Categories
Writers Solution

There is an association between participation in extracurricular activities and high scores (80% or more) in standardized testing

QUESTION 3
Suppose you are interested in whether participation in extracurricular activity is associated with higher academic achievement. In a sample of 250 students who participated in 2 or more extracurricular activity 147 kids were high achievers (scored 80% or more on the Standardized test) while among 350 students who did not report to participate in any extracurricular activity 168 were high achievers.
Which of the following are the most appropriate null and alternative hypotheses?
A H0: There is an association between participation in extracurricular activities and high scores (80% or more) in standardized testing.
HA: There is no association between participation in extracurricular activities and high scores (80% or more) in standardized testing.
B H0: The proportion of high achievers in the extracurricular group is less than or equal to the proportion of high achieves in the non-extracurricular group.
HA: The proportion of high achievers in the extracurricular group is greater than the proportion of high achieves in the non-extracurricular group.
C H0: The proportion of high achievers in the extracurricular group is equal to the proportion of high achieves in the non-extracurricular group.
HA: The proportion of high achievers in the extracurricular group is not equal to the proportion of high achieves in the non-extracurricular group.
D H0: The proportion of high achievers in the extracurricular group is equal to the proportion of high achieves in the non-extracurricular group.
HA: The proportion of high achievers in the extracurricular group is greater than the proportion of high achieves in the non-extracurricular group.

[2 marks]

QUESTION 8
A parallel-group randomised control trial of a new infertility treatment is being trialled. Women undergoing treatment for infertility were invited to participate and were randomised in a 1:1 ratio to receive either the standard treatment or the intervention (PICSI).
The primary outcome is term live-birth ( = 37 weeks gestational age) within the study follow-up period of 2 years.
The expected term live-birth rate is 24% using the standard treatment. The study aims to detect a 5% increase (from 24% to 29%) in the term live-birth rate in the PICSI treatment group with power 90% and alpha 5%, allowing for a 10% drop-out rate.
Calculate the minimum total recruitment target that will sufficiently power the study.
Note: the numbers below indicate targets that have been rounded up to the nearest 50. Select the best option based on to your Stata/PSPower calculation.
A 1650
B 2750
C 3300
D 3650
QUESTION 9
If the observed difference between groups is larger than expected (i.e. greater than 5%), will the recruitment target still provide the analysis with sufficient power?

QUESTION 10
Burr et al. (1976) tested a new procedure to remove house-dust mites from the bedding of adult asthmatics in attempt to improve subjects’ lung function, which was measured by PEFR (peak expiratory flow rate). The trial was a two period cross-over design; the control treatment was dust removal from the living room. The means and standard errors for the continuous variable PEFR in the 32 subjects were:
Treatment group Mean Standard Error
Control 329 litres/min 20.8 litres/min
New procedure 335 litres/min 19.6 litres/min
Differences (Treatment – Control) 6.45 litres/min 5.05 litres/min
The researchers decide to perform a one sample t-test on the differences with a significance level of 5%. Which of the following options is correct?
A The test statistic is 1.3 and the associated p-value is statistically significant.
B The test statistic is 1.3 and the associated p-value is not statistically significant.
C The test statistic is 7.2 and the associated p-value is statistically significant.
D There’s not enough information.
QUESTION 11
A cohort of students of a certain age underwent standardised tests in Maths and English. The top 2.5% of students in each subject were awarded medals.
The scores on the Maths test were normally distributed with mean 55 and standard deviation 10. The scores on the English test were normally distributed with mean 60 and standard deviation 13.
Chloe’s marks were 77 in Maths and 85 in English. Will she receive any medals?
A Chloe will receive a medal for English
B Chloe will receive a medal for Maths
C Chloe will receive a medal for Maths and a medal for English
D Chloe will not receive any medals.

QUESTION 12
The Apgar test is used to evaluate the health of a newborn at 1 minute and 5 minutes after birth. Each of five items is scored between 0 and 2. A total score between 7 and 10 is considered normal, a total score between 4 and 6 indicates the infant requires medical attention, and a total score between 0 and 3 indicates the infant requires immediate resuscitation.
The distribution of Apgar scores of a sample of 100 babies with low birth weight has descriptive summary:
n mean sd min p25 median p75 max
100 6.25 2.43 0 5 7 8 9
Which of the following is NOT true?
A The interquartile range is 3
B The distribution is symmetric
C The range is 9
D There were no infants with a score of 10

QUESTION 13
Brown et. al., Morbidity and mortality in patients randomised to double-blind treatment with a long-acting calcium-channel blocker or diuretic in the INSIGHT study, Lancet 356, 29 July 2000.

Which of the following best describes the type of primary outcome?
A) Continuous
B) Categorical
C) Binary
D) Count

QUESTION 14
A group of 11 patients were recruited for a new weight loss diet regimen. Patients were weighed at baseline before the start of a new diet regimen. At the end of 6 weeks patients were weighed again. The mean and variance of the change in weight after 6 weeks were 0.7 and 1.44. Assume that the change in weight is normally distributed. Researchers are interested in whether there was a significant change in weight from baseline to 6 week followup.
What is the most appropriate hypothesis test for the above scenario?
a) Two sample independent t-test
b) Wilcoxon ranked sum test
c) Chi-squared test
d) One sample t-test

QUESTION 16
If a statistical test fails to show a statistically significant test statistic, what would be the most feasible way to obtain a statistically significant result in a subsequent study?
A) Decrease the mean weight change
B) Increase the sample standard deviation
C) Increase the sample size
D) Decrease the sample size

QUESTION 17 [3 marks]
A study was conducted to understand the effect metoprolol on lowering the heart rate among men and women with atrial fibrillation. A sample of 30 men and 25 women were given the drug and heart rates were measured after 48 hours. The mean heart rate for men was 89 with standard deviation of 10 whereas the mean heart rate was 95 with standard deviation of 12 among women.
Which statistical method you would use to test whether the effect of the drug on heart rate is different for men and women? Explain your choice of test and specify any assumptions that need to be satisfied.
QUESTION 18 [2 marks]
Regardless of your choice of test in Question 17, perform the appropriate parametric test and write conclusion. Make sure you refer to the p-value and confidence interval for the effect in your answer.
QUESTION 19 [3 marks]
‘Standard deviation’ and ‘Standard error’ are two statistical terms that are often confused. Explain in your own words what the difference is between them

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on There is an association between participation in extracurricular activities and high scores (80% or more) in standardized testing

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Assess the importance of project management concepts within an organisational context

Individual Report: PMBoK versus PRINCE2 or Agile in contemporary projects
Individual/Group Individual
Length 1,200 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Assess the importance of project management concepts within an organisational context.
b) Compare and contrast project management methodologies and their application within global project contexts.
c) Identify and analyse the key processes of a project lifecycle.
Weighting 35%
Total Marks 100 marks
Task Summary
Following group discussions, individually write a 1,200-word report that discusses the strengths, weaknesses, similarities, and contrasts of PMBoK and PRINCE2 or Agile in contemporary projects.
Context
There are several project management methodologies and approaches that are used in contemporary project management. Among these are PMBoK, PRINCE2, Waterfall, Agile, Extreme Programming (XP), and Adaptive Project Framework (APF). Each of them has certain specific elements that proponents say make it easier to use, more applicable, more robust, or otherwise more appropriate for particular environments or circumstances. Whilst these methodologies are all valid and reliable tools for a project manager to use, it is important to be able to contrast them and to form a view of how they may best be used in a project. This analysis includes their usefulness, application in various types of projects, and how they view project risk. Such context can help project managers identify which methodologies/approaches may be best for specific projects.
Instructions
In this Assessment, you will write a 1,200-word (+/- 10%) report that considers the application of a project management methodology to a project as described in an assigned case study. In particular, you will review the assigned case study, then compare and contrast the application of the PMBoK project management approach to the highlighted project with your choice of one of the following methodologies/approaches:
a) PRINCE2, or
b) Agile
The report must use the following headings:

  1. INTRODUCTION: Develop an introduction to PMBoK and the other methodology/approach you have selected (PRINCE2 or Agile) that includes their background and historical context (approximately 200 words)
  2. SIMILARITIES AND DIFFERENCES: List 2–3 similarities and 2–3 differences between them and why these similarities and differences are relevant to the assigned case study (approximately 200 words combined)
  3. RISK: How each method treats project risk and how these approaches to risk are relevant to the assigned case study (approximately 200 words)
  4. PROJECT CONTEXT: The types of projects in which each is used (approximately 200 words)
  5. LIFECYCLE IMPLICATIONS: How each differs across different phases of a project’s lifecycle (approximately 200 words)
  6. APPLICATION: Explain which methodology you would choose to apply for the project in the assigned case study, and why (approximately 200 words)
    Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your analysis.
    You will need to consult the literature and use at least 6 references (and not more than 12 references) from academic and industry sources. The word count does not include the reference list. Each reference must be cited in-text in your report.
    The assessment requires that you submit your report via Blackboard. You do not need to upload anything relating to your group discussions in Weeks 4 and 5.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool
    Submission Instructions
    Submit this task via the Assessment 2 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity Declaration
    I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms
    I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
    Assessment Rubric
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75-84% High Distinction
    (Exceptional)
    85-100%
    Knowledge and understanding of project management methodologies and approaches
    Demonstrates knowledge and understanding of PMBoK and either PRINCE2, and/or Agile
    methodologies/approac hes
    Percentage for this criterion = 30%
    Demonstrates a limited understanding of project
    management methodologies and approaches.
    Key components of the assignment are not addressed.
    Demonstrates a functional understanding of project management methodologies and approaches.
    Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
    Demonstrates a thorough knowledge or understanding of project
    management methodologies and approaches.
    Demonstrates a capacity to explain and apply relevant concepts.
    Demonstrates a highly developed knowledge or understanding of project
    management methodologies and approaches.
    Demonstrates a capacity to explain in significant detail and thoughtfully apply relevant concepts.
    Demonstrates a sophisticated
    understanding of project
    management methodologies and approaches.
    Demonstrates an exceptional capacity to explain in substantial and relevant detail critical concepts and apply these concepts in a manner that makes strong connections.
    Analysis and application with synthesis of new
    knowledge
    Compares and evaluates two project management methodologies/approac
    hes
    Percentage for this
    criterion = 30%
    Limited or no comparison and evaluation of project management methodologies/approache
    s.
    Limited
    application/recommendat ions based upon analysis
    of methodology similarities and differences. Demonstrated basic comparison and evaluation of project management methodologies/approaches.
    Demonstrated basic application/recommendation s based upon analysis of methodology similarities and differences. Well-developed comparison and evaluation of project management methodologies/approaches.
    Well-developed application/recommendatio ns based upon proficient analysis of methodology similarities and differences. Thoroughly developed and creative comparison and
    evaluation of project management methodologies/approaches.
    Thoroughly developed application/recommendatio ns based upon to analysis of methodology similarities and differences. Highly sophisticated and creative comparison and
    evaluation of project management methodologies/approaches
    .
    Highly developed application/recommendati ons based upon to analysis of methodology similarities and differences.
    Effective communication
    (written)
    Effectively presents two selected project management methodologies/approac hes and their
    distinguishing/differing
    elements
    Limited ability to present information related to
    two selected project management methodologies/approache s and their distinguishing elements.
    Specialised language and terminology related to project management
    methodologies/approache
    s is rarely or inaccurately employed.
    Presents in a basic manner information related to two selected project management methodologies/approaches and their distinguishing elements.
    Occasionally employs specialised language and terminology related to project management methodologies/approaches with accuracy, with some inaccuracies.
    Presents in a coherent and readable manner information related to two selected project management
    methodologies/approaches and their distinguishing elements.
    Accurately employs some specialised language and terminology related to project management methodologies/approaches.
    Presents coherently and concisely information related to two selected project management methodologies/approaches and their distinguishing elements.
    Accurately employs a wide range of specialised language and terminology
    related to project management methodologies/approaches.
    Communicates eloquently, coherently, concisely, and creatively information related to two selected project management methodologies/approaches and their distinguishing elements.
    Discerningly selects and precisely employs a wide range of specialised language and terminology
    related to project management methodologies/approaches
    .
    Percentage for this
    criterion = 30%
    Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation, and/or the acknowledgment of sources. Meaning is sometimes difficult to follow.
    Information; arguments and evidence are structured and sequenced in a way that is not always clear and logical.
    Some errors are evident in spelling, grammar, and/or punctuation. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical.
    Occasional minor errors
    present in spelling, grammar, and/or punctuation. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is clear and persuasive.
    Spelling, grammar, and punctuation are mostly free from errors.
    Engages and sustains audience’s interest. Information, arguments, and evidence are insightful,
    persuasive, and expertly
    presented.
    Spelling, grammar, and punctuation are free from errors.
    Correct citation of key
    resources and evidence
    Percentage for this
    criterion = 10%
    Demonstrates inconsistent use of good quality, credible, and relevant resources to support and develop ideas.
    Less than six references employed.
    Referencing is omitted or does not resemble APA.
    Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
    Referencing resembles APA with frequent or repeated errors.
    Demonstrates use of credible resources to support and develop ideas.
    Referencing resembles APA with occasional errors.
    Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements.
    APA referencing is free from errors.
    Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements.
    APA referencing is free from errors.
    The following Subject Learning Outcomes are addressed in this assessment
    SLO a) Assess the importance of project management concepts within an organisational context.
    SLO b) Compare and contrast project management methodologies and their application within global project contexts.
    SLO c) Identify and analyse the key processes of a project lifecycle

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Assess the importance of project management concepts within an organisational context

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

critically evaluate and recommend information systems solutions for inefficiencies in business processes

ASSESSMENT 2 BRIEF
Subject Code and Title MIS605 Systems Analysis and Design
Assessment Design Specification
Individual/Group Individual
Length 2500 words +/- 10%
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Identify, critically evaluate and recommend information systems solutions for inefficiencies in business processes, procedures and work practices using data and process modelling techniques.
b) Formulate, validate and document business requirements for a medium-scale information system development project and effectively communicate these requirements to the stakeholders.
c) Demonstrate the ability to effectively analyse, design and develop information systems using Unified Modelling Language (UML) models.
Submission For 12-week Duration: Due by 11:55pm AEST Sunday end of Module 4.2 (Week 8)
For 6-week Duration: Due by 11:55pm AEST Sunday end of Module 4.2 (Week 4)
Weighting 40%
Total Marks 100 marks
Task Summary
Based on your responses to questions in Assessment 1, perform process and data modelling and develop and document a number of design diagrams including context diagram, level 0 and level 1 data flow diagram and entity relationship diagram.
Context
In Assessment 1, you performed a comprehensive requirement analysis for the case study that was given to you. With an in-depth understanding of the functional requirements of the system, you are now required to perform further analysis through process and data modelling.
Process modelling and data modelling can be used to provide deeper understanding of a system thus they are an integral part of system analysis. Process modelling models processes in a system while data modelling helps in identifying the data that flows through the processes.
Instructions

  1. Please read case study provided to you by your facilitator. Note that every piece of information provided in this case study has a purpose.
  2. The solution that you provided in assessment 1 and the feedback of your Learning Facilitator against assessment 1 would also serve as an input to assessment 2.
  3. Please answer the following questions:
    Question 1 (15 mark).
    Create and provide a Context Diagram for the given case study.
    Question 2 (20 mark).
    Create and provide a Level 0 Data Flow Diagram (DFD). The Level 0 DFD should contain all the major high-level processes of the System and should show how these processes are interrelated/interacting.
    Question 3 (24 mark).
    Select three important processes from Level 0 DFD and provide their decomposition (Level 1 DFD).
    Question 4 (20 mark).
    For the given case study, provide an Entity Relationship Diagram (ERD). Provide the logical model only!
    Question 5 (5 mark).
    For the given case study, identify the data stores including the files that are not part of ERD.
    Question 6 (16 mark).
    Translate the ERD you developed in Task 4 into a physical relational database design. Use some database tool such as Microsoft Access to create your database and submit diagram that you made using this tool. Normalise your database design to the Third Normal Form (3NF).
    Word Count and Layout
    • The word count of this assessment is 2500 words +/- 10% but this assessment focuses largely on diagrams. The text in this assessment would largely be the explanation of the diagrams.
    • Please provide all your answers in a MS word document.
    • All diagrams must be drawn using any diagramming tool but the same should be copied to MS Word document.
    • Please note that you are NOT required to copy the questions over to the MS Word document. Use the question number to indicate which question your answer relates to.
    • The recommended font size is 12 with 1.5 line spacing.
    • You can make assumptions where necessary but please outline them very clearly.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
    Submission Instructions
    Please submit the written assessment via the Assessment link within Assessment 2. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity
    When submitting their assessment task, students will be asked to declare the academic integrity of their assessment by completing and signing an assignment cover sheet. You can
    find the assignment cover sheet here
    All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are available at https://www.torrens.edu.au/policies-and-forms.
    Students also must keep a copy of all submitted material and any assessment drafts.
    Special Consideration
    To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. These documents are available at https://www.torrens.edu.au/policies-and-forms.
    Assessment Rubric
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75-84% High Distinction
    (Exceptional)
    85-100%
    Question 1: Create and provide a Context Diagram for the given case study.
    15%
    The student has no understanding of what a context diagram is. The student has very limited understanding of what a context diagram is. The student has some understanding of what a context diagram is but the solution is not in sync with the given case study. The student has clear understanding of what a context diagram is but the representation is mostly incorrect. The solution, however, is in sync with the given case study. The student has clear understanding of what a context diagram is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 2: Create and provide a Level 0 Data Flow Diagram (DFD). The Level 0 DFD should contain all the major high-level processes of the System and should show how these processes are interrelated.
    20%
    The student has no understanding of what a Level 0 DFD diagramming is. The student has very limited understanding of what a Level 0 DFD is. The student has limited understanding of what a Level 0 DFD is. Representation is partially correct and the solution is not in sync with the given case study completely. The student has clear understanding of what a Level 0 DFD is.
    Representation needs improvement, however the solution is in sync with the given case study. The student has clear understanding of what a Level 0 DFD is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 3: Select three important processes from Level 0 DFD and provide their decomposition (Level 1 DFD).
    24%
    The student has no understanding of how DFD decomposition is done. The student has very limited understanding of how DFD decomposition is done. The student has clear understanding of how DFD decomposition is done. The solution, however, is not in sync with the given case study completely.
    DFDs are not balanced. The student has clear understanding of how DFD decomposition is done. The solution is in sync with the given case study but the
    DFDs are not balanced. The student has clear understanding of how DFD decomposition is done. The solution is in sync with the given case study and the
    DFDs are balanced.
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75-84% High Distinction
    (Exceptional)
    85-100%
    Question 4: For the given case study, provide an Entity Relationship Diagram (ERD).
    Provide the logical model only!
    20%
    The student has no understanding of what a logical ERD is. The student has very limited understanding of what a logical ERD is. The student has clear understanding of what a logical ERD is but the solution is not in sync with the given case study. The student has clear understanding of what a logical ERD is and the solution is in sync with the given case study. The student has clear understanding of what a logical ERD is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 5: For the given case study, identify the data stores including the files that are not part of ERD.
    5%
    The student has no understanding of what data store/ file system is and how it relates to ERD. The student has very limited understanding of what data store/ file system is and how it relates to ERD. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is however not in sync with the given case study. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is partially in sync with the given case study. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is completely in sync with the given case study.
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75-84% High Distinction
    (Exceptional)
    85-100%
    Question 6: Translate the ERD you developed in Task 4 into a physical relational database design. Use some database tool such as Microsoft Access to create your database and submit diagram that you made using this tool.
    Normalise your database design to the Third Normal Form (3NF).
    16% The student has no understanding of what an ERD (physical relational database design) is. Diagram is not provided using a database tool. The student has very limited understanding of what an ERD
    (physical relational database design) is.
    Diagram is provided using a database tool. The student has clear understanding of what an ERD (physical relational database design) is but the solution is not in sync with the given case study.
    Diagram is provided using a database tool.
    Solution has major normalisation issues. The student has clear understanding of what an ERD (physical relational database design) is and the solution is in sync with the given case study.
    Diagram is provided using a database tool.
    Solution is not fully normalised. The student has clear understanding of what an ERD (physical relational database design) is.
    Representation is mostly correct and the solution is in sync with the given case study.
    Diagram is provided using a database tool.
    Solution is fully normalised.

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on critically evaluate and recommend information systems solutions for inefficiencies in business processes

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Instantaneous Analysis of Steel-Concrete

An Abridged Review of Instantaneous Analysis of Steel-Concrete Composite flexural members And a Novel Approach for Prediction of Deflection Subjected to Service Load
M. A. Modia, M. P. Ramnavasb, K. A. Patelc,*, and Sandeep Chaudharyd
*Corresponding Author
aPh.D. Research Scholar,
Department of Civil Engineering,
Sardar Vallabhbhai National Institute of Technology (SV-NIT)
Ichchhanath, Dumas road, Surat 395007, India.
E-mail: megh.modi20101995@gmail.com
cExecutive Director/Design,
Discipline of Civil Engineering,
“Metro Bhawan”,
East Highcourt Road (VIP Road)
In front of Dr. Babasaheb Ambedkar College
Near Dikshabhoomi, Nagpur 440010, India.
E-mail: ramnavas@mahametro.org
bAssistant Professor,
Department of Civil Engineering,
Sardar Vallabhbhai National Institute of Technology (SV-NIT)
Ichchhanath, Dumas road, Surat 395007, India.
E-mail: iitd.kashyap@gmail.com
Abstract
Steel-concrete composite structures found significance in the infrastructure sector due to the economy, ease, and speed of construction. Composite members are slender; however, they are susceptible to serviceability criteria like deflection and cracking. Therefore, it is required to review existing research works to bridge the gap between theoretical and practical assessment of serviceability criteria of steel-concrete composite flexural members. The present paper consists of an abridged literature review on serviceability criteria and technological aspects of composite flexural members at service load and ultimate load. Various methods are available in the existing literature for the prediction of deflection in composite flexural members. However, these methods are based on computing the effective moment of inertia of the span without considering cracked zones’ length. Therefore, in this paper, a novel approach is further proposed to derive a simplified equation for the prediction of deflection by idealising cracked and uncracked zones within the span. The derived equation takes into account the length of cracked zones in addition to the cracking and tension stiffening effects of the concrete slab. The results obtained from the equation are compared with the experimental and theoretical results available in the literature subjected to various loadings. The comparison shows a good agreement that is acceptable to civil engineering’s practical purposes.
Keywords: Composite members, Cracking, Deflection, Serviceability, Tension Stiffening,

  1. Introduction
    Steel-concrete composite members are progressively being utilised in tall buildings and long-span bridges nowadays, owing to the economy, ease, and speed of construction. The steel-concrete composite beam/girder with profiled sheeting requires no false formwork and without profiled sheeting requires less false formwork, as shown in Fig. 1(a) and (b), respectively. Composite sections cause a reduction in-depth compared to conventional reinforced concrete sections because of the composite action of steel to resist tension and concrete to resist compression. Due to this, the number of floors could be increased for a given overall height of the building. In bridge superstructure, the composite sections have become prevalent due to the requirement of a large span-to-depth ratio. Composite members are slender; however, they are susceptible to serviceability criteria like deflection and cracking. Therefore, it is required to review existing research works to bridge the gap between theoretical and practical assessment of serviceability criteria of steel-concrete composite flexural members. The presented investigations would address the future scope of research in the domain of steel-concrete composite structures. The future scope includes a novel approach for the prediction of deflection in composite flexural members within the serviceability limit.

(a)

(b)
Fig.1 Steel-concrete Composite cross-section (a) with profiled steel sheeting deck and (b) without profiled steel sheeting deck
Steel-concrete composite flexural members are the combination of a steel beam/girder and reinforced concrete slab, as shown in Fig. 1. The monolithic action is achived by providing shear connectors between beam/girder and slab (Fig. 1), which leads to slippage resistance at their interface. Several researchers [Uy (1997)[1], Ramnavas et al.(2015)[2], Costa et al.(2021)[3]] have assumed that the stiffness of the connectors is infinite i.e. the connection at the interface is perfectly rigid in their studies. In fact, the slippage at the interface may usually occur, which significantly affects the serviceability aspects.
Various shear connectors (such as headed studs, channel, perfobond) are evolved and used. The headed studs are the most commonly used shear connectors (Fig. 2(a)). They resist horizontal shear as well as vertical uplift force subjected to external loads. After welding, the connectors provide adequate resistance to shear at the interface of steel beam/girder and concrete with the help of the head. Perfobond shear connectors consist of a connected steel plate with holes, as shown in Fig. 2(b). The concrete flows through these holes and acts as a dowel to provide shear resistance at the interface between steel joist and concrete. In channel shear connectors, the conventional channels are welded to the flange of the steel beam/girder, as shown in Fig. 2(c). The resistance provided by these shear connectors is comparatively more than that of headed stud connectors. This enables the replacement of many headed studs with a few channel connectors.
The above mechanical shear connectors requires welding of connector to the steel girder. Due to this, it becomes a tedious process to dismantle them from steel girder and reuse steel girder for further construction purpose. Nowadays, a lot of emphasis is laid on utilization of shear connectors which can be dismantled easily for reuse of steel girder. This has drawn the attention of many researchers in the area of demountable shear connectors. Demountable shear connectors are similar to headed stud shear connector with only difference being this type of shear connectors are connected to steel girder with bolted connection as shown in Fig. 2(d).
In addition to the above shear connectors (transfer systems), some other evolved shear connectors include reinforcement bars welded to steel section; providing indentations and corrugulations to steel deck; rectangular steel pipe; perforated with flange head; I-shaped, C-shaped, L- shaped, U-shaped, V-shaped, Hat-shaped (Oguejiofor and Hosain 1995; de Andrade et al. 2004; Ju et al. 2007; Vianna et al. 2009; Kim et al. 2011; Shariati et al. 2012; Mazoz et al. 2014; Su et al. 2014; Balasubramanian and Rajaram 2016; Zhang et al. 2017; Allahyari et al. 2018; Mansouri et al. 2019; Shariati and Mehrabi 2020; Zhu et al. 2021).

(a)

(b)

(c)

(d)
Fig.2 Types of Shear Connectors: (a) Headed Studs Connectors, (b) Perfobond shear connectors, (c) Channel shear connectors, and (d) Demountable connection
The above shear connectors caused high bearing stresses in surrounding concrete which led to concrete cracking. To overcome this phenomenan, an epoxy bonded connection is evolved which reduces damages to surrounding concrete and improves degree of interaction between steel and concrete sections. Epoxies are formed by polymerization of two components, the resin and the hardener. These components develop polymer chains at the interface and hence bonding occurs between two materials. (Kumar et al. 2017, 2018; Bhardwaj 2020; Bhardwaj et al. 2021, MMMM, one more paper)

  1. Literature review
    Many research works have been carried out on behaviour of steel-concrete composite flexural members subjected to ultimate and service loads. Some key research areas of interest have been identified and presented under the following heads (Figure 3):
  2. Degree of shear connection
  3. Cracking of concrete and tension stiffening
  4. Behaviour of composite flexural members/Structures
  5. Provisions for cracking of concrete in Eurocode

2.1 Degree of shear connection
The steel-concrete girders consist of three parts: (1) Steel girder, (2) Concrete slab and (3) Shear connectors. The shear connector at the interface of concrete slab and steel girder plays a significant role in determining the degree of composite action between them. Design of shear connector is one of the most complex part in design of composite members. Partial interaction at the interface causes slippage and increase in deflection (Kalibhat et al, 2020)[4].
Headed studs are the most frequently used type of mechanical shear connectors. The codes used for design of shear stud connectors are BS 5950 (2000), AISC (2016) and Eurocode4 (2004). The shear capacity calculated by formulation given in Eurocode4 gave more accurate results than BS 5950 and AISC which overestimated the shear capacity of headed studs. The experimental push out test showed three modes of failure in composite members (1) Concrete cone failure in concrete surrounding the shear stud, (2) shear stud failure due to yielding and (3) Combination of concrete and shear stud failure. For concrete with lower compressive strength the failure is governed by concrete cone failure while for concrete with higher compressive strength the failure is governed by shear stud yielding (Lam and El-Lobody)[5].
Perfobond shear consist of a steel plate with holes through which reinforcement bars are passed(Su et al, 2016) [6]. This type of connectors have proved to be efficient in providing necessary shear resistance at the interface of steel and concrete in steel-concrete composite structure(Su et al, 2015[7], Su et al, 2012[8], Su et al, 2012[9]). Perfobond shear connector gives the advantage of ease in manufacturing and higher shear capacity in comparison to headed stud shear connectors(Su et al, 2014[10], Liu et al, 2003[11]). Zhang et al.(2017) examined perfobond shear connector groups and revealed that when the number of connectors in heavily loaded layers increases, the load carried by each connector in these layers decreases.
Channel shear connectors are gaining popularity for ease in construction as it utilizes conventional welding system in manufacturing. Channel shear connectors provide higher resistance compared to headed studs shear connector. Thus it can replace large number of shear connector with a single channel shear connector (Maleki and Bagheri, 2008[12]).Through FE modelling it was found that the main parameters affecting the shear resistance offered by channel shear connectors are concrete strength, web and flange thickness of the connector while changing the height of the connector had a negligible effect (Maleki and Bagheri, 2008[13]).
A novel hat shaped shear connector was proposed by Kim et al. (2011) that outperformed perfobond and standard headed stud shear connector in terms of shear resistance. The degree of shear interaction of the steel-concrete composite member consisting hat shaped shear connector is directly proportional to number of penetrating rebars through this shear connectors. Mazoz et al.(2013) examined the performance of I-shaped shear connectors by carrying out push out tests and obtained that I-shaped shear connectors remain ductile throughout the loading procedure. Su et al.(2014) introduced perforated shear connector with flange head (PSCFH) that showed higher shear capacity and improved ductility in steel-concrete composite members than perfobond shear connectors.
Balasubramaniam and Rajaram (2016) carried out push out tests on angle shear connectors with varying angle lengths from 50 to 90mm. The angle connectors with length 50 mm showed higher shear resistance than angle connectors with length 90mm. A novel numerical approach was developed by Allahyari et al. (2018) using artificial neural network (ANN) to estimate shear strength of perfobond rib shear connectors. Similarly, shear strength of V-shaped shear connector was computed by Mansouri et al. (2019) using artificial neural network (ANN) soft computing technique. Shariati et al. (2020) carried out an experimental investigation and found that C-shaped shear connector showed better shear resistance than L-shaped shear connector. Zhu et al. (2021) proposed a nonlinear finite element (FE) method considering nonlinear material properties and rectangular steel pipe shear connector-concrete interface.
Kozma et al. (2019) carried out a detailed discussion on failure pattern, types of damages and ability of demountable shear connectors for re-use. Suwaed and Karavasilis (2020) developed a demountable high friction based shear connectors which prevents slippage at the interface of steel and concrete (i.e. provide full degree of shear interaction) at service as well as ultimate load stage. Tzouka et al. (2021) developed a three-dimensional finite element model to study the behavior of innovative demountable shear connectors subjected to push-out tests.
A lot of research work is ongoing for utilization of epoxy based adhesives in order to enhance the load carrying capacity of the members by ensuring much lesser deflection. In the mechanical shear connectors there is high stress concentration in concrete surrounding the connectors. To overcome this limitation research has been done on adhesive based shear connection at the interface of steel and concrete.The instantaneous and long term bond strength of adhesive at the interface of steel and concrete depends on several parameters such as thickness of layer of adhesive, concrete placement duration, adhesive composition, temperature conditions and aspect ratio of bonded area (Kumar et al., 2017). These adhesive based connections have been found to be stiffer than shear stud connections and hence causes reduction in deflection (Kumar et al, 2018). Bhardwaj et al.(2021) exhibited a three-dimensional finite element model (FEM) to forecast the behaviour of bonded steel–concrete composite flexural components at ultimate load.
2.2 Cracking of Concrete and Tension Stiffening
In the case of concrete members, cracks occur, in the regions over which the tensile stress exceeds the tensile strength of the concrete. In reinforced concrete sections, owing to the presence of reinforcing bars and the distributed nature of cracking, the effective stiffness of the sections is higher than the stiffness of the cracked sections and this phenomenon is called tension stiffening (Massicotte et al, 1990)[14]. The tension stiffening effect may be significant in the service load performance of beams and slabs and the displacements may be overestimated if this effect is neglected(Ghali et al, 2002)[15].
Rots and Borst (1988)[16] have applied novel computational techniques and a continuum based elastic softening model to simulate the strain-softening behavior of concrete in a direct uniaxial (tension) test and observed non-symmetric deformations. Yankelevsky and Reinhardt (1989)[17] have conducted monotonic deformation controlled tensile tests and reported the behavior as linear upto 80% of its tensile strength and thereafter becoming nonlinear. After the peak stress, softening of concrete starts, signified by the negative slope of the descending branch of the stress strain curve. The softening happens due to the increase in microcracks. Most of the energy is absorbed in the descending zone and the stress drops to zero at a strain which is about 40 times that at the peak stress. Tension softening curves for normal strength concrete and high strength concrete were experimentally found by Chen and Su (2013)[18].
The tension stiffening decays as the load increases beyond the cracking load and proportionally is more significant for low reinforcement ratios than for higher ones (Khalfallah and Guerdouh 2014)[19]. Cracking and tension-stiffening parameters probably have the most significant effect on numerical results of concrete members subjected to short-term loading (Sokolov et al. 2010)[20]. Also, cracking in reinforced concrete is a major source of nonlinearity in the deformation analysis and hence it is important to model the cracking and the post cracking behavior adequately (Gribniak et al. 2012[21]; Sahamitmongkol and Kishi 2011[22]). Odrobinak et al. (2013)[23] has experimentally verified the steel concrete composite bridge with strain and deformation measurements and compared with the FEA. It is reported that concrete cracking and tension stiffening effects influence the stresses in the girders at intermediate supports. They also emphasized the need for nonlinear analysis for accounting for these effects.
Some researchers have taken into account the tension stiffening effect by using a complete stress strain curve for concrete in tension which includes the descending post peak branch (Rahman and Hinton 1986[24]; Carreira and Chu 1986[25]; Kaklauskas and Ghaboussi 2001[26]; Bischoff and Paixao 2004[27]; Torres et al. 2004[28]). A number of studies have been carried out to establish the stress strain curve of concrete in tension. An equation for stress-strain curve of concrete in tension has been proposed by Carreira and Chu (1986)[25] which includes the effect of cracking and slippage at cracks along the reinforcement. Kaklauskas and Ghaboussi (2001)[26] have proposed a method to determine the stress-strain curve for concrete in tension from the short-term flexural tests and have also identified a number of parameters which influence the stress strain curve of concrete in tension.
Neural network model has been developed for predicting the stress strain curve for concrete in tension using these parameters. Torres et al. (2004)[28] have proposed a methodology for obtaining the coefficients required in defining the stress-strain curve of concrete, in tension, taking into account the time-dependent behavior of reinforced and prestressed concrete members subjected to service load.
The tension stiffening effect has been taken into account in some other approaches by modifying the stress-strain curve of the reinforcement and thereby increasing the stiffness of the reinforcement or by assuming an area of concrete at the level of steel to be effective in providing the stiffening (Zou 2003). Some empirical approaches e.g. Branson (1977)[30], ACI 318-11 (ACI Committee 318 2011)[31], CEBFIP model code 1990 (CEB-FIP 1993), Eurocode 2 : Part 1-1 (2004)[32], Ghali et al. (2002)[15] have also been proposed to account for the tension stiffening effect. Branson (1977)[30] and ACI 318-11[31] suggest the use of effective moment of inertia for the cracked sections to incorporate the tension stiffening effect. The effective moment of inertia may be considered as a weighted average of gross moment of inertia of section neglecting the reinforcement and moment of inertia of transformed fully cracked section about its centroidal axis. Other empirical approaches i.e CEB-FIP Model Code 1990, Eurocode 2 : Part 1-1 (2004)[32] and Ghali et al. (2002)[15] are based on the use of mean values of stress, strain and displacements for the cracked sections. These mean values are obtained by interpolating between the values obtained by considering the section to be cracked and that obtained by considering the section to be uncracked. The value of interpolation coefficient (?) depends primarily on the ratio of the tensile stress in the extreme fiber of the section to the tensile strength of the concrete. The value of ? for no cracking and maximum cracking is equal to zero and one respectively.
Sokolov et al. (2010)[20] proposed a new tension stiffening law for short term deformational analysis of flexural reinforced concrete members. It was derived from experimental moment-curvature diagrams of RC beams. The method applied for deriving the relationship is based on Layer section model and combines direct and inverse techniques of analysis of RC members. A quantitative dependence has been established between the length of the descending branch and the reinforcement ratio. The length of the descending branch of the curves reflecting the tension stiffening effect was considerably more pronounced for beams with smaller reinforcement ratios.
The parametric study carried out by Khalfallah and Guerdouh (2014)[19] also confirms the increase of tension stiffening with decrease in reinforcement ratio and also reports that the tension stiffening contribution is more pronounced with light reinforcement with high quality of concrete. A discrete model for tension stiffening has been presented by Dai et al. (2012)[33]
Kang et al.(2017) studied the effect of reinforced engineered cementitious composites (ECC) on tension stiffening and calculated the minimum reinforcement ratio required to ensure the transfer of force in major cracked region. Sunayna and Barai (2018) deduced that utilization of recycled aggregates in combination with fly ash reduces tension stiffening effect and hence results in higher midspan deflection in flexural members. Zanuy and Ulzurrun (2019) proposed a tension chord model which represented tension stiffening characteristics at the interface of Ultra High Performance Fibre Reinforced Concrete and Reinforced Concrete. This model accurated predicted crack widths and curvature between cracks. Daud et al. (2021) carried out experimental and numerical investigation to study effect of utilizing steel fibres on tension stiffening characterisitcs of flexural members. Utilization of steel fibres caused a reduction of 3.5% in deflection of flexural members due to enhanced tension stiffening.
2.3 Behaviour of Composite flexural members/Structures
Extensive literature is available on the analysis of composite structures (composite beams and frames) up to ultimate load stage and at service load stage and is presented section wise.
2.3.1 Methods Applicable for Analysis upto Ultimate Load Stage
A general step by step model for the non-linear analysis of reinforced concrete, prestressed concrete and composite steel-concrete planar frame structures has been presented by Cruz et al. (1998)[38]. The model has been designed to simulate different kinds of structural changes expected for a structure. The nonlinear behavior of concrete has been incorporated by means of a damage model. The method requires discretisation of the structural members along the length.
A procedure for prediction of behavior of composite girder bridges has been presented by Kwak and Seo (2000)[39]. A nonlinear analysis algorithm has been presented which consists of four basic steps: (i) the formation of the current stiffness matrix, (ii) the solution of the equilibrium equations for the displacement increments, (iii) the state determination of all elements in the model, and (iv) the convergence check. A layered approach for the sections has been adopted and the beam is discretised, along the axis, in finite elements. Using the procedure, the effect of slab casting sequences and drying shrinkage of concrete slabs on the short-term and long-term behaviour of composite steel box girder bridges has been studied by Kwak et al. (2000)[40]. It has been concluded that the effect of slab casting sequence is negligible for both the short-term behaviour and long-term behavior of bridges.
A generalized procedure for nonlinear analysis of three dimensional reinforced, prestressed and composite frames has been presented by Marí (2000)[41]. The structural effects of the load and temperature histories, nonlinear behavior of material and relaxation of steel have been taken into account along with the nonlinear geometric effects. Possible changes on the structural geometry, boundary conditions and loading at any time have also been taken into account. The method uses three dimensional Hermitian thirteen degree of freedom finite elements.
Another model has been presented by Fragiacomo et al. (2004)[42]. The model employs finite element technique with every finite element having ten degrees of freedom. The concrete has been modeled through a constitutive law that takes into account cracking phenomenon. The concrete cracking and the tension stiffening effect have been modelled through a softening law for long term (time-dependent) analysis. For analyzing the non-linear problem, a new iterative procedure has been proposed which has been termed as modified secant stiffness method.
Park et al. (2013)[43] have recently presented a method of approximating the internal axial force by the Fourier series, for calculating the deflections and internal forces of various types of single span composite beams considering partial interactions. Gara et al. (2014)[44] have presented a novel higher-order beam model capable of capturing shearlag phenomenon and overall shear deformability of composite steel–concrete girders with partial shear interaction. An isogeometric approach based on non-uniform rational B-spline basis functions has been presented by Lezgy-Nazargah (2014)[45] for the analysis of composite steel–concrete beams. The theory satisfies all the kinematic and stress continuity conditions at the layer interfaces and considers effects of the transverse normal stress and transverse flexibility.
General purpose finite element software have been used for the analysis of composite beams (Baskar et al., 2002[46]; Baskar and Shanmugam 2003[47]; Barth and Wu 2006[48]; Zhao and Li 2008[49]; Liang et al. 2004[50], 2005[51]) and composite columns (Gupta et al. 2007[52]; Singh and Gupta 2013[53]; Gupta and Singh 2014[54]). Three-dimensional finite element models using ABAQUS has been used, by Baskar et al. (2002)[46] and Baskar and Shanmugam (2003)[47] to carry out the nonlinear analysis of steel-concrete composite plate girders under negative bending and shear loading, by Barth and Wu (2006)[48] to predict the ultimate load behavior of a four-span continuous composite steel bridge tested to failure, by Zhao and Li (2008)[49] for a new steel-concrete composite beam, by Liang et al. (2004[50], 2005[51]) to account for the geometric and material nonlinear behaviour of continuous composite beams and by Okasha et al. (2012)[55] for modelling a continuous five span bridge superstructure with four composite girders in structural reliability analysis.
The concrete is generally modelled in FEA by smeared crack model, cracking model for concrete or damaged plasticity model (ABAQUS 2011). In the case of smeared crack model, the concrete model is a smeared crack model in the sense that it does not track individual “macro” cracks. The presence of cracks enters into these calculations by the way in which the cracks affect the stress and material stiffness associated with the integration point. The model is intended as a model of concrete behaviour for relatively monotonic loadings under fairly low confining pressures.
The cracking model for concrete is most accurate in applications where the brittle behaviour dominates such that the assumption that the material is linear elastic in compression is adequate. The damaged plasticity model which is a continuum, plasticity-based, damage model for concrete, is designed for applications in which concrete is subjected to monotonic, cyclic, and/or dynamic loading under low confining pressures. It assumes that the main two failure mechanisms are tensile cracking and compressive crushing of the concrete material.
In the finite element suit ABAQUS (2011), failure ratios and tension stiffening options are used to define the smeared crack model (Barth and Wu 2006[48]; Baskar et al. 2002[46]; Baskar and Shanmugam 2003[47]; Sahamitmongkol and Kishi 2011[22]). The reinforcement in the concrete slab is modelled using the rebar option. The assumed linear tension stiffening model also accounts for the strain softening behaviour for the cracked concrete and local bond slip effects (Baskar et al. 2002[46]; Wahalathantri et al. 2011[56]). The predominant ratios are the ratio of ultimate biaxial compressive stress to ultimate uniaxial compressive stress and the ratio of uniaxial tensile stress to uniaxial compressive stress at failure (Zhao and Li 2008[49]). The value of tension stiffening defined as the total strain at which the tensile stress is zero, is usually taken as 10 times the strain at failure, for heavily reinforced concrete slabs and it has been found that this value is not adequate for concrete slabs in composite beams and a value of a total strain of 0.1 was used for reinforced concrete slabs in composite beams in some studies (Rex and Easterling 2000[57]; Liang et al. 2004[50], 2005[51]).
The geometrical modelling of steel beam can be done as wire element with the assigned cross sectional properties or as shell elements or as three dimensional elements. The slab is modelled as shell elements or as three dimensional elements. The connection between the steel beam and concrete slab can be with tie constraints or with springs (ABAQUS 2011).
Yang et al. (2017)[58] developed a higher order three-scale model for the analysis of composite structure having heterogeneous materials. Wang et al. (2018)[59] sformulated numerical method considering shrinkage stress and loading coupled with mechanical loading which can be applied in analysis of composite structures. Bilotta et al. (2019)[60] adopted a novel two level computational method that is composed of two levels: the frame level and the cross sectional level. The proposed procedure is suitable for analysing composite structures as it takes into consideration stress values obtained from the 3D analysis of element.
Uddin et al. (2020)[61] proposed the finite element model for steel concrete composite beams based on a higher order beam theory. This theory was developed by third order variation of longitudinal deformation with respect to beam depth.
Zhou et al. (2021)[62] prepared a nonlinear FEM model and validated it with experimental test results. It was concluded that the slab thickness had more impact on shear capacity of beam than reinforcement ratio and connection type. Hence, it is conservative to neglect the shear contribution of concrete slab for the non-compact sections that has generally application in bridge design.
Men et al. (2021)[63] performed a nonlinear finite element analysis for slender composite girders and validated with experimental results. It was observed that reinforcement ratio, concrete slab thickness and web thickness has significant effect on ultimate load of steel concrete composite girders.
In all these procedures, the division of the beam along the length and across the cross section is required to take into account the nonlinear behavior under ultimate load but this division leads to huge increase in the computational effort.
2.3.2 Methods Applicable for Analysis at Service Load Stage
A linear method of analysis for simply supported steel concrete composite beams has been presented by Bradford (1991)[64], Bradford and Gilbert (1992a)[65], Bradford (1997)[66]. Concrete is assumed to be uncracked as the concrete slab is mostly in compression in simply supported composite beams. Another simplified analytical model for simply supported composite beams has been presented by Amadio and Fragiacomo (1997)[67] using the closed form solutions. The analysis of simply supported composite beams is simpler than analysis of continuous composite beams since cracking at the supports is not involved.
A simplified procedure for two equal span continuous composite beams subjected to service load, taking into account cracking, has been proposed by Gilbert and Bradford (1995)[68]. It has been assumed that the steel component does not yield at the service load. The concrete has been assumed to be completely cracked once the stress in top fiber of a cross-section exceeds the tensile strength of concrete. The procedure may be considered as analytical in the absence of cracking. The transformed section approach has been used and the beam is taken as one element without subdivision along the length and across the cross-section. The tension stiffening has been neglected in the procedure. Slip at the interface of concrete slab and steel section has been neglected. It has been found from a previous study (Bradford and Gilbert 1992b)[69] and an experimental investigation (Bradford and Gilbert 1991)[70] that the effect of slip on the composite beams under sustained service loads is insignificant in comparison to the deformations and can be neglected provided the shear connectors are at sufficiently close spacing. This procedure (Gilbert and Bradford 1995)[68] has been further extended by Bradford et al. (2002)[71] making it applicable for two unequal span continuous composite beams subjected to different loads at the spans. The procedure though convenient for two-span beams, would tend to become tedious if extended to the composite beams having more than two spans.
Uy (1997)[1] presented the effect of creep and shrinkage on time dependent behavior of profiled composite slab using age-adjusted effective modulus and relaxation procedure in time domain. The comparison was drawn for the results of these procedure with BS 5950: Part 4 and concluded that there is need to consider the variation in stress and strain in bottom fibre of profiled steel sheeting and top fibre of concrete slab due to creep and shrinkage
Another method, a hybrid procedure (Chaudhary et al.2007a[72], 2007b[73]; Pendharkar 2007[74]), considers the effects of cracking and tension stiffening and is also computationally efficient; however, the formulations are cumbersome, and there is a scope for simplification in a manner similar to that reported in the case of RC beams (Patel et al. 2016)[75]. The procedure is not applicable for all types of loading, and also does not account for the settlement of supports in the case of continuous beams.
Wang et al. (2011)[76] proposed closed-form solutions for simply supported pre-stressed old new concrete composite beams and validated the expressions using test results reported in previous literature on steel-concrete composite beams.
Al-Deen et.al.(2011)[77] carried out an experimental study to evaluate the long term behavior of steel-concrete composite beams having partial shear connection at the interface of steel beam and concrete slab. They also modelled time-dependent behavior of beams using finite element method based on experiment results. From this research work, they concluded that there is need to consider the time dependent behavior of shear connector at the interface of steel joist and concrete in design for better accuracy.
Ramnavas et al. (2015)[2] in their research work proposed a cracked span length beam element. The beam element consists of three zones: one uncracked zone at the middle and two cracked zones at the ends. By utilization of this element, a hybrid analytical–numerical approach has been developed for composite bridges. This process considers tension stiffening effect due to presence of reinforcement in concrete slab. The process gives results in form of crack lengths and deflections along with redistributed moments. This process requires further modification for consideration of dependent effects like creep and shrinkage.
Ramnavas et al. (2017)[78] in their research work proposed a cracked span frame element. The derivation of analytical expressions have been done for stiffness and flexibility scoefficients, mid span deflections ,end displacements and load vector of the cracked span length frame element. The process uses an iterative method for generating the cracked region lengths and the distribution coefficients, and gives results in form of the redistributed moments and inelastic deflections. The process needs a portion of the computational effort that is needed for the numerical methods existing in literature and gives adequately correct results.
Lasheen et al. (2019)[79] in their research work proposed new equation for calculating effective slab width of steel-concrete composite structure at service load. The two parameters of steel section slenderness ratio and span to width ratio were taken into account for obtaining the equations.
Nie et al. (2019)[80] reviewed the utilization of Steel Plate Concrete Composite (SPCC) strengthen technique and its effect on service load requirements of structure. SPCC specimens has anti-permeability and anti-knocking property which considerably protects the specimen from corrosion and hence improve its durability to meet service load state requirements.
Costa et al. (2021)[3] analyzed the load-mid span deflection curves of steel concrete composite slabs as it is an essential relationship that is considered in serviceability limit checks. Three new equations for effective moment of inertia were developed using empirical approach to the data obtained from the experimental research work.
The above methods are simple, however do not consider all the aspects.
2.4 Provisions in Eurocode for Cracking of Concrete in Composite Beams
To account for the effects of cracking, Eurocode 4 : Part 1-1 (2004)[82] and Eurocode 4 : Part 2 (2005)[83] give guidelines for general cases and also for use in specific cases. In general cases, an ‘uncracked analysis’ with flexural stiffness of uncracked sections is to be performed, from which the stresses are calculated. In the regions in which the extreme fibre tensile stress in the concrete exceeds twice the tensile strength, the properties should be reduced to those of a cracked section, and a cracked analysis is to be performed. In specific cases of continuous beams with all of the ratios of adjacent spans (shorter / longer) not less than 0.6, the effect of cracking is accounted for by using the properties of cracked sections for 15% of the spans on either side of the internal supports and the properties of the uncracked sections elsewhere.
It can be seen that in the general cases in Eurocode 4 : Part 1-1 (2004)[82] and Eurocode 4 : Part 2 (2005)[83] above, the properties are to be reduced to those of the cracked section in regions in which the extreme fibre stress exceeds twice the tensile strength. In effect, this approach reduces the length of the cracked zones and compensates for the tension stiffening effect; however, it involves an approximation. Hence, the guidelines in Eurocode 4 : Part 1-1 (2004)[82] and Eurocode 4: Part 2 (2005)[83] in both general and specific cases, could lead to some error in the estimation of the cracked lengths and, hence, in the analysis, in some cases.

  1. Methodology
    The methodology used in this research work is numerical integration. The deflection at mid-span dm can be expressed by following equation:

(eq.3.1)
3.1 Cross section properties
The cross section properties are derived with reference to work done by Costa et al.(2021)[3]
Fig3.1 Typical cross section of a steel deck composite slab
As shown in fig 3.1, the distance between neutral axis and most compressed is denoted ycf . CGT is the centroidal axis of the trspezoidal section and CGF is the centroidal axis of typical steel deck section.
The area of web’s trapezoidal section At will be given by following equation.

The distance from the centroidal axis of web’s trapezoidal section to the lower end of the typical cross-section is

The moment of inertia of trapezoidal section in relation to centroidal axis (CGT) will be given as:

The neutral axis of the uncracked section will be given as:

Where modular ratio ae is given as:

In which Ea is the Young’s Modulus of steel and Ecs is the secant modulus of elasticity of concrete.
The uncracked moment of inertia will be given as:

Where n is the number of typical cross section and I`sf is the moment of inertia of typical steel deck section.
The cracked moment of inertia will be calculated as follows:
For calculation of cracked moment of inertia ycf is converted to y2 which is the position of neutral axis of cracked section. y2 is calculated by following equation.

Where,

Thus, the cracked moment of inertia will be obtained as:

3.2 Derivation
Fig.3.2 Simply supported beam where K is Uncracked Length
In the cracked region, effective moment of inertia is to be considered which is given by following equation:
(Eq.3.2)
Where Ieff= Effective moment of inertia
Iun= Uncracked moment of inertia
Icr= Cracked moment of inertia
?,?= Interpolation coefficients of uncracked and cracked section respectively
Here, ? and ? is obtained from following equation:
? = 1-? = 1-(K ft/sun)2 (Eq.3.3)
where K is the coefficient representing influence of duration of application or repetition of
loading
ft is the tensile strength of concrete
sun is the stress at tensile face with considering cracked section
3.2.1 For one point symmetric loading

Fig.3.3 Simply Supported beam subjected to one point load
Here the loading is symmetric therefore eq.3.1 can be rewritten as:

On derivation the deflection equation for one point load was obtained as:

3.2.2 For two point symmetric loading

Fig.3.4 Simply Supported beam subjected to two point load
Here the loading is symmetric therefore eq.3.1 can be rewritten as:

On derivation the deflection equation for two point load and Ls=L/4 was obtained as:

On derivation the deflection equation for two point load and Ls=2.5L/8 was obtained as:

3.1.3 For uniformly distributed symmetric loading

Fig.3.5 Simply Supported beam subjected to uniformly distributed load
Here the loading is symmetric therefore eq.3.1 can be rewritten as:

On derivation the deflection equation for one point load was obtained as:

  1. Validation Study
    Three validation studies have been carried out for above derived equations
    4.1 Case 1
    In this case deflection of one way concrete slab with steel decking subjected to two point loading is calculated using above derived equations and validated with experimental results obtained by Costa et.al. (2021).The properties of MF-50 steel deck slab are as follows:
    b2 = 175 mm (Longer width of trapezoidal section)
    bb = 130 mm (Shorter width of trapezoidal section)
    hF = 50 mm (Height of trapezoidal section)
    bn = 305 mm (Width of flange section)
    tc = 50 mm (Depth of flange section)
    dF =74 mm (Distance of centroidal axis of typical steel deck from top fibre)
    A`F,ef = 1452 mm2 (Effective area of typical steel deck cross section)
    tn = 1.25 mm (Thickness of typical steel deck section)
    fck = 30.39 MPa (Grade of concrete)
    Isf = 719469.33 mm4 (Moment of inertia typical Steel deck cross section)
    Ea = 201290 MPa (Youngs Modulus of elasticity of steel)
    Ecs = 27563 MPa (Secant modulus of elasticity of concrete)
    n = 3 (No. of typical steel deck cross sections)
    L= 1800 mm (span of slab)
    The comparison is shown by following graph:

4.2 Case 2
In this case deflection of one way concrete slab with steel decking subjected to uniformly distributed loading is calculated using above derived equations and validated with results obtained from numerical method developed by Gilbert R.I.(2013). The properties of the KF-70 slabs specimens are as follows:
L = 3100 mm
hT = 150 mm
AF,ef = 1320mm2 Ea = 212000 MPa Ecs = 30725MPa Iun = 278x106mm4 Icr = 102x106mm4 ? = 0.411 ? = 1-0.411 = 0.589 The comparison is shown in following table: Deflection from derived equation Deflection from method developed by R.I.Gilbert Difference(%) 1.89 1.85 2.16 4.3 Case 3 In this case deflection of one way concrete slab with steel decking subjected to combination of uniformly distributed loading and two point loading is calculated using above derived equations and validated with results obtained from numerical method developed by Gholamhoseini et.al.(2015). The properties of KF70 slab are as follows: L = 4800mm Ec = 30100 MPa AF,ef = 1467mm2
Iun = 413×106 mm4
Icr = 147×106 mm4
? = 0.5
? = 1-0.5 = 0.5
The comparison is shown in following table:
Deflection from derived equation Deflection from method developed by Gholamhoseini et.al. Difference(%)
11.04 11.15 0.99

  1. Conclusions
    In this paper, a literature review and the serviceability criteria of deflection of steel-concrete composite members is studied. The equations of deflection are derived taking into consideration uncracked length and effective moment of inertia for cracked section is calculated considering tension stiffening effect. Three cases of validation are presented in this paper.
    In first case concrete slab with steel decking is subjected to increasing two point load. The graph plotted from the results of deflection using derived equation initially showed a maximum error of 44% with graph plotted from experimental results taken from literature of Costa et al. because of the proposed method used considered the moment of inertia to be constant i.e. Ieff while in real experimental case stiffness and hence moment of inertia varies with increment in load. But at serviceability limit of L/350 the results obtained from proposed equation on comparison with experimental results taken from literature of Costa et al. showed very good agreement. Then the crushing of concrete occurs which the derived equation does not take into account.
    In second case concrete slab with steel decking is subjected to uniformly distributed load of 7.68 kN/m including self-weight. The instantaneous deflection obtained using derived equation shows good agreement with deflection obtained by numerical method developed by Gilbert with a mere difference of 2.16%.
    In third case concrete slab with steel decking is subjected to uniformly distributed load of 3.8 kN/m including self-weight and two point load of 8kN each. The instantaneous deflection obtained using derived equation shows good agreement with deflection obtained by numerical method developed by Gholamhoseini et.al. with a mere difference of 0.99%.
    References
  2. Uy, B.: Long-term service-load behaviour of simply supported profiled composite slabs. Proc. Inst. Civ. Eng. Struct. Build. 122, 193–208 (1997)
  3. Ramnavas, M. P., Patel, K. A. Chaudhary, S., Nagpal, A.K.: Cracked span length beam element for service load analysis of steel concrete composite bridges. Comput. Struct. 157, 201–208 (2015)
  4. Costa, R. S., Lavall, A.C.C.S, Renata, G.L.: New equations to establish the effective moment of inertia of composite slabs with profiled steel sheeting for deflection calculation. J. Build. Eng. 37, 102135 (2021)
  5. Kalibhat, M.G., Upadhyay, A.: Numerical modeling of continuous steel concrete composite girders considering cracking of concrete. Structures. 27, 1313–1323 (2020)
  6. Lam, D., El-lobody, E.: Behavior of Headed Stud Shear Connectors in Composite Beam. J. Struct. Eng. 131, 96–107 (2005)
  7. Su, Q., Yang, G., Bradford, M.A.: Bearing Capacity of Perfobond Rib Shear Connectors in Composite Girder Bridges. J. Bridg. Eng. 21, 06015009 (2016)
  8. Su, Q., Yang, G., Bradford, M.A.: Behavior of a Continuous Composite Box Girder with a Prefabricated Prestressed-Concrete Slab in Its Hogging-Moment Region. J. Bridg. Eng. 20, 1–13 (2015)
  9. Su, Q.T., Yang, G.T., Qin, F., Wu, C.: Investigation on the horizontal mechanical behavior of steel-concrete composite cable-pylon anchorage. J. Constr. Steel Res. 72, 267–275 (2012)
  10. Su, Q.T., Yang, G.T., Wu, C.: Experimental investigation on inelastic behavior of composite box girder under negative moment. Int. J. Steel Struct. 12, 71–84 (2012)
  11. Qingtian, S., Yang, G., Bradford, M.: Static behaviour of multi-row stud shear connectors in high- strength concrete. Steel Compos. Struct. 17, 967–980 (2014)
  12. Liu, Y.Q., Zeng, M.G., Chen, A.R.: Application and research of shear connectors in bridge structures. Harbin Gongye Daxue Xuebao/Journal Harbin Inst. Technol. 35, 272–275 (2003)
  13. Maleki, S., Bagheri, S.: Behavior of channel shear connectors, Part I: Experimental study. J. Constr. Steel Res. 64, 1333–1340 (2008)
  14. Maleki, S., Bagheri, S.: Behavior of channel shear connectors, Part II: Analytical study. J. Constr. Steel Res. 64, 1341–1348 (2008)
  15. Massicotte, B., Elwi, A., Macgregor, J.: Tension-Stiffening Model for Planar Reinforcedd Concrete Members. Manager. 116, 3039–3058 (1990)
  16. Ghali, A., Favre, R., Eldabry, M.: Concrete Structures: Stresses and deformations. Spon. Press, Londan (2002)
  17. Rots, J.G., De Borst, R.: Analysis of concrete fracture in “direct” tension, (1989)
  18. Yankelevsky, David; Reinhardt, H.: Uniaxial Behavior of Concrete in Cyclic Tension. J. Struct. Eng. 115, 166–182 (1989)
  19. Chen, H.H., Su, R.K.L.: Tension softening curves of plain concrete. Constr. Build. Mater. 44, 440–451 (2013)
  20. Khalfallah, S., Guerdouh, D.: Tension stiffening approach in concrete of tensioned members. Int. J. Adv. Struct. Eng. 6, (2014)
  21. Sokolov, A., Kaklauskas, G., Idnurm, S., Gribniak, V., Bacinskas, D.: Tension-stiffening model based on test data of RC beams. 10th Int. Conf. Mod. Build. Mater. Struct. Tech. 810–814 (2010)
  22. Gribniak, V., Kaklauskas, G., Kacianauskus, R., Kliukas, R.: Improving efficiency of inverse constitutive analysis of reinforced concrete flexural members. Sci. Res. Essays. 7, (2012)
  23. Sahamitmongkol, R., Kishi, T.: Tension stiffening effect and bonding characteristics of chemically prestressed concrete under tension. Mater. Struct. Constr. 44, 455–474 (2011)
  24. Odrobinak, J., Vican, J., Bujnak, J.: Verification of composite steel-concrete bridge behavior. Procedia Eng. 65, 440–446 (2013)
  25. Abdel Rahman, H.H., Hinton, E.: Nonlinear finite element analysis of reinforced concrete stiffened and cellular slabs. Comput. Struct. 23, 333–350 (1986)
  26. Carreira, D.J., Chu, K.H.: Stress-Strain Relatonship for Reinforced Concrete in Tension. J. Am. Concr. Inst. 83, 21–28 (1986)
  27. Kaklauskas, G., Ghaboussi, J.: Stress- Strain Relations for Cracked Tensile Concrete from RC Beam Tests. J. Struct. Eng. 127, 64–73 (2001)
  28. Bischoff, P.H., Paixao, R.: Tension stiffening and cracking of concrete reinforced with glass fiber reinforced polymer (GFRP) bars. Can. J. Civ. Eng. 31, 579–588 (2004)
  29. Torres, L., Lopez-Almanza, F., Bozza, L.M.: Tension-Stiffening Model for Cracked Flexural Concrete Members. J. Struct. Eng. 130, 1242–1251 (2004)
  30. Zou, P.X.W.: Theoretical Study on Short-Term and Long-Term Deflections of Fiber Reinforced Polymer Prestressed Concrete Beams. J. Compos. Constr. 7, 285–291 (2003)
  31. Branson, D.E.: Deformation of concrete structures / Dan E. Branson. McGraw-Hill, New York (1977)
  32. ACI: Building Code Requirements for Structural Concrete. (2011)
  33. Eurocode 2. Des. Concr. Struct. Part 1-1 Gen. rules rules Build. Eur. Comm. Stand. Brussels, Belgium. (2004)
  34. Dai, J.G., Ueda, T., Sato, Y., Nagai, K.: Modeling of Tension Stiffening Behavior in FRP-Strengthened RC Members Based on Rigid Body Spring Networks. Comput. Civ. Infrastruct. Eng. 27, 406–418 (2012)
  35. Kang, S.B., Tan, K.H., Zhou, X.H., Yang, B.: Influence of reinforcement ratio on tension stiffening of reinforced engineered cementitious composites. Eng. Struct. 141, 251–262 (2017)
  36. Sunayana, S., Barai, S.V.: Flexural performance and tension-stiffening evaluation of reinforced concrete beam incorporating recycled aggregate and fly ash. Constr. Build. Mater. 174, 210–223 (2018)
  37. Zanuy, C., Ulzurrun, G.S.D.: Bending model for composite UHPFRC-RC elements including tension stiffening and crack width. Eng. Struct. 209, 109958 (2020)
  38. Daud, R.A., Daud, S.A., Al-Azzawi, A.A.: Tension stiffening evaluation of steel fibre concrete beams with smooth and deformed reinforcement. J. King Saud Univ. – Eng. Sci. 33, 147–152 (2021)
  39. Cruz, P.J.S., Mari, A.R., Roca, P.: Constructed Structures. Engineering. 124, 278–287 (1998)
  40. Kwak, H.G., Seo, Y.J.: Long-term behavior of composite girder bridges. Comput. Struct. 74, 583–599 (2000)
  41. Kwak, H.G., Seo, Y.J., Jung, C.M.: Effects of the slab casting sequences and the drying shrinkage of concrete slabs on the short-term and long-term behavior of composite steel box girder bridges. Part 2. Eng. Struct. 22, 1467–1480 (2000)
  42. Marí, A.R.: Numerical simulation of the segmental construction of three dimensional concrete frames. Eng. Struct. 22, 585–596 (2000)
  43. Fragiacomo, M., Amadio, C., Macorini, L.: Finite-Element Model for Collapse and Long-Term Analysis of Steel–Concrete Composite Beams. J. Struct. Eng. 130, 489–497 (2004)
  44. Park, Y.H., Kim, S.H., Lee, S.Y., Choi, J.H.: Approximate analysis method for composite beams with partial interaction using Fourier series. Int. J. Steel Struct. 13, 219–227 (2013)
  45. Gara, F., Carbonari, S., Leoni, G., Dezi, L.: A higher order steel-concrete composite beam model. Eng. Struct. 80, 260–273 (2014)
  46. Lezgy-Nazargah, M.: An isogeometric approach for the analysis of composite steel-concrete beams. Thin-Walled Struct. 84, 406–415 (2014)
  47. Baskar, K., Shanmugam, N.E., Thevendran, V.: Finite-Element Analysis of Steel–Concrete Composite Plate Girder. J. Struct. Eng. 128, 1158–1168 (2002)
  48. Baskar, K., Shanmugam, N.E.: Steel-concrete composite plate girders subject to combined shear and bending. J. Constr. Steel Res. 59, 531–557 (2003)
  49. Barth, K.E., Wu, H.: Efficient nonlinear finite element modeling of slab on steel stringer bridges. Finite Elem. Anal. Des. 42, 1304–1313 (2006)
  50. Zhao, G., Li, A.: Numerical study of a bonded steel and concrete composite beam. Comput. Struct. 86, 1830–1838 (2008)
  51. Liang, Q.Q., Uy, B., Bradford, M.A., Ronagh, H.R.: Ultimate strength of continuous composite beams in combined bending and shear. J. Constr. Steel Res. 60, 1109–1128 (2004)
  52. Liang, Q.Q., Uy, B., Bradford, M.A., Ronagh, H.R.: Strength Analysis of Steel–Concrete Composite Beams in Combined Bending and Shear. J. Struct. Eng. 131, 1593–1600 (2005)
  53. Gupta, P.K., Sarda, S.M., Kumar, M.S.: Experimental and computational study of concrete filled steel tubular columns under axial loads. J. Constr. Steel Res. 63, 182–193 (2007)
  54. Singh, H., Gupta, P.K.: Numerical Modeling of Rectangular Concrete-Filled Steel Tubular Short Columns. Int. J. Sci. Eng. Res. 4, 170–173 (2013)
  55. Gupta, P.K., Singh, H.: Numerical study of confinement in short concrete filled steel tube columns, (2014)
  56. Okasha, N.M., Frangopol, D.M., Orcesi, A.D.: Automated finite element updating using strain data for the lifetime reliability assessment of bridges. Reliab. Eng. Syst. Saf. 99, 139–150 (2012)
  57. Wahalathantri, B.L., Thambiratnam, D.P., Chan, T.H.T., Fawzia, S.: A material model for flexural crack simulation in reinforced concrete elements using ABAQUS. First Int. Conf. Eng. Des. Dev. Built Environ. Sustain. Wellbeing. 260–264 (2011)
  58. Rex, C.O., Easterling, W.S.: Behavior and Modelling of Reinforced Composite Slab in Tension. J. Struct. Eng. 126, 764–771 (2000)
  59. Yang, Z., Zhang, Y., Dong, H., Cui, J., Guan, X., Yang, Z.: High-order three-scale method for mechanical behavior analysis of composite structures with multiple periodic configurations. Compos. Sci. Technol. 152, 198–210 (2017)
  60. Wang, Q., Zhang, J., Fan, J., Zheng, X.: Cracking load of high strength ECC-steel composite bridge deck with impact of shrinkage stress — Test and simulation. Eng. Fract. Mech. 202, 174–201 (2018)
  61. Bilotta, A., Garcea, G.: A two-level computational approach for the elasto-plastic analysis of framed structures with composite cross-sections. Compos. Struct. 209, 192–205 (2019)
  62. Uddin, M.A., Alzara, M.A., Mohammad, N., Yosri, A.: Convergence studies of finite element model for analysis of steel-concrete composite beam using a higher-order beam theory. Structures. 27, 2025–2033 (2020)
  63. Zhou, X., Men, P., Di, J., Qin, F.: Experimental investigation of the vertical shear performance of steel–concrete composite girders under negative moment. Eng. Struct. 228, 111487 (2021)
  64. Men, P., Zhou, X., Zhang, Z., Di, J., Qin, F.: Behaviour of steel–concrete composite girders under combined negative moment and shear. J. Constr. Steel Res. 179, 106508 (2021)
  65. Bradford, M.A.: Deflections of Composite Steel-Concrete Beams Subject to Creep and Shrinkage. ACI Struct. J. 88, (1991)
  66. Bradford, M.A., Gilbert, R.I.: Time-dependent stresses and deformations in propped composite beams. Proc. Inst. Civ. Eng. Struct. Build. 94, 315–322 (1992)
  67. Bradford, M.A.: Shrinkage behavior of steel-concrete composite beams. ACI Struct. J. 94, 625–632 (1997)
  68. Amadio, C., Fragiacomo, M.: Simplified Approach to Evaluate Creep and Shrinkage Effects in Steel-Concrete Composite Beams. J. Struct. Eng. 123, 1153–1162 (1997)
  69. Gilbert, R.I., Bradford, M.A.: Time-Dependent Behavior of Continous Composite Beams at Service Loads. J. Struct. Eng. 121, 319–327 (1995)
  70. Bradford, M.A., Gilbert, R.I.: Composite Beams with Partial Interaction under Sustained Loads. J. Struct. Eng. 118, 1871–1883 (1992)
  71. Bradford, M.A., Gilbert, R.I.: Experiments on composite beams at service loads. Trans. Inst. Eng. Aust. Civ. Eng. CE33, 285–291 (1991)
  72. Bradford, M.A., Manh, H.V., Gilbert, R.I.: Numerical analysis of continuous composite beams under service loading. Adv. Struct. Eng. 5, 1–12 (2002)
  73. Chaudhary, S., Pendharkar, U., Nagpal, A.K.: An analytical-numerical procedure for cracking and time-dependent effects in continuous composite beams under service load. Steel Compos. Struct. 7, 219–240 (2007)
  74. Chaudhary, S., Pendharkar, U., Nagpal, A.K.: Hybrid Procedure for Cracking and Time-Dependent Effects in Composite Frames at Service Load. J. Struct. Eng. 133, 166–175 (2007)
  75. Pendharkar, U.: Neural network models for composite beams and frames considering cracking and time-effects. PhD thesis, Indian Inst. Technol. Delhi, India. (2007)
  76. Patel, K.A., Chaudhary, S., Nagpal, A.K.: A Tension stiffening model for analysis of RC flexural members under service load. Comput. Concr. 17, 29–51 (2016)
  77. Wang, W., Dai, J., Li, G., Huang, C.: Long-Term Behavior of Prestressed Old-New Concrete Composite Beams. J. Bridg. Eng. 16, 275–285 (2011)
  78. Al-Deen, S., Ranzi, G., Vrcelj, Z.: Full-scale long-term experiments of simply supported composite beams with solid slabs. J. Constr. Steel Res. 67, 308–321 (2011)
  79. Ramnavas, M. P., Patel, K. A., Chaudhary, S., Nagpal, A.K.: Service load analysis of composite frames using cracked span length frame element. Eng. Struct. 132, 733–744 (2017)
  80. Lasheen, M., Shaat, A., Khalil, A.: Numerical evaluation for the effective slab width of steel-concrete composite beams. J. Constr. Steel Res. 148, 124–137 (2018)
  81. Nie, J., Wang, J., Gou, S., Zhu, Y., Fan, J.: Technological development and engineering applications of novel steel-concrete composite structures. 13, 1–14 (2019)
  82. Lou, T., Karavasilis, T.L.: Numerical assessment of the nonlinear behavior of continuous prestressed steel-concrete composite beams. Eng. Struct. 190, 116–127 (2019)
  83. Eurocode 4: Design of composite steel and concrete structures, Part 1-1: General rules and rules for buildings. Eur. Comm. Stand. Brussels, Belgium. (2004)
  84. Eurocode 4: Design of composite steel and concrete structures, Part 2: General rules and rules for bridges. Eur. Comm. Stand. Brussels, Belgium. (2005)

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Instantaneous Analysis of Steel-Concrete

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Critically evaluate the major disruptive technologies that are changing the hotel industry

 Technology, Innovation and IntrapreneurshipAssessment Individual Infographic
Individual/Group Individual
Length Poster/Infographic (1page)
In Class Elevator Pitch (3-minutes)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
(a) Critically evaluate the major disruptive technologies that are changing the hotel industry.
(b) Analyse the implications of the disruptions for marketing and operations in the hotel industry.
Weighting 30%
Total Marks 100 marks
Assessment Task
Identify and critically evaluate some of the major disruptive technologies that are changing the hotel industry. Then, analyse the implications of these technologies on the operations of hotels that use them. Present your findings in an Infographic Poster (1 page) with an accompanying in-class Elevator Pitch (3minute.)
Context
Disruptive technologies are impacting the hotel industry on a global scale. An awareness and understanding of these disruptions and their effects are critically important for a modern leader. This assessment will help you to identify and analyse both the challenges and benefits that result from the introduction of these disruptive technologies into hotels, such that there is a seamless customer experience
Infographics are a popular way of presenting information, statistics, data. They are an excellent communication tool, are more memorable and effective than notes or memos and provides decision makers quick information. Moreover, utilising graphics or charts helps visual learners understand patterns, correlations, and trends.
TII604_Assessment_1_Brief_Infographic Page 1 of 4
Instructions
1. Identify technological disruptions that are changing the way hotels operate by investigating and reviewing various sources of information, including the literature, case studies and online articles. You are required use sources published within the last 5 years.
2. Critically evaluate three disruptive technologies being used in hotel operations. Address the following aspects for each technology:
a. What is the nature of the disruptive technology? (i.e. Applications, software, robotics, A.I.)
b. Where has it been implemented? (Please provide the name of the hotel and its operational use)
c. What has been the impact of its implementation? (e.g. Improved check-in experience, predictive purchasing, happier staff.). What benefits to the customer has been realised.
d. Has the hotel highlighted this new technology when marketing to potential customers?
3. Create an infographic (1-page poster) that visually captures your findings. Please attach the Reference List in the second page following the infographic.
4. Deliver a 3-minute presentation in the format of an elevator pitch to present your disruptive technologies, using your one-page infographic (with a one-page reference list) as a visual aid. This must be displayed as a one slide PowerPoint presentation on the screen (with a one-page reference list). The presentations will take place during the Week 4 class.
5. Please note that you are required to submit the infographic poster on the Sunday before 11:55pm, prior to your in-class presentation (i.e. Sunday Week 3).
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
Submission Instructions
Submit this task via the Assessment link in the main navigation menu in TII604 Technology, Innovation and Intrapreneurship. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Please submit the infographic poster document in PDF format. This should contain only two pages, your infographic and a reference list.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.

TII604_Assessment_1_Brief_Infographic Page 2 of 4
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard)
0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75-84% High Distinction (Exceptional)
85-100%
Critical evaluation of
disruptive technologies
Identify three disruptive technologies relevant to the hotel industry.
Provides a critical evaluation of each technology by discussing their nature, implementation and impact supported by credible and contemporary sources.
Total Percentage for this
Assessment Attribute = 40 %
The technologies discussed have been common in hotels for more than the last decade. Their introduction is not critically evaluated or well scrutinised.
The discussion does not utilise credible and contemporary sources to support any points made.
The technologies discussed have been common in hotels for more than the last five years. Their introduction is explored but not critically evaluated.
The discussion uses some contemporary sources, but these are not empirical explorations, only opinionbased articles. The technologies discussed have been common in
hotels for less than the last five years. Their introduction is explored without much critical evaluation.
The discussion uses mostly contemporary sources that are not empirical. However, there are some sources that do meet the empirical level.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in a competent manner.
However, more critical analysis would have strengthened the discussion.
There is a good blend of contemporary and empirical sources used to support the points that have been made.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in an exciting and critical manner, looking at both the associated opportunities and risks, with strong support throughout.
There is a high level of contemporary and current empirical sources utilised to support all aspects of the discussion.
Visual appeal and presentation of content in the infographic poster
Use of colour
Layout
Clarity and neatness
Organisation of content
Flow of information
Total Percentage for this
Assessment Attribute = 25%
The poster requires significant improvement in design, colour choice, layout, neatness, organisation and flow of information.
Few of the required elements are organized and well placed. However, most content requires clarity and improvement in design, layout and neatness.
Most of the required elements are presented and well placed. The poster demonstrates an acceptable level of design and layout that supports the flow of information. All of the required elements are presented and well placed. The poster has a good design and layout that supports the flow of information. The poster has an excellent design and layout which supports the flow of information and all of the required elements are well placed and clearly defined.
Effective Communication
TII604_Assessment_1_Brief_Infographic_Week 3 Page 3 of 4
In-class evaluator pitch
Total Percentage for this
Assessment Attribute = 25% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Stilted, awkward and/or oversimplified delivery. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice).
Presentation aids are not employed or developed as directed.
Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a way that is not always clear and logical.
Correct, but often stilted or awkward delivery. Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice)
Employs basic, but generally accurate presentation aids as directed.
Presentation is easy to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Correct, but occasionally stilted or awkward delivery.
Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice). Employs clear
and somewhat engaging presentation aids as directed. Engages audience interest. Information, arguments and evidence are very well presented; the presentation is logical, clear and well-supported by evidence.
Clear and confident delivery.
Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice;
stance; movement)
Engages and sustains audience interest.
Expertly presented; the
presentation is logical, persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments.
Clear, confident and persuasive delivery.
Dynamic, integrated and professional use of a wide range of engaging presentation techniques
(e.g. posture; eye contact, expression; gestures; volume,
pitch and pace of voice; stance;
movement)
Correct citation of key references and evidence
Total Percentage for this
Assessment Attribute = 10%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA.
. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas.
Referencing resembles APA, with occasional errors. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
Show evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. APA referencing is free from errors.

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Critically evaluate the major disruptive technologies that are changing the hotel industry

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Assess how globalization and technology changes have impacted the corporation you researched

Overview

Choose a public corporation, with which you are familiar, from one of the following industries:

  1. Travel.
  2. Technology.
  3. Food.

Research the company on its own website, public filings on the Securities and Exchange Commission’s Filings & Forms page, Strayer University’s online databases, Strayer University’s Lexis Advance database, and any other sources you can find. The annual report will often provide insights that can help address some of these questions. Use the Strategic Management and Strategic Competitiveness Template [DOCX] to ensure that your assignment meets the requirements.

Requirements

Write a 4-6 page paper in which you address the following:

  • Assess how globalization and technology changes have impacted the corporation you researched.
  • Apply the industrial organization model and the resource-based model to determine how your corporation could earn above-average returns.
  • Assess how the vision statement and mission statement of the corporation influence its overall success.
  • Evaluate how each category of stakeholder impacts the overall success of this corporation.
  • Use the Strayer University Online Library or the Internet to locate and include at least three quality references. Note: Wikipedia and similar websites do not qualify as academic resources

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Assess how globalization and technology changes have impacted the corporation you researched

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Is a QR Code an input or output device?

Blogger: QR Code

QR Code Research – Research how companies are using this technology. Is a QR Code an input or output device? What are the benefits? Is there a downside? Your answer should be a minimum of 100 words.QR Code Creation – Watch the video: QR Code Assignment, this will show how to create your own QR code. Use www.qrstuff.com to create your code.Create a Blog post in Blackboard. Submit your answer to the QR Code Research questions. Also post the QR Code you created. Use the Title: Personal QR Code. You can see an example at http://jneighborsbusn1190.blogspot.com/Review at least two student Personal QR Code posts. Using your SmartPhone or other QR Reading device, comment on what you believe their QR Code says.

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Is a QR Code an input or output device?

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

conversation to Erika’s post; through a patient’s and/or physician’s

APA format

175 – 265 words

Cite at least one (1) peer-reviewed reference

Respond, agree, and further the conversation to Erika’s post; through a patient’s and/or physician’s point of view; or through supportive research to her claims.

Erika Cortez

Hi Dev,

I agree with your post that in social media, potential patients can advertise for consumer choice; however, what surprised me was that findings suggest that most medical tourism providers are not fully utilizing the potential of social media for tourism marketing. Medical tourism marketers should initiate more interactive forms of communication and promote more through social media and other online platforms. Online visitors’ comments, reviews, and queries must be monitored, and adequate responses have to be posted quickly to generate a positive destination image among medical tourists, residents, travel and tourism operators, and other stakeholders to ensure increasing growth in this sector. I also believe that saving money is another reason why people are turning to medical tourism, making price clearly a factor. For most patients, however, knowing the quality of care is world-class is the most important factor in their decision

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on conversation to Erika’s post; through a patient’s and/or physician’s

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Royal Dutch Shell Finally Delivers Big Stock Buyback

In the short article “Royal Dutch Shell Finally Delivers Big Stock Buyback, But Shares Break Support” by Aparna Narayanan (see below), stock repurchases may produce favorable effects on key financial ratios.

Narayanan, A. (2018, July 26). Royal Dutch Shell finally delivers big stock buyback, but shares break support. Investors Business Daily. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=131003207&site=ehost-live&scope=site

After reading the article, address the prompts below.

Include an introduction that summarizes the article.

Analyze the importance of stable dividend policies.

Determine reasons behind stock repurchases.

Analyze how individual financial metrics are specifically affected by stock repurchase plans and returns.

Should be at least two pgs in length, not counting the title and reference pgs

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Royal Dutch Shell Finally Delivers Big Stock Buyback

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Compare and contrast the ways in which the victim’s characteristics are the same or different for physical and sexual abuse

PSYN:295 Family Violence

There are 3 question blocks (with Question A and Question B). Please choose one question to answer from each question block (for a total of 3 essay questions answered for the exam). Please plan on a 300 word minimum for each answer.

PSYN:295 Family Violence

There are 3 question blocks (with Question A and Question B). Please choose one question to answer from each question block (for a total of 3 essay questions answered for the exam). Please plan on a 300 word minimum for each answer. 

Set One (pick one)

1A. Compare and contrast the ways in which the victim’s characteristics are the same or different for physical and sexual abuse. Please give your interpretations as to why these similarities or differences may exist.

1B. Compare and contrast the ways in which the perpetrators’ characteristics are the same or different for emotional/ psychological child abuse and neglect. Please give your interpretations as to why these similarities or differences may exist.

Set Two (pick one)

2A What is a macro theoretical approach to explaining abuse? Please discuss two macro theoretical approaches to explaining family violence (be sure to discuss the good points and bad points of each approach).

2B. What is a micro theoretical approach to explaining abuse? Please discuss two micro theoretical approaches to explaining family violence (be sure to discuss the good points and bad points of each approach).

Set Three (Pick One)

3A. What are some of the good points and bad points of using different methods of data collection to report on the prevalence of child abuse? Be sure to discuss government substantiated, NIS-4 and the self-report national parent survey (Straus) methods.

3B. Discuss the link between corporal punishment and physical child abuse. Discuss a macro theory or micro theory prevention program you think might prevent corporal punishment used by parents from escalating into physical child abuse (be specific about apply concepts to your designed program)

WE HAVE DONE THIS ASSIGNMENT BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class

CLICK HERE TO MAKE YOUR ORDER on Compare and contrast the ways in which the victim’s characteristics are the same or different for physical and sexual abuse

Are You looking for Assignment and Homework Writing help? We Provide High-Quality Academic Papers at Affordable Rates. No Plagiarism.

TO BE RE-WRITTEN FROM THE SCRATCH