Analytical Solution of Composite Curved I-Beam considering Tangential Slip under Uniform Distributed Load

An analytical solution of composite curved I-beam considering the partial interaction in tangential direction under uniform distributed load is obtained. Based on the Vlasov curved beam theory, the global balance condition of the problem has been obtained by means of the principle of virtual work; integrating this by parts, the governing system of differential equations and corresponding boundary conditions have been determined. Analytical expressions for the composite beam considering the partial interaction have been developed. In order to verify the validity and the accuracy of this study, the analytical solutions are presented and compared with other three FEM results using the space beam element and the shell element. The deflection and the tangential slip of the composite curved I-beam are investigated.

Elastic Analysis of Steel-Concrete Composite Beams with Partial Interaction

The paper presents an exact analytical method for the elastic analysis of steel-concrete composite beams with partial interaction. Accepting the basic assumptions of the Newmark analytical model and adopting the axial force in the concrete slab as the main unknown, the second order nonhomogeneous differential equation of the steel-concrete composite element with partial interaction is derived. Further, the complete solutions for simply supported and fixed-ended composite beams subjected to concentrated and uniform loads respectively, are developed. The solution of the homogeneous equation is determined by imposing proper Dirichlet or Neumann boundary conditions depending on the static scheme of the element. The particular solutions are then derived for the considered loading conditions. It is shown that the internal axial force in concrete slab associated to composite beams with partial interaction can be expressed as a fraction of the axial force in concrete slab under full interaction through a non-dimensional function f(aL) which takes into account the connection’s stiffness, the mechanical properties and also the length of the element. Moreover, the solutions are included in a flexibility-based approach to derive the force-displacement relations of the beam element with partial interaction. For the resulted 2-noded beam-column element with 6DOF, the stiffness matrix is derived, showing that the partial composite action may be included at the element level by means of a series of correction factors applied to the standard full-interaction stiffness matrix coefficients. A numerical example is provided to demonstrate the accuracy and performance of the proposed method. Within the elastic range, the predicted load-midspan deflection curve is in very good agreement with both experimental and other numerical results retrieved from international literature. A parametric study was conducted to investigate the influence of the shear connection degree on the beam’s midspan deflection and the results were compared with those computed by using code provisions.

The Interaction of Possible Worlds through the Prism of Cognitive Narratology

The article deals with the analysis of literary narrative where a possible unreal fictional world and a possible real fictional world usually coexist. When the norms of life plausibility are consciously violated, the real and the unreal possible worlds are emphatically opposed. Hence, their certain aspects are depicted in a fantastically exaggerated form. The interaction of possible worlds in a literary narrative destroys the stereotypes of the reader’s perception. It can occur in different planes: structural (a shift of plot elements of the story, transformation, unusual, sharp turns of the borrowed plot, violations of a plotline); fictional (a combination of real and fantastic features in one image); temporal (violations of the chronological flow of time, a shift of time flow); spatial (expansion or contraction of space, magical spatial formations, displacements, deformations). By their nature, the interaction of different possible worlds can be continuous, partial, and fragmentary; resulting from their boundaries may overlap or be violated (entirely or partially). The continuous interaction of different possible worlds, destruction of their borders, although they do not disappear completely, make them largely blurred, interpenetrating each other. In the case of partial interaction of possible worlds, their boundaries intersect. In the case of fragmentary interaction of possible worlds, their common points are slightly visible, for example, only the borrowed title of a literary work or a character’s name, or a fantastic concrete event or a place of the event.

The Interaction of Possible Worlds through the Prism of Cognitive Narratology

The article deals with the analysis of literary narrative where a possible unreal fictional world and a possible real fictional world usually coexist. When the norms of life plausibility are consciously violated, the real and the unreal possible worlds are emphatically opposed. Hence, their certain aspects are depicted in a fantastically exaggerated form. The interaction of possible worlds in a literary narrative destroys the stereotypes of the reader’s perception. It can occur in different planes: structural (a shift of plot elements of the story, transformation, unusual, sharp turns of the borrowed plot, violations of a plotline); fictional (a combination of real and fantastic features in one image); temporal (violations of the chronological flow of time, a shift of time flow); spatial (expansion or contraction of space, magical spatial formations, displacements, deformations). By their nature, the interaction of different possible worlds can be continuous, partial, and fragmentary; resulting from their boundaries may overlap or be violated (entirely or partially). The continuous interaction of different possible worlds, destruction of their borders, although they do not disappear completely, make them largely blurred, interpenetrating each other. In the case of partial interaction of possible worlds, their boundaries intersect. In the case of fragmentary interaction of possible worlds, their common points are slightly visible, for example, only the borrowed title of a literary work or a character’s name, or a fantastic concrete event or a place of the event.

ATLAS ELETRÔNICO MUNICIPAL COMO ALTERNATIVA DIDÁTICA PARA A CARTOGRAFIA ESCOLAR

A alfabetização cartográfica é fundamental para o ensino de Geografia, uma vez que, para ler o espaço, o estudante necessita interpretar mapas, imagens e outras representações geográficas. Nos últimos anos, foram desenvolvidos muitos materiais didáticos envolvendo atividades lúdicas que despertam a curiosidade e o interesse dos alunos. Pensando na Cartografia Escolar, os Atlas Eletrônicos surgem com uma abordagem inovadora e maior interação entre os conteúdos trabalhados e a realidade local. O aluno é instigado a realizar uma análise crítica do seu espaço vivido, ora construindo-o, ora desconstruindo-o, através da observação dos elementos socioambientais, fazendo com que no aluno seja despertado maior interesse pelo estudo do espaço geográfico. Nesta perspectiva, teve-se o objetivo de abordar a importância do estudo do espaço local na perspectiva da cartografia escolar a partir da elaboração de um Atlas Eletrônico e Socioeconômico. Para isso, realizou-se um estudo de caso no município de Restinga Sêca, RS. Metodologicamente, considerou-se como unidade de análise espacial o município constituído por seus setores censitários. O Atlas possui uma interação parcial com o usuário, possibilitando a manipulação de um conjunto de mapas com temas predefinidos, e é composto por recursos de multimídia, com textos, imagens e animações. Desta forma, verificou-se maior interatividade no ensino da Geografia, articulando o conteúdo proposto com o espaço vivido pelo aluno. Palavras-chave Cartografia Escolar, Atlas Eletrônico, Ensino de Geografia Municipal electronic atlas as a didactic alternative for school cartography Abstract Cartographic literacy is fundamental for the teaching of geography, since to read the space the student needs to interpret maps, images and other geographical representations. In recent years, many teaching materials have been developed involving recreational activities that arouse students' curiosity and interest. Thinking about School Cartography, Electronic Atlas come up with an innovative approach and greater interaction between the contents worked and the local reality. The student is encouraged to perform a critical analysis of his lived space, sometimes building it, sometimes deconstructing it through the observation of socioenvironmental elements, making the student arouse greater interest in the study of geographical space. In this perspective, the objective was to address the importance of studying the local space in the perspective of school cartography from the elaboration of an Electronic and Socioeconomic Atlas, for which a case study was carried out in the municipality of Restinga Sêca, RS. Methodologically, the municipality constituted by its census sectors was considered as a unit of spatial analysis. The Atlas has a partial interaction with the user, allowing the manipulation of a set of maps with predefined themes, and is supported by multimedia resources with texts, images and animations. Thus, there was greater interactivity in the teaching of Geography, articulating the proposed content with the space experienced by the student. Keywords School Cartography, Electronic Atlas, Geography teaching