-225
Author(s):  
Igor Agostini
Keyword(s):  
A Priori ◽  
Philosophical Theology ◽  
Strict Sense ◽  
A Posteriori ◽  
The Third ◽  
Definition Of ◽  
True Definition

In this chapter I argue the following thesis: 1) Descartes’s Meditations never formulate the problem of God’s existence as it is required by the precepts of order; in particular, the only problem of existence posed by Descartes after the classification of thoughts in the Third Meditation does not concern God directly, but generally aliqua res. 2) Though Descartes qualifies the two proofs of the Third Meditation as a posteriori, they cannot be considered as homologous in their structure to the traditional a posteriori proofs: they both—and the second in particular—contain components that are truly a priori. 3) The proof of the Fifth Meditation, as it starts from the true definition of God and God’s essence, does not constitute a quoadnos version of the a priori demonstration belonging to mathematics, but is, in a strict sense, a potissima demonstration that is at least as evident as those of mathematics.

Category M Piping

2021 ◽  
pp. 161-163
Author(s):  
Charles Becht
Keyword(s):  
Flow Chart ◽  
Piping System ◽  
Definition Of

The rules in Chapter VIII of ASME B31.3 are used when the owner designates a piping system to be in Category M Fluid Service. The owner is guided in the classification for the piping system by the definition of Category M Fluid Service in Chapter I of ASME B31.3. This definition is the Code rule relative to classification. A guide to the application of these rules is provided in ASME B31.3, Appendix M, which contains a flow chart to assist the owner in classifying fluid services.

Sign in / Sign up

Export Citation Format

Share Document