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Titlebook: Reinforced Concrete Design; Textbook 1982Latest edition

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11#
發(fā)表于 2025-3-23 12:55:23 | 只看該作者
W. H. Mosley,J. H. Bungeyo views of man. Socrates’ view is of interest in this connection. He takes the soul-body distinction for granted. So do his opponents Gorgias, Polus and Callicles. Socrates further holds that there is a state of health (.) for each. Justice and legislation care for the soul, while medicine and gymna
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發(fā)表于 2025-3-23 14:43:20 | 只看該作者
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發(fā)表于 2025-3-23 19:06:29 | 只看該作者
14#
發(fā)表于 2025-3-24 02:14:55 | 只看該作者
Properties of Reinforced Concrete,n, to a slender curved dome or shell. Its utility and versatility is achieved by combining the best features of concrete and steel. Consider some of the widely differing properties of these two materials that are listed below.
15#
發(fā)表于 2025-3-24 04:21:51 | 只看該作者
Analysis of the Structure,idual member must be capable of resisting the forces acting on it, so that the determination of these forces is an essential part of the design process. The full analysis of a rigid concrete frame is rarely simple; but simplified calculations of adequate precision can often be made if the basic action of the structure is understood.
16#
發(fā)表于 2025-3-24 08:05:39 | 只看該作者
17#
發(fā)表于 2025-3-24 11:37:29 | 只看該作者
Shear, Bond and Torsion,e choice and arrangement of the reinforcement are dealt with in the chapters on member design, particularly chapter 7, which contains examples of the design and detailing of shear and torsion reinforcement in beams. Punching shear caused by concentrated loads on slabs is covered in section 8.1 of the chapter on slab design.
18#
發(fā)表于 2025-3-24 17:58:41 | 只看該作者
Design of Reinforced Concrete Slabs,forms such as . solid slabs, ribbed slabs or precast units. Slabs may span in one direction or in two directions and they may be supported on monolithic concrete beams, steel beams, walls or directly by the structure’s columns.
19#
發(fā)表于 2025-3-24 22:46:46 | 只看該作者
20#
發(fā)表于 2025-3-25 01:38:53 | 只看該作者
W. H. Mosley,J. H. Bungey number. The evidence that we draw together from a number of studies on children’s arithmetic shows a divergence in performance. The less successful seem to focus more on perceptions of their physical activities than on the flexible use of symbol as process and concept appropriate for a conceptual d
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