Follow the instructions. My parts are Tower calculations and blades calculations.
The end goal of this Progress Report is that EACH individual team member shows at least one design issue that the team member individually worked on, from a technical viewpoint. Note: The assignment that you hand in should be able to convince any mathematically inclined designer of the validity of your process and any non-technical person can read and understand your work.
Reports must be formatted as follows:
– Single spaced
– 11-point font
– Include cover page with:
o Team number and name
o Individual analysis performed
o Section information
– Reference page for any and all sources used
Therefore, it appears to be attractive that specialists endeavor to particularize the bland assessment agenda displayed above by distinguishing sets of criteria which to consider in obviously determined dialect instructing settings. The aftereffects of such examinations would facilitate the educator's activity comprising in the adjustment of the non specific agenda to their own particular conditions. In addition, with a specific end goal to confirm the legitimacy of the prescient assessment agenda ebooks ought to be additionally subjected to two kinds of assessment upheld by Tomlinson (2003): while utilize and post-utilize assessment. These assessment modes would quantify the genuine results of the execution of specific ebooks in the center and toward the finish of a dialect showing course, individually. The discoveries would advise educators about the genuine benefits and also conceivable issues that the utilization of ebooks is probably going to involve; especially, if such assessment was supplemented by: (I) the consequences of activity look into which would examine how chosen digital book highlights convert into different learning modes; and also (ii) confirm from interviews with educators and students associated with digital book based instruction. To wrap things up, digital book assessment ought to in no way, shape or form be constrained to the substance and programming, yet it ought to moreover grasp the equipment, i.e. the tablets, and the different computerized designs accessible, which may likewise apply effect on the viability of digital book improved dialect guideline. References Allison, K. J. (2003). Talk and Hypermedia in Electronic Textbooks. A PhD paper. Texas Woman's College. Bandura, E. (2007). Nauczyciel jako go between interkulturowy. Kraków: Tertium. Bélisle, C. (2007). eLearning and intercultural measurements of learning speculations and instructing models. Paper submitted to the FeConE (Framework for eContent Evaluation) venture. May 2007. Recovered January 23rd, 2013, from http://www.elearningeuropa.info/documents/media/media13022.pdf. Carden, M. T. J. (2008). Ebooks are not books. Meeting on Information and Knowledge Management document. Continuing of the 2008 ACM workshop on Research progresses in substantial advanced book stores, 2008, Napa Valley, California, USA October 30, 2008, 9-12. Bearer, M. (2006). Innovation later on dialect classroom. Present day English Teacher, 14(4), 5-15. Chen, Y-N. (2003). Application and advancement of electronic books in an e-Gutenberg age. Online Information Survey, 27(1), 8-16. Showing English with Technology, 13(1), 29-41, http://www.tewtjournal.org 40 CILIP (2012). Digital book Acquisition and Lending Briefing. Open, Academic and Research Libraries. CILIP, Policy Division, August 2012 (changed September 2012). Recovered from http://www.cilip.org.uk/getinvolved/ arrangement/statements%20and%20briefings/Documents/Ebook% 20acquisition%20and%20lending%20by%20libraries%20-%20longer%20briefingv2.pdf. Murray, M. C., and Pérez, J. (2011). E-Textbooks are coming: Are we prepared? Issues in Informing Science and Data Technology, 8, 49-60. Recovered from http://iisit.org/Vol8/IISITv8p049-060Murray307.pdf. Corbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters. Crestani, F., Landoni, M., and Melucci, M. (2005). Appearance and usefulness of electronic books. Universal Journal on Digital Libraries, 6(2), 192-209. Davy, T. (2007). E-Textbooks: openings, advancements, diversions and problems. Serials, 20(2), 98-102. Diaz, P. (2003). Ease of use of hypermedia instructive ebooks. D-Lib Magazine 9(3): Retrieved from: http://www.dlib.org/dlib/march03/diaz/03diaz.html. Downes, S. (2005). E-learning 2.0. eLearn Magazine. Training and Technology in Perspective. October 2005. Recovered from http://elearnmag.acm.org/featured.cfm?aid=1104968. Embong, A. M., Noor, A. M., Ali, R. M. M., Bakar, Z. An., and Amin, A-R. M. (2012). Educators' recognitions on the utilization of ebooks as course books in the classroom. World Academy of Science, Engineering and Technology, 70, 580-586. Recovered from https://www.waset.org/diaries/waset/v70/v70-110.pdf. Felix, U. (1998). Virtual Language Learning. Melbourne AU: Publications and Clearinghouse Managers Dialect Australia Ltd. Gaible, E., and Burns, M. (2005). Utilizing Technology to Train Teachers: Appropriate Uses of ICT for Teacher Proficient Development in Developing Countries. Washington, DC: infoDev/World Bank. Recovered from http://www.infodev.org/en/Publication.13.html. Watchman (2012). Enormous ascent in digital book deals counterbalances decrease in printed titles. A Guardian site article of 2 May. Recovered from http://www.guardian.co.uk/books/2012/may/02/rise-digital book deals decrease print-titles. Hatipoglu, N., and Tosun, N. (2012). The outline of inexhaustible and intuitive digital book format for e-learning conditions. Online Journal of Communication and Media Technologies, 2(3), 126-138. Recovered from http://www.ojcmt.net/articles/22/227.pdf. Krajka, J. (2007). English Language Teaching in the Internet-Assisted Environment. Lublin: Maria Curie- Skłodowska University Press. Krajka, J. (2012). The Language Teacher in the Digital Age. Towards a Systematic Approach to Digital Teacher Advancement. Lublin: Maria Curie-Skłodowska University Press. Landoni, M., and Gibb, F. (2000). The part of visual talk in the plan and generation of electronic books: the visual book. The Electronic Library, 18(3), 190-201. Lee, K.W. (2000). English educators' hindrances to the utilization of PC helped dialect learning. The Internet TESL Journal, 6(12). Recovered from http://iteslj.org/Articles/Lee-CALLbarriers.html. Lynch, C. (2001). The fight to characterize the fate of the book in the advanced world. To begin with Monday, 6(6). Recovered from http://firstmonday.org/htbin/cgiwrap/receptacle/ojs/index.php/fm/article/see/864/773. Magnik, J. (2001) Printing on electrons. In Cope, B., and Kalantzis, D. (Eds.), Print and Electronic Text Joining (pp. 125-144). Melbourne: Common Ground Publishing Ltd. Showing English with Technology, 13(1), 29-41, http://www.tewtjournal.org 41 Marczak, M. (anticipated). Creating Intercultural Competence in the Foreign Language Classroom with the Utilization of Information and Communication Technology. A PhD paper. Warsaw University. McFall, R., Dershem, H., and Davis, D. (2006). Encounters utilizing a shared electronic course reading: Bringing the "Guide as an afterthought" home with you. SIGCE Bulletin, 3(1), 339-343. Motteram, G., and Sharma, P. (2009). Mixing learning in a Web 2.0 world. Global Journal of Emerging Advancements and Society, 7(2), 83-96. O'Dowd, R. (2003). Understanding 'the Other Side': a subjective investigation of intercultural learning in a Spanish- English email trade. Dialect Learning and Technology, 7(3), 118-144. Recovered from http://llt.msu.edu/vol7num2/odowd/default.html. Rowlands, I., Nicholas, D., Jamali, H. R., and Huntington, P. (2007). What do personnel and understudies truly think about ebooks? Recovered from http://www.homepages.ucl.ac.uk/~uczciro/findings.pdf. Simba Information (2010). E-Textbooks in advanced education 2010-2011. Recovered from http://www.simbainformation.com/Textbooks-Higher-Education-2523126/. Taylor, R. and Gitsaki, C. (2003) Teaching WELL and adoring it. In Fotos, S., and Browne, C. M. (Eds.), New Points of view on CALL for Second Language Classrooms (pp. 131-147). Mahwah, NJ: Lawrence Erlbaum Associates. Tomlinson, B (2003). Materials assessment. In Tomlinson, B. (Ed.) Developing Materials for Language Teaching (pp. 15-36). London, New York: Continuum. Turner, F. (2005). Joining computerized ebooks into instructive educational programs. Global Journal of Instructional Technology and Distance Learning, 2(11). Recovered from http://www.itdl.org/diary/nov_05/article05.htm. Warschauer, M. (2004). Innovative change and the fate of CALL. In Fotos, S., and Browne, C. M. (Eds.). New Perspectives on CALL for Second Language Classrooms (pp. 15-26). Mahwah, NJ: Lawrence Erlbaum Associates. Wilson, R., Landoni, M., and Gibb, F. (2002). Rules for outlining electronic books. Research and Advanced Innovation for Digital Libraries: Proceedings of the sixth European Conference, ECDL'02, September 16-18, 2002, Paris, France (pp. 47-60). Recovered fromhttp://www.cis.strath.ac.uk/examine/productions/papers/strath_cis_publication_27.pdf. The capacity of managing startling and sudden occasions that irritates groups and changes in association culture is known as emergency administration. As of late we have possessed the capacity to palpate transboundary emergency, that have influenced partners in various structures. For instance, the 2011 tidal wave of Japan, which interfered with production network everywhere throughout the world, particularly in the car business (Crandall, Parnell and Spillan, 2010). This craft of managing emergency requires aptitudes and information to sort out partners' recuperation. Emergency administration readies the individual to create abilities in a surprising and unfriendly conditions inside the association of a crisis reaction with bravery and assurance. The coordination of the crisis reactions to a more extensive episode that debilitates to hurt and wreck structures, capacity to work viably and proficiently. The continuum assessment of the arranging and programmed episode reaction turns into a noteworthy piece of the procedure in an emergency administration design. Authoritative assets accessible in an emergency in Dominican Republic. As per Crandall, Parnell and Spillan (2014) there are nations and societies that are known as "emergencies arranged", on the grounds that they have possessed the capacity to prepare and bolster any emergency wanting to conquer their shortcoming. The Dominican Republic isn't the special case, when an emergency emerges the group and Dominican Civil Defense are the first to react to the crisis, as people on call. All things considered, not every person is set up to help someone else or accept a part of initiative during the time spent a crisis emergency. The national crisis and correspondence framework, known as the Center for Emergencies Operation, [COE], in its part of the main office across the country in an emergency, and reacting association has possessed the capacity to create skill and capacities to help potential emergencies and deal with the ones that in the end happen. The Center for Emergencies Operation, [COE], is qualified for create, survey, execute and prepare faculty, volunteers and the group in reference to the national arrangement and administration for crises across the country. The Dominican Civil Defense, are the person on call for the scene of a cataclysmic event or emergency. This is one of the crisis gatherings, in any event, most referred to in the nation as prepared specialists on call for a crisis. The Dominican Civil Defense started their group benefits as a gathering of volunteers to the group by giving correspondence benefits as radio beginner by 1963. Their first authority support to the group was with Hurricane Flora, where they demonstrated how they were successful in giving correspondence across the country under a crisis debacle as a tropical storm. The Dominican Red Cross enabled them to station their focal correspondence inside their middle. By, 1966, the Dominican government ordered the Law 257, which made the Dominican Civil Defense as an official living being to help crises. Along these lines, turning into an official state establishment under the umbrella of the Center of Emergencies Operation, COE. In September 22, 2002, the legislature instituted the Law 147-02 by which the hazard administration, turned into the official crisis administrative Agency responsible for building up the national crisis and correspondence design alongside its controls. As general standards they keep to ensure, arrange, take an interest, show counteractive action and decentralize administrations. Their essential objective is to avoid or decrease loss of lives and limit property harms of regular folks and government from catastrophic events or artificial calamities. The Dominican Civil Defense, is one the creatures under the umbrella of COE, and in addition the Dominican Red Cross, Energy Conservation Department, Fire Department, Police Department, Dominican Port Authority, Health Department, Environment and Natural Resources Department, Dominican Seismological Institute, National Housing Department, among others, have been perceived as a crisis emergency group of experts and experts nearby, national and globally for its work group in the interest of those in require and the group. On account of the Dominican Civil Defense, their labor is made out of 95% of consistent prepared volunteers, an official chief, an officer corps, and departmental supervisors who, as indicated by their scholarly readiness start working for the group and the advantage of the nation. As indicated by Treurniet, Van Buul-Besseling and Wolbers (2012) the group might be characterized as a gathering of individuals living in a similar territory and having a specific attributes in like manner of being a person. Furthermore, accordingly, they will have a place with various gatherings and groups, sharing their comprehension of a genuine dynamic group work, towards each other. By 2014, the Dominican Republic executed without precedent for its history the administrations of 911. As one of the new crisis asset administrations focus, its experts in control wanted to instruct enormously the populace about the utilization and advantages of 911. The correspondence methodology was enormously utilized (TV and radio) amid the accompanying two months preceding the actuation of the 911 framework across the nation. Pearson and Mitroff (1993) communicated that there is a need of teaming up with the group, since it gives a feeling of being part dynamic inside the group. Moreover, they clarified that the group can share their desires, evaluating their necessities and objectives of the individuals who are requiring help. During emergency, the learning of teaming up formally or casually with associations in achieving one objective of assisting someone else turns into a versatile conduct (James and Gilliland, 2013). In the Dominican Republic, Center for Emergency and Communication Operations, [COE] would be comparative in its capacity to what FEMA is in the United States. The Dominican Civil Defense is assigned under the umbrella of the COE. This Center would be part basic of the Crisis Management Team, CMT and the Crisis Management Plan, CMP. COE organizes steady trainings with national and global organizations who are additionally managing crises and emergency keeping in mind the end goal to trade encounters and prepare with new procedures. Today, the Dominican Civil Defense has turned out to be one of the organizations of the Government that has extraordinary compared to other correspondence arranges in the nation after the Armed Forces. They have a correspondence framework in the UHF band or ''ultra-high recurrence" as of late introduced, and an armada framework is national in scope, notwithstanding ordinary telephones. As of now, the Dominican Civil Defense has a radio station, which is the spirit of the establishment in emergency and crises that work 24 hours per day and the 365 days of the year (Dominican Civil Defense, 2014). Emergency Theories. Hypotheses influence a few presumptions to give a clarification of a given circumstance. A few creators, for example, James and Gilliland (2013) clarifies that the Eclectic Crisis Intervention Theory involves a purposeful and deliberate specifically coordinated substantial ideas and techniques to help the casualties from various methodologies. This specific hypothesis starts filling in as an undertaking focused hypothesis, rather than utilizing ideas. A few noteworthy undertakings recognized in this hypothesis are: Distinguish components in all frameworks and to coordinate them into an inside reliable entire giving a more precise behavioral information to be clarified. Think about every single existent hypothesis, techniques, and principles for assessing and controlling clinical information as per the propelled learning of time and place. The need to relate to no particular hypothesis, with a receptive outlook and ceaselessly explore different avenues regarding those details and systems that deliver victories. >GET ANSWER