Kamis, 09 Februari 2012

New "100,000 Strong Initiative" Hopes To Build U.S.-China Golden Bridges


(ASIATODAY) - U.S. President Obama's "100,000 Strong Initiative" has received a new boost this week as a Chinese delegation headed by President Hu Jintao visits America.
First Lady Michelle Obama announced more than USD2.25 million in private sector pledges in support of the initiative's goal of dramatically increasing the number and diversity of American students studying in China.
President Obama unveiled the "100,000 Strong Initiative" during his November 2009 visit to Shanghai. The initiative aims to increase significantly the number of Americans who have the opportunity to study in China. The initiative is also designed to help educational institutions establish or expand China study programs. U.S. Secretary Clinton officially launched the effort in May 2010.
The First Lady also highlighted several new efforts launched under the 100,000 Strong Initiative. In one of those efforts, the U.S.-based Ford Foundation is providing seed money to the non-profit organization Golden Bridges for the creation of a robust alumni network to bring together students who have traveled to China as part of the 100,000 Strong cohort and previously.
The Chinese government has also offered 10,000 scholarships for Americans studying in China. These "bridge" scholarships will cover all in-country costs and target high school and college students and teachers.

Lighting every room:


  • Foyers, halls and stairways: size the decorative fixture to the space. If the fixture can be viewed from another room, be sure to select a fixture which look attractive. Stairways and halls must have good general lighting for safety.
  • Bedroom area: gently filtered and flattering light in a bedroom creates a sense of calm and repose. The placement and intensity of lighting affects a space's atmosphere, making it cozy or cool, dramatic or cheerful. The right level of light in a bedroom is entirely personal, it should be flexible enough to let you read, work and relax comfortably. Consider first the ambient lighting or general lighting, it is the light cast by overhead fixtures, whether recessed and largely invisible (as in most modern houses) or pendant and decorative (as in older homes).
  • Living area: recessed lighting is one of the best ways to light a general area because the light source is concealed. One of the most immediate ways to bring graciousness to a room is by implementing a well-designed lighting plan. By providing multiple sources, both an inviting wash of ambient light and a variety of task and accent lights, you establish the living room a place where all will feel at home. Individual lamps create an intimate feeling. Commonly used as sources for task-specific lighting, floor, table, and wall lamps and their shades can transform the mood of the room. Think of lamp shades as fashion accessories. translucent shades, such as those made of natural parchment, silk, handmade paper, or linen, softly diffuse light; opaque and semi-opaque shades alter the direction of light and focus the beam up or down. Candles are infinitely useful for adding drama, warmth, and sparkle to a space. Aromatic candles infuse a space with long-lasting scent.
  • Dining area: a chandelier or pendant can be a general lighting element, as well as a focal point of your home. A chandelier should be 6" to 12" smaller than the narrowest side of the table and the bottom of a pendant or chandelier should be approximately 30" above a table. Recessed wall washers can provide additional light while helping to create an illusion of a larger room space.
  • Kitchen area: decorative fluorescent fixture mounted in the center of a work space is a common choice but as energy efficient as they are, fluorescent bulbs cast a cold white light that makes people look ghostly. Cooking and food preparation require good lighting, you'll make the kitchen a much more attractive place to be by replacing fluorescent lights with incandescent or halogen lighting. Down lights mounted 18'' off the edge of the cabinets, and spaced 3'' or 4'' on centers is an excellent way to create additional general lighting.
  • Bathroom area and vanity lighting: a good lighting plan begins at the vanity, and proceed from there. Use both side and top lighting, surround the mirror with clear, soft light to avoid shadows and glare on your face. For a nice, ambient radiance, think about indirect lighting, which usually recesses the light source in an over-head cove. Areas over 100 square feet require several recessed down lights or decorative surface mounted fixtures. It's important to understand what qualities of light will work best, both with your skin tone and the materials in the bath. The goal is to provide the room with a background of flattering, even light. To change the mood of installed lighting or to add flourish, use accent lighting, floor lamps, table lamps or chandeliers can all function as accent lights. Bring in pillars, votives, and scented candles to create a true sense of private refuge.
  • Outdoor lighting: Select a design and size to complement your house while providing sufficient lighting for safety. When installing a wall lantern, size the fixture to the door and surrounding space. Wall lanterns should be mounted slightly above eye level from the center of the fixture to the floor. Post top lanterns are an excellent way to light a walkway, while complimenting wall lanterns. Large post top lanterns make a better impression when used in large open spaces..

Accent lights


Accent lights are specific and attention-grabbing. They are used to set mood, draw focus, or add sparkle. larger accent lights like wall washers impart a soft, colorful glow; spotlights can draw attention to favorite artwork or emphasize a focal wall; candles create a sense of movement and cast dramatic shadows. Often, it can be a beautiful decorative accessory on its own. Use accent lighting to spotlight a photo, collection, or display. Place accent lights in bookcase shelves or on a long mantel for subtle illumination.

Select your style:

  • Picture lights perch over artwork to illuminate it. They are usually low wattage to minimize glare off reflective surfaces.
  • Track lights can be aimed to highlight architectural details and favorite objects.
  • Mini-chandeliers hang from the ceiling and add sparkle.
  • Candles fill a room with warmth and animation; they can add color and scent as well.
  • Nightlights are very low wattage and offer illumination by which to navigate or sleep.
  • Beaded-shade lamps change the quality of light, tinting it with jewel tones.

Task Lights


After, consider the task lights you'll need for you and your family to read, work, or play. Task lighting is focused light that illuminates a specific activity. Available in a vast number of styles, task lamps offer both direct illumination and great design flexibility because you can often change their style and the effects of their light with different shades or positioning. Place a wall sconces behind the sofa to facilitate reading, or use a swing-arm table lamp on a side or parson's table. Most bedrooms require effective task lighting next to the bed as well as in reading corners, at vanities, and on work surfaces.

Select your style:

  • Table lamps with three-way bulbs allow for adjustable levels of light. They come in a variety of shapes, sizes, and wattages.
  • Swing-arm lamps have adjustable arms that allow the light to be swung into position, perfect at the bedside.
  • Sconces attach directly to the wall and can offer useful supplementary lighting.
  • Floor lamps are freestanding and may be adjustable in height.
  • Desk lamps focus a bright, downward beam of light with high level of illumination.
  • Closet lights come in options such as hard-wired, low-voltage, or battery-operated.

Ambient lighting


Begin with the ambient lighting or general lighting that just makes the room visible. Ambient light is the basic lighting layer, illuminating walls, open areas, and main pieces of furniture so that you can navigate the space with ease. For instance ambient lighting in a living room is very important because the room is often occupied by more than one person. Hanging ceiling fixtures offers the broad wash of diffused illumination required for soft, general lighting. Ambient light can be direct, bounced off a wall, or diffused through a shade to warm up the quality of the light.

Select your style:

  • Torchières are uplights that emit a soft, even wash of light, their beam bounces from the ceiling before angling down.
  • Recessed downlights are built into the ceiling and have a reflective lining.
  • Pendants hang from the ceiling. They come in different shapes and styles that can add another decorative element to a room.
  • Suspended uplights are ceiling-mounted fixtures that cast light upward and give an even glow.
  • Wall-mounted uplights or sconces cast a diffused glow and are wise choices for pale-colored rooms or reflective wall finishes.

Interior Lighting


Lighting creates ambience and makes a room welcoming. Good lighting enables activity, enhances color, and gives a room a sense of warmth and life. Lighting can fill a dark corner, lift a low ceiling, camouflage a dark angle, or brighten up a gloomy room. We are always seeking balance, so we don't want to over-light or under-light any area.
Light fixtures also bring fun and fashion to a space. One of the keys to creating a comfortable and flexible room is to layer the lighting. There are three kinds of lighting to consider. Use a mix ambient, task, and accent lighting to delineate different zones. Choose light fixtures and lamps that add character to your decor.

Flooring


The floor is the foundation for any room scheme and has a profound effect on its atmosphere, as well as appearance. The floor is also the most used and abused surface in any house; battered by feet, scraped by furniture, and requiring regular vacuuming, brushing, mopping, or sweeping.
When deciding what to do with floor, consider two issues: the floor itself and the carpeting or rug that covers it. Budget, the look, and how you plan to use the space will help you decide what to do.
Different parts of the house make different demands on their respective floor coverings. Some like halls, stairs corridors, and routes between well-used areas, require a floor that is particularly hard-wearing. Bathrooms, especially those with showers, work better if the flooring is waterproof. Kitchens work better if the flooring is stain-resistant. Bedrooms feel more comfortable if at least some of the floor is soft and warm to the touch of a bare foot.
A solid wood floor is timeless and beautiful, but if it's in bad condition, it should be refinished or covered with wall-to-wall carpeting. Floors such as concrete, stone, and ceramic tile are durable but hard on the feet in spaces where people stand a lot. Resilient floors such as vinyl, linoleum, cork, or rubber have some give and so are easier on the feet. Wall-to-wall carpeting is softer on the feet and can make a room look larger. It also absorbs sound. Area rugs are an investment that can easily be brought to your next house.
As no single material can comply perfectly with all these domestic demands, the tendency is to choose room-specific flooring. This is all very sensible, but can result in an interior that feels fragmented and jumpy as you step from quarry tiles in the hall to stripped floorboards in the living room to linoleum in the kitchen to carpet on the stairs, and so on.
Using a single type of flooring that flows from room to room is one of the tricks designers use to make a space appear larger; walls seem to "float" as if the the floor slipped beneath them, and the eye follows the floor through doorways, along corridors, and across landings in seamless vistas. Probably the most practical choices of single flooring are some kind of stone tile or wood. Both wood and stone can be softened with addition of rugs, to mark out seating areas in livings room, or create islands of warmth in bedrooms. For bathrooms and kitchens, both wood and stone can be sealed to be stain-and water resistant. Wall-to-wall carpet may be appropriate for upstairs bedrooms, where it muffles sound and makes rooms feel luxuriously cozy.

Tips

  • Spend as much as you can afford. Flooring is disruptive and expensive to change. A floor that looks and feels beautiful, and sounds solid underfoot, is an excellent interior investment.
  • Acoustics have a subtle but pervasive influence over the atmosphere of any indoor space. Large areas of unrelieved hard flooring, such as stone or tiles, make for harsh acoustics unless dampened by soft furnishings. Wood is more gentle, although wooden stairs and sprung wooden floors tend to clatter and reverberate underfoot. Again, runners and rugs will mute the effect.
  • Consider color. Pale flooring reflects more light into a dark room. A dark floor, on the other hand, can "ground" a room that is light enough already. A very shiny dark floor acts like a mirror and increases the impression of height in a room.
  • Natural flooring, whether wood, stone, or vegetable matting, are more likely to wear and weather gracefully than synthetics. Their gentle, earthy colors seem appropriate underfoot, just as the pale blues, grays, and off-whites of the sky seem right for ceilings.
  • A square or rectangle of carpet or matting, bound at the edges, can unify a room with odd corners and angles.
  • Plain mats can also be used in larger spaces to divide the room in "zones", whether for dining or relaxing in a sociable group.

Sabtu, 14 Januari 2012

Constructing Earthquake-Proof Buildings

The Ori Source

Objectives



Students will achieve the following objectives:
1. Explore different materials, shapes, and design options that affect the durability of a building
2. Understand how to use models to perform controlled scientific experiments

Materials


For the class:
Computers with Internet access (optional but very helpful)
To build the tabletop earthquake generator, you will need the following:
A 1-inch × 10-foot piece of #40 PVC plastic pipe, which will be cut into two 24-inch pipes and two 30-inch pipes
Four 1-inch #40 PVC 90o degree elbows
Two ½ inch x 36 inch dowels wooden dowels
One piece of plywood .25 × 24 × 24 inches
Four eyebolts, .25 × 2.5 inches with .25 inch nuts
Four hex bolts, .25 × 1 inch, with .25 inch nutss
Four rubber bands, #64
One saw
One drill with .25-inch drill bit
Hot glue
To conduct the earthquake experiments, students will need the following:
Styrofoam packing blocks
Wood blocks
Spongy foam
Cardboard
Scissors (for cutting the foam board or cardboard)
Shallow box or pan
Marbles
Wood dowels or pencils
Large sponge
Sand (optional)
Teflon cooking sheets (optional)
Note: Use either foam or cardboard for the lightweight blocks.
For each student:
Pencil
Paper
Classroom Activity Sheet: Earthquake Data (see printable version)
Take-Home Activity Sheet: Create Your Own Earthquake-Proof Building (see printable version)

Procedures


1. Before conducting the experiments, you must build the tabletop earthquake generator. (Materials for the generator can be found at your local hardware store or a large home supply center.) Consider asking a few interested students to help build the generator, which is shown below with a sample test structure.
2. Follow the instructions below to assemble the tabletop earthquake generator.
  1. Cut the PVC pipe into two 24-inch pipes and two 30-inch pipes.
  2. Drill a .25-inch hole 2 inches away from each end of both 24-inch PVC pipes.
  3. Glue the PVC pipes together to form a rectangular frame.
  4. Insert and fasten the eyebolts into the holes.
  5. Loop a rubber band around each of the eyebolts.
  6. Lay the dowels or pencils across the PVC pipe and allow them to roll freely across the pipe.
  7. Drill four .25-inch holes at each corner of the board. The holes should be 2 inches away from the edge of each of the four corners.
  8. Insert a hex bolt into each hole. Fasten the bolt to the plywood with a nut.
  9. Place the plywood on the wood dowels or pencils. Stretch the other end of the rubber bands under each hex head. Tighten the pieces into place.
3. Discuss with the class the different variables that need to be considered when constructing a building durable enough to survive a catastrophic earthquake. Help students understand that the following factors contribute to the durability of a structure:
  • Distribution of weight
  • Variation in shape
  • Variation in height
  • Variation in foundation material
4. Explain to students that they will be constructing their own miniature buildings to test these four factors. Before they begin, have students do some initial research on earthquakes and earthquake engineering. Encourage them to look for information regarding the four factors that contribute to the durability of a structure. They could begin their research in class and continue as a homework assignment. The Web sites below offer a good starting point for their research:
MCEER—Multidisciplinary Center for Earthquake Engineering Research
Earthquake Engineering Research, University of California, Berkeley

5. The next day, divide the class into four groups. Explain that each group will build different structures and then see how durable each is by placing it on the earthquake generator and simulating an earthquake by shaking the generator. Each group will be testing one of the variables discussed above. Before conducting the experiment, each group should make a prediction of which structure has the best chances of surviving an earthquake. Students will record their predictions, observations, and conclusions on the Classroom Activity Sheet: Earthquake Data.
6. Listed below are the variables that will be tested and the steps the groups will follow: Experimental Group 1: How does the distribution of weight within a structure affect its stability during an earthquake?
  1. Students in this group will make two rectangular, solid blocks with dimensions approximating 15 × 15 × 20 centimeters from light materials such as Styrofoam, cardboard, or foam board. The third block should be made of a heavier material, such as wood. The wood block, placed at different positions during each trial, is the dark-colored block in the drawings below.
  2. Predict which structure has the best chance of withstanding an earthquake and explain why.
  3. Place each structure on the earthquake generator and simulate an earthquake by shaking the generator.
  4. Observe which structure was the most durable and withstood the earthquake.
  5. Write your conclusion and revise your original explanation if you disproved your prediction.
Experimental Group 2: How does variation in shape and placement of objects within a structure affect its stability during an earthquake?
  1. Students in this group will use three different rectangular, solid blocks made from the same material (either Styrofoam, foam board, or cardboard). Make one block 15 × 15 × 20 centimeters, one block 10 × 10 × 20 centimeters, and one block 5 × 5 × 20 centimeters. In each trial, the blocks will be stacked in a different order, as shown in the diagrams below.
  2. Predict which structure has the best chance of withstanding an earthquake and explain why.
  3. Place each structure on the earthquake generator and simulate an earthquake by shaking the generator.
  4. Observe which structure was durable enough to withstand the earthquake.
  5. Write your conclusion and revise your original explanation if you disproved your prediction.
Experimental Group 3: How does the variation in the height of each structural element and its placement affect the structure’s stability during an earthquake?
  1. Make three different rectangular, solid blocks out of the same material (either Styrofoam, foam board, or cardboard). Make one block 15 × 15 × 30 centimeters, one block 15 × 15 × 20 centimeters, and one block 15 × 15 × 10 centimeters. Have students conduct an earthquake trial in the orders shown in the diagrams below.
  2. Predict which structure has the best chance of withstanding an earthquake and explain why.
  3. Place each structure on the earthquake generator and simulate an earthquake by shaking the generator.
  4. Observe which structure withstood the earthquake.
  5. Write your conclusion and revise your original explanation if you disproved your prediction.
Experimental Group 4: How does variation in foundation material affect the stability of a structure during an earthquake?
  1. Make two equal rectangular, solid blocks out of the same material. The blocks should have the dimensions 15 × 15 × 20 centimeters. In each earthquake trial, the blocks will be stacked in the same way but placed on different foundation materials. In the first trial, put marbles or ball bearings in a shallow box and place the structure on top of the marbles. In trial 2, replace the marbles with several short wooden dowels or round pencils. In trial 3, use a large sponge. (You can try other foundation materials, such as sand or Teflon-coated cooking sheets.)
  2. Predict which structure has the best chance of withstanding an earthquake and explain why.
  3. Place each structure on the earthquake generator and simulate an earthquake by shaking the generator.
  4. Observe which structure survived the earthquake the best.
  5. Write your conclusion and revise your original explanation if you disproved your prediction.
7. After students have completed their experiments, have students come back together and share their results. Then assign the Take-Home Activity Sheet: Create Your Own Earthquake-Proof Building. Based on the results of the four experiments, ask each student to construct a tower with three stackable rectangles that would have the best chance of surviving an earthquake. Then have students write a paragraph explaining why their structure is earthquake proof.
8. During the next class period, have students share their “ideal building” concepts. If time permits, select a couple of “ideal” structures and test them out on the earthquake generator. Can the structures withstand the simulated earthquake?

Adaptations


Bring in a video camera and have older students videotape a few of the experimental structures built and tested on the earthquake generator. When the videotape is played back in slow motion on a VCR, often it is easier to see why the structure failed. Have students look for the flaws and then correct them by rebuilding the structure. Then they should test the structure again to see if it has become stronger.

Discussion Questions


1. 1. Review the four variables that contribute to the durability of a building: distribution of weight, variation in shape, variation in height, and the type of material used for the foundation. Discuss what is needed to create earthquake-proof buildings. For example, what would happen if a building was constructed properly but was built on a sandy foundation? What issues do builders face when constructing very tall buildings?
2. There have been many severe earthquakes in the 20th century. The 1985 earthquake in Mexico City and the earthquake in Kobe, Japan, in the late 1990s are two examples. Using the Internet or library resources, find out about a serious earthquake. What caused the most damage? What strategies could be implemented so that the damage is not as great the next time?
3. Based on what you have learned about earthquake-proof buildings, in what kind of building would you like to be during an earthquake? Describe its features and why you think it would be safe.
4. One of the largest freestanding domed structures on Earth is the Hagia Sophia in Istanbul, Turkey. It has survived all magnitudes of earthquakes for nearly 1,500 years. Using the Internet or library for research, do a structural analysis of the Hagia Sophia. Then report on some of the theories proposed about why this structure appears to be earthquake proof.
5. Discuss some of the structural features that are being incorporated into modern buildings to help them withstand earthquakes registering on the high end of the Richter scale. Use your library or the Internet to find resources to assist you in your research.
6. Following are three different approaches for preparing for future earthquakes. Discuss the value of each approach. Is one better than the others? Would you be more likely to invest in one approach over the others? Or do you think that all three should be implemented simultaneously? Give evidence to support your ideas.
  • Support and encourage engineers to design better buildings that have a greater chance of withstanding an earthquake.
  • Support and encourage engineers and scientists to learn more about earthquakes, enabling them to better predict when they will take place. This increased knowledge will help people be more prepared when the earthquake does hit.
  • Support public information campaigns that educate people about the safest places to build homes and discourage them from building in areas at the greatest risk for earthquakes.

Evaluation


Use the following three-point rubric to evaluate students’ work during this lesson. Students should be able to work cooperatively in teams, make thoughtful predictions, follow directions to build their structures, perform the experiment, and draw conclusions from the experiment.
  • Three points: students worked effectively in their groups, made predictions based on sound reasoning, followed directions and built the structures correctly, performed the experiments correctly, and were able to draw conclusions from the experiments.
  • Two points: students worked somewhat effectively in their groups, made predictions based on somewhat sound reasoning, followed directions and performed the experiments adequately, and were able to draw some conclusions from the experiments.
  • One point: students had difficulty working in their groups, made predictions that were largely guesses, followed directions but had difficulty performing the experiments, and had difficulty drawing conclusions from the experiments.

Extensions


Earthquake Competition
Set up a competition and see who can build the tallest freestanding structure that can survive an earthquake on the tabletop earthquake generator. Have students work collaboratively in groups of three or four students. Each group must design and build the structure they test on the earthquake generator. You may choose materials that are convenient to your location and resources, but the structure must comply with the following specifications:
  1. The total mass of the structure may not exceed 1.5 kilograms.
  2. No element of the structure may be taller than 30 centimeters.
  3. The elements of the structure may not interlock or stick together in any way.
  4. Glue and other fasteners may be used to hold parts together within the single element height limit of 30 centimeters.
  5. The structure must be freestanding. (It may not be stuck in any way to the table.)
  6. Any materials may be used as long as they do not violate any other rule.
  7. Students may create shock absorbers or include any new idea that is not suggested in the previous activities as long as it does not violate any other rule.
  8. Materials may be placed under the structure as long as they do not in any way harm the earthquake generator. These materials are included in the mass limit.
  9. Groups should design a way to make sure that the magnitude of the earthquake is constant throughout the competition.
  10. The winner is the group that designs the tallest freestanding structure to withstand the highest magnitude earthquake.

 

Suggested Readings


Secrets of Lost Empires: Reconstructing the Glories of Ages Past
Michael Barnes, et.al. Sterling Publishing, 1997.
One of history's greatest mysteries is how ancient civilizations managed to build the structures they did without modern technology. In this book, engineers, architects, archaeologists, stonemasons, and others struggle together to re-create versions of the massive pramids of Egypt, the earthquake-resistant stonework of the Incas, and several other ancient monuments using only the tools available at the time.

BuckyWorks: Buckminster Fuller's Ideas for Today
J. Baldwin. Wiley, 1996.
R. Buckminster Fuller is probably best known for his development of the amazingly strong and efficient geodesic dome. He called himself a "design scientist," but he was also an architect, a mathematician, an engineer, an inventor, a social visionary, and an author. Written by a colleague of Fuller's, the stories, photographs, and original illustrations present a tantalizing sample of Fuller's lifetime of incredible accomplishments.

Links


Earthquake
This Discovery Online reference tells everything about earthquakes and includes a section on earthquake-resistant buildings.

Virtual Earthquake
At Virtual Earthquake, learn to locate the epicenter of an earthquake and evaluate its intensity using the Richter Scale.

Multidisciplinary Center for Earthquake Engineering Research
Looking for a science project on earthquakes? Check this Web site out for ideas on how to a design structure that might survive an earthquake.

Hagia Sophia
For nearly 1,000 years, Istanbul's great cathedral, the Hagia Sophia, has withstood frequent building-crumbling earthquakes that continue to this day. Did those early architects know something that we don't know today about how to design a large building that can survive an earthquake?


Vocabulary


Click on any of the vocabulary words below to hear them pronounced and used in a sentence.

speaker   center of gravity
Definition: The mathematical point at which the entire weight of a body may be considered as concentrated so that if supported at this point, the body would remain in balance in any position.
Context: Buildings with low centers of gravity are less likely to fall over during an earthquake.

speaker   dampen
Definition: To diminish progressively in vibration or oscillation.
Context: The vibration of a building caused by an earthquake may be dampened by placing shock-absorbing materials under and around the foundation of the building.

speaker   earthquake
Definition: A shaking or trembling of Earth that is volcanic or tectonic in nature.
Context: When the earthquake stopped shaking our town, only a few buildings that had been designed to withstand earthquakes remained standing.

speaker   Richter scale
Definition: A logarithmic scale for expressing the magnitude of an earthquake; for example, 1.5 indicates the smallest disturbance that can be felt, 4.5 indicates a disturbance that can cause slight damage, and 8.5 indicates a very devastating disturbance.
Context: Since the earthquake caused little damage, it probably measured between 3.0 and 5.0 on the Richter scale.

speaker   seismology
Definition: The area of science that deals with earthquakes.
Context: Scientists who focus on seismology try to predict when and where earthquakes are going to occur.