Dear Sir or Madam, Dear Mr Jenkins
C1 advanced (cae) formal letter/email: writing guide, before you start….
Read the task carefully and then… You need to underline all the content points and consider the following:
The CAE test does not require you to include dates or addresses in any of your letters, whether formal or informal.
If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name.
Dear Sir or Madam
If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss , you can use Ms , which is for married and single women.
Dear Mr Jenkins
Dear Editor
The first paragraph of formal letters should include an introduction to the purpose of the letter. The summary of the letter can be found and the intentions which will be displayed through the rest of the letter should be outlined.
Example 1: I am writing in response to the advert I saw in the newspaper seeking people to work as tour guides. I think I would make a very good tour guide and I wish to apply for the job.
Example 2: I am writing about a recent incident in your shop in which I had the misfortune to be involved in. The incident I refer to is when one of your staff stopped me and accused me of shoplifting.
The second and following paragraphs should provide the main information of the letter, and describe the main purpose mentioned in the introductory first paragraph . Most letters in English are not very long, so keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.
Sample paragraph structure:
Paragraph 1: To begin with, I would like to put forward … Paragraph 2: Needless to say, this was …. Paragraph 3: But the thing that impressed me most…
4. closing and signing off.
Example call to actions:
Example:1 Thank you for your consideration of my suggestions. I look forward to an opportunity to discuss this matter further. Example 2: If you require further information, please do not hesitate to ask
Closing and signing off:
Yours faithfully – use it if you don’t know the name of the recipient. Yours sincerely – use it if you know the name of the recipient.
TIP: Remember about “ in the letter!
I would like to put forward […]
I have taken part In many activities […] , I have been In the basket-ball team[…] |
Cae example formal letter/email.
You recently had an unpleasant experience when you were shopping in a department store. One of the assistants wrongly accused you of shoplifting. Although you were able to prove that you had paid for the item in question, you received no apology.
Write a letter to the manager of the shop, saying why you are angry and disappointed and asking for some kind of compensation for the way you were treated. Say that you will take further action if you do not receive an official apology.
Dear Mr Menton,
I am writing about a recent incident in your shop in which I had the misfortune to be involved in. The incident I refer to is when one of your staff stopped me and accused me of shoplifting in front of about 20 other people. Needless to say, this was an extremely embarrassing situation for me. Thank goodness I had kept the receipt to prove that I had paid for everything on my person at the time, but to be accused of stealing like that in front of all those people – some of whom I knew personally – was very humiliating and degrading. The shop assistant used a very accusatory tone…
But the thing that angered and dismayed me most was not the accusation itself – after all, misunderstandings happen sometimes – but the accuser’s failure to acknowledge his mistake or apologise to me. When I showed him the receipt, he simply walked off mumbling about how ‘shady’ a character I looked. Considering how much embarrassment I was caused, I do not think it was too much to have expected a simple apology either, do you?
Which brings me back to why I am writing; if I cannot get an apology from this assistant, then I would like a formal one from you instead. If an official apology is not forthcoming and I am not compensated in some way – with a shopping voucher for example – then be warned that I will take further steps to ensure that I get justice.
I look forward to hearing from you at the very earliest convenience.
Yours sincerely, Michael Mathers
A student from a business school in an English-speaking country has arranged to spend two months on a work experience programme in your department. Your manager has asked you to write a letter to the student, welcoming him to your company, explaining what he will be expected to do and how he will benefit from this experience.
Write your letter .
Dear Mr Miller
We are delighted that you have decided to spend two months on a work experience programme in the xxx marketing department. We warmly welcome you to our company in general and to our department in particular .
Y ou will be given the unique opportunity to work with a young team launching a new soft drink. Your work will be as interesting as demanding. You will have to analyse sever al surveys which have recently been conducted. Based on the results of your analysis you will have to think about possible target customers . F urther more, you will be asked to develop ideas on how exactly we could launch our soft drink. You will have to gather though ts about how to run a successful campaign. As this project has not been made public yet, we expect you not to talk about this project to your friends or family . You will be expected to work hard and, sometimes, for long hours.
However , you will most certainly learn a lot. Y ou will be given the unique chance to develop a marketing campaign. You will also get used to working with different marketing tools. Furthermore, you will have to learn how to take advanta ge of a wide va riety of computer programs, which will not only help you to analy se the surveys conducted but will also assist you in making out possible target customers. This two months work experience programme will help you to understand the use and impact of marketing tools. We are confident that this experience will go far beyond that what you have learnt at university .
We are looking forward to working with you.
Y ours sincer ely
Your company would like to offer work-experience placements to students in an international college. Write a letter for publication in the student newspaper at the college.
Your letter should explain what your company does, what kind of work-experience placements are available, and how students would benefit from the experience.
Dear Students,
Are you looking for a work placement that will give you plenty of valuable experience and will look good on your CV? If so, then our company may have something to offer you.
We are an international educational exchange organisation which organises links between schools all over the world. We currently have three work-experience placements available for students from your college. The work would involve a range of office tasks, including dealing with correspondence, arranging meetings and keeping our database up-to-date. We are particularly interested in offering these placements to students with some knowledge of two or more languages.
The placements would be of great benefit to the students who are given this opportunity. It would provide experience of working in a small and dedicated team, which would give you the chance to develop a wider range of office skills than would normally be the case in larger organisations. Our international network means that you would also gain some contacts all over the world, which might be of particular value to any of you considering a career in some aspect of education.
You will find further information about our organisation and the placements we offer on our website and we look forward to hearing from any of you who think that the work might be right for you — and that you might be the right person for one of these placements.
Best wishes to you all, Paula Fisher
Cae formal letter & email topic 1.
Volunteers needed
We are looking for volunteers to help out at a famous, international sporting event. We’re looking for friendly, respectful people with good language skills, good team skills and a ‘can-do’ attitude. We need people to welcome delegates, provide customer service and solve problems. If you think you have what it takes, apply now.
Write an application to become a volunteer. Mention:
– your language skills – your personal qualities – examples of times when you have demonstrated team skills – any relevant work experience
Now write your letter . You do not need to include any postal addresses
A colleague of yours, Alice Watson, has applied for a job in the public relations department of a large charity. Poverty Action. You have been asked to write a letter providing a character reference for her. Indicate how long and what capacity you have worked with her, and how her personal characteristics would make her suited for her job. Here is part of the letter you received from Poverty Action:
The job of Public Relations Co-ordinator consists mainly of supervising PR work and entails travelling around the country and working with various people in our large organization. The successful applicant will need good managerial skills and be committed to the philosophy of our charity
Write your letter in reply. You do not need to include postal addresses
On a recent holiday, you lost a valuable item. Fortunately, you have travel insurance to cover the cost of anything lost.
Write a letter to the manager of your insurance company. In your letter:
– describe the item you lost – explain how lost it – tell the insurance company what you would like them to do.
Write your email in an appropriate style.
C1 advanced (cae) formal letter/email: tips & strategy.
If you aim to write an official letter, you should:
After writing your text, you can check it yourself using the writing checklist below.
How to do that? Simply check your text/email by answering the questions one by one:
Communicative Achievement
Organisation
Useful phrases for a f ormal letter: (use as set phrases in the exam, don´t experiment with new vocabulary or grammar)
Dear Sir or Madam Dear Mr Jenkins
With regards to the letter/email on… With reference to your letter/email… After having received your letter/email… I received your address from … and would like … Thank you very much for your letter/email on… I have been given your contact details by… and I would like to… In reply to your letter/email of…
I am writing with regard/reference to … I am writing to express (my concern about/ disappointment with/disapproval of/apologies for) I would like to draw your attention to/point out …
As you stated in your leter, … Regarding… Concerning … With regard to…
I am wiing to compiain about … You said …but in fact what happened …
(I feel) I must also (dis)agree with … I should also like to point out that … Your (article) states that … However,…
I would appreciate it/be grateful if you would … I look forward to receiving/seeing … I trust/very much hope you will …
I hope to hear from you soon… If you require any further information, feel free to contact me Should you require anything else, do not hesitate in contacting me Regards Yours faithfully Yours sincerely (signature)
Who is the audience? This will be given in the prompt.
What is the purpose of the writing? You are usually giving information or requesting action. You should be direct and get to the point quickly.
Should I use headings or bullet points? No.
How should it start? “Dear Sir or Madam (if no name is given), I am writing to…” This is the expected opening of a letter. First, you explain why you are writing, in the next paragraph you explain why you think you should get what you want.
How should it finish? You should clearly re-state your recommendation or desired action in your last paragraph. This is usually followed by a “I am looking forward to…” statement and “Yours faithfully/Yours sincerely, x.”
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Numerical and theoretical studies on axial compression performance of modular steel tubular columns grouped with shear-key connectors.
Click here to enlarge figure
Ref. | Authors | Year | Experiments | Topic | Findings |
---|---|---|---|---|---|
[ ] | Hajimohammadi et al. | 2022 | Yes | IMC | According to the study, VectorBloc’s registration-pin shear-keyed IMC often fails due to thread stripping. It shows thicker lifting plates or coarser threads boost lifting capacity, while loading angles from 0°–45° decrease it. |
[ , ] | Chen et al. | 2017 | Yes | IMC | The tests on the innovative bolted shear-keyed IMC studied static and seismic performance, showing how weld quality, stiffeners, and floor/ceiling beam/column stiffness affect connection performance. Diagonal stiffeners improve lateral bearing and bending stiffness. |
[ , , ] | Khan et al. | 2020/2021 | No | IMC | The numerical study revealed that corner, middle, and interior shear-keyed IMCs exhibited semi-rigid connectivity, adequate stiffness, lateral capacity, seismic performance, and ductility. However, it also identified high stresses near shear-key zones, resulting in strong-column and weak-beam responses. |
[ ] | Pang et al. | 2016 | No | IMC | Installed modules can prevent the inspection of shear-keyed IMCs. Additionally, if the columns are not cast in concrete or waterproofed, corrosion can become a problem. |
[ , ] | Dai et al. | 2020/2021 | Yes | IMC | Grouted shear-keyed IMCs contribute to axial and bending load resistances, acting as semi-rigid connections in non-sway/braced MSSs. |
[ ] | Deng et al. | 2017 | No | IMC | Welded shear-keyed IMCs affect ultimate load and end shortening, with the shear-key length being the most critical factor in compressive loads. |
[ ] | Zhang et al. | 2021 | Yes | IMC | Bolted shear-keyed IMCs improve MSS strength and stiffness and produce stable flag-shaped hysteretic responses with good self-centering in earthquake scenarios. |
[ ] | Ma et al. | 2021 | Yes | IMC | Bolted shear-keyed IMC accomplishes the identical rotation of twin beams; however, the rotational movement of the upper columns is greater than that of the lower columns. |
[ ] | Nadeem et al. | 2021 | No | IMC | Self-locking shear-keyed IMCs demonstrated improved initial resistance to lateral and slip stresses, meeting the EC3 and AISC standards for semi-rigid connections and special moment frames in modular construction. |
[ , ] | Liew et al. | 2018/2019 | No | IMC | Pretensioned shear-keyed IMCs also offer effective transmission of lateral forces with one bar. |
[ ] | Chen et al. | 2017 | Yes | IMC | After lateral loading, the pre-tensioned shear-keyed IMC frame exhibited self-centering deformation restoration and strength deterioration, mainly due to the loss of modular column bonding or concrete slippage. |
[ , ] | Sanches et al. | 2018/2019 | Yes | IMC | The thickness of the post-tensioned shear-keyed IMC determines its frictional resistance to lateral forces. |
[ , ] | Lacey et al. | 2019 | Yes | IMC | Varying bolt preload and the faying surface slip factor control the slip stress in post-tensioned shear-keyed IMCs. Additionally, preload and sandblasting enhance resistance to slipping and increase load capacity. |
[ ] | Theofanous et al. | 2009 | Yes | Column | Stainless steel columns under compression have demonstrated conservative Class 3 slenderness limits and effective width equations. |
[ ] | Tayyebi et al. | 2021 | No | Column | Post-production galvanizing reduces residual stress in directly-formed SHS/RHS. Moreover, the effective width and direct strength methods proved conservative according to standards AISC 360-16 [ ], CSA S16-19 [ ], and AISI S100-16 [ ]. |
[ ] | Liu et al. | 2022 | Yes | Column | According to stub column compression tests on press-braked Q355 and Q460 columns, EC3 [ ], ANSI/AISC 360-16 [ ], and the direct strength technique have unconservative slenderness limits for classifications between Class 1–3 (Non-slender) and Class 4 (Slender) sections. |
[ ] | Rahnavard et al. | 2021 | No | Column | The compression investigation revealed that the Effective Width and Direct Strength methods were not conservative for cold-formed, built-up sections with connecting plates and a single row of fasteners. |
[ ] | Liu et al. | 2003 | Yes | Column | A reliability analysis recommends that fixed-end cold-formed stainless steel SHS columns be designed according to the Australian/New Zealand Standard, which proves marginally more reliable than the American/European requirements. |
[ , , ] | Yan et al. | 2021/2022 | Yes | Column | Low-temperature compression studies on stainless steel stub tubular columns demonstrate that while strength increases, ductility decreases. Additionally, the prediction formulas from AISC360 [ ], EC3 [ ], and GB50017 [ ] codes are found to be conservative. |
[ ] | Huang et al. | 2021 | No | Column | Existing design requirements can predict strengths, but the Direct Strength technique and the European Code are the most accurate and conservative for modeling the compression behavior of cold-formed stainless steel columns at extreme temperatures (24–960 °C). |
[ ] | Li et al. | 2022 | Yes | Column | Imperfections and residual stresses had a lesser impact on the compression of 800 MPa HSS welded box-section columns. GB50017-2017 [ ] overestimated the local buckling load, while AISC360-16 [ ] overestimated, and both GB50017-2017 [ ] and EC3 [ ] underestimated the ultimate load. |
[ ] | Wang et al. | 2017 | Yes | Column | HSS sections met ductility criteria during compression testing; however, higher-strength materials may not achieve satisfactory ultimate-to-yield strain ratios. Furthermore, the current Class 3 EC3 [ ] slenderness limitations for internal elements under compression and the Class 4 effective width formula were called into question. |
[ ] | Huan et al. | 2013 | Yes | Column | The compression investigation found that steel-bar stiffeners delay local buckling, increase load-bearing capacity, and reduce ductility in square, thin-walled CFST columns. Additionally, while higher cross-section area ratios decrease deformation capacity, using steel bars as stiffeners and spot welding can reinforce columns cost-effectively. |
[ ] | Guo et al. | 2007 | No | Column | This compression study examines the effects of depth-to-thickness ratios on stub composite columns and proposes a novel equation for steel area computation and buckling bearing capacity. It was found that concrete-filled tubes bear loads more effectively than hollow steel tubes. |
[ ] | Key et al. | 1998 | Yes | Column | Compressive tests on cold-formed SHS columns indicated higher yield strength, reduced ductility, and outer tensile and inner compressive residual stresses. While these tests verified AISI’s criteria for slenderness limit, post-ultimate ductility, and unloading behavior, they did not confirm the predicted ultimate loads. |
[ , , ] | Khan et al. | 2022 | Yes | Walls | Global and local buckling, particularly in mid-column, was observed in MSS compression studies on planar and C-shaped SHS walls, where sidewalls restrained corner columns. Regarding safety and accuracy in predicting ultimate resistance, GB50017 [ ] was the safest, EC3:1-1 [ ] was the least secure, and AISC360 [ ] was the most accurate. |
[ ] | Xu et al. | 2020 | Yes | Beams/IMC | The mechanical behavior of laminated unequal channel beams in MSSs was examined, revealing that interfacial connections dramatically affected flexural failure modes and significantly increased loading capacities and stiffness. |
[ ] | Sharafi et al. | 2018 | Yes | IMC | Dynamic analysis under intense loads revealed that integral interlocking connections among modules simplify building processes, reduce force requirements, and enhance the integrity and stability of multi-story MSSs. |
[ ] | Choi et al. | 2016 | No | IMC | Grouped components and connection behavior vary in lateral stiffness and strength, which results in different load-carrying mechanisms in 3- and 5-story MSSs compared to TSSs. The assumption that components are entirely composite and that unit-module connections are fixed can lead to overestimations. |
[ ] | Ma et al. | 2021 | Yes | Beams/IMC | Bending experiments demonstrated that fully bolted shear-keyed IMCs enhance stability and seismic resistance by integrating both top and bottom unit beams and left and right columns. |
[ ] | Xu et al. | 2022 | Yes | Beams/IMC | The study tested laminated channel beams in MSSs under lateral loads, finding that larger ceiling beams and bolt connections enhanced bending performance. Additionally, interfacial sliding altered the load distribution and failure modes. |
[ ] | Li et al. | 2023 | Yes | Tubes | This study introduces a novel concept of a Diameter-Adjustable Mandrel designed to enhance metal tube bending processes. Accommodating tubes within a specific diameter range improves forming quality and reduces manufacturing complexity. |
[ ] | Wang et al. | 2023 | No | Tubes | This paper introduces a novel Bo-LSTM-based approach that effectively forecasts the cross-sectional characteristics of metal tube bending segments. Incorporating Bayesian optimization for hyper-parameter selection, this method surpasses previous approaches in accuracy and efficiency. |
[ ] | Yang et al. | 2023 | No | Joints/dampers | This research introduces a unique displacement-amplified mild steel bar joint damper to enhance energy dissipation during small earthquakes. This damper efficiently absorbs and dissipates energy by leveraging the lever principle to amplify node displacements. |
[ ] | Liang et al. | 2023 | No | Joints | This research presents a steel–aluminum composite sandwich structure to minimize energy consumption in power presses. By adopting a lightweight design for the slider, this structure achieves an 18.9% reduction in mass and a 6.1% decrease in energy consumption compared to traditional steel sliders. |
[ ] | Wei et al. | 2023 | Yes | Columns/Composite | This study utilizes pseudo-dynamic testing to evaluate the seismic performance of concrete-filled steel tubular composite columns reinforced with ultra-high-performance concrete plates. The results indicate that ground motion characteristics significantly influence the seismic response of these structures. |
[ ] | Chen et al. | 2023 | No | Slider | A slider featuring a steel–aluminum composite bionic sandwich structure has been developed, achieving an 18.6% reduction in mass and a 6.1% increase in energy efficiency. |
[ ] | Chen et al. | 2019 | No | Column/IMC | The research found that shear keys and gusset plates effectively address internal tying problems. However, to adequately account for buckling behavior, it is essential to consider factors such as rotational capacity, shear-key length, and IMC stiffness in horizontal and vertical directions. |
[ ] | Khan et al. | 2023 | Yes | Frame/IMC | The study examines the impact of beam-to-column connection stiffness on sway modular interior frames, presenting buckling load models that demonstrate increased accuracy. It shows that considering the stiffness of the IMCs results in more precise buckling load predictions than those assuming pinned IMCs. |
3.1. design of columns, 3.2. column geometry, 4. experimental studies on shs column compression behaviors, 4.1. testing details, 4.2. testing outcomes, 5. establishment of a nonlinear finite element model, 5.1. general, 5.2. finite element model, 5.3. boundary, loading, interactions, and geometric imperfections, 5.4. element types and mesh sizes, 5.5. material simulation, 5.6. validations, 6. parametric studies on modular steel columns grouped with shear-keyed imcs, 6.1. parametric study, 6.2. column design, 7. numerical analysis results analysis and discussions on modular steel columns grouped with shear-keyed imcs, 7.1. typical deformed modes, 7.2. typical column capacity behavior, 7.3. variations in axial compression behavior due to structural parameters, 7.3.1. impact of shear-key dimensions, 7.3.2. impact of tubes dimensions, 7.3.3. interplay between tube and shear-key dimensions, 7.3.4. impact of varying tube quantities, 8. conventional methods and new approaches in the design of modular steel tubular columns grouped with shear-keyed imcs, 8.1. conventional methods, 8.1.1. the li et al. buckling design model, 8.1.2. indian standard, 8.1.3. new zealand standard, 8.1.4. canadian standard, 8.1.5. european standard, 8.1.6. american standard, 8.1.7. chinese standard, 8.2. newly proposed approach: force transmission model, 8.3. validation, 9. conclusions.
Author contributions, data availability statement, conflicts of interest, abbreviations.
Sp. # | D (mm) | B (mm) | t (mm) | L (mm) | Col. (#) | (MPa) | (MPa) | (GPa) | (MPa) | (MPa) | (GPa) | (%) | (kN) | (kN) | Col. Failure | |||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
S1 | 60 | 60 | 3 | 240 | 1S | 755 | 839 | 209 | 885 | 1026 | 212 | 0.3 | 22 | 615 | 631 | 0.97 | LB | |||||
S2 | 80 | 80 | 4 | 332 | 1S | 679 | 773 | 199 | 731 | 959 | 210 | 0.3 | 22 | 919 | 920 | 1.00 | LB | |||||
S3 | 80 | 40 | 4 | 238 | 1R | 734 | 817 | 199 | 831 | 962 | 213 | 0.3 | 22 | 710 | 704 | 1.01 | LB | |||||
S4 | 100 | 100 | 4 | 400 | 1S | 586 | 761 | 198 | 811 | 917 | 206 | 0.3 | 22 | 1030 | 1059 | 0.97 | LB | |||||
S5 | 60 | 60 | 3 | 2000 | 1S | 755 | 839 | 209 | 885 | 1026 | 212 | 0.3 | 22 | 162 | 179 | 0.91 | GB + LB | |||||
S6 | 60 | 60 | 3 | 1600 | 1S | 755 | 839 | 209 | 885 | 1026 | 212 | 0.3 | 22 | 232 | 224 | 1.03 | GB + LB | |||||
S7 | 60 | 60 | 3 | 1200 | 1S | 755 | 839 | 209 | 885 | 1026 | 212 | 0.3 | 22 | 327 | 362 | 0.90 | GB + LB | |||||
S8 | 60 | 60 | 3 | 800 | 1S | 755 | 839 | 209 | 885 | 1026 | 212 | 0.3 | 22 | 447 | 471 | 0.95 | GB + LB | |||||
S9 | 80 | 80 | 4 | 1200 | 1S | 679 | 773 | 199 | 731 | 959 | 210 | 0.3 | 22 | 672 | 673 | 1.00 | GB + LB | |||||
S10 | 80 | 80 | 4 | 2000 | 1S | 679 | 773 | 199 | 731 | 959 | 210 | 0.3 | 22 | 362 | 381 | 0.95 | GB + LB | |||||
S11 | 80 | 40 | 4 | 1600 | 1R | 734 | 817 | 199 | 831 | 962 | 213 | 0.3 | 22 | 160 | 167 | 0.96 | GB + LB | |||||
S12 | 80 | 40 | 4 | 1200 | 1R | 734 | 817 | 199 | 831 | 962 | 213 | 0.3 | 22 | 237 | 247 | 0.96 | GB + LB | |||||
S13 | 80 | 40 | 4 | 800 | 1R | 734 | 817 | 199 | 831 | 962 | 213 | 0.3 | 22 | 367 | 360 | 1.02 | GB + LB | |||||
Sp. # | a (mm) | b (mm) | t (mm) | L (mm) | Col. (#) | (MPa) | (MPa) | (GPa) | (%) | (kN) | (kN) | Col. Failure | ||||||||||
S14 | 121 | 76 | 2 | 242 | 1E | 193 | 380 | 676 | 0.3 | 22 | 234 | 225 | 1.04 | LB | ||||||||
S15 | 121 | 76 | 3 | 242 | 1E | 194 | 420 | 578 | 0.3 | 22 | 444 | 443 | 1.00 | LB | ||||||||
Sp. # | D (mm) | B (mm) | t (mm) | L (mm) | Col. (#) | (MPa) | (MPa) | (GPa) | (%) | (kN) | (kN) | Col. Failure | ||||||||||
S16 | 80 | 80 | 3 | 2815 | 5S | 441 | 521 | 206 | 0.3 | 26 | 1287 | 1254 | 1.03 | GB + LB | ||||||||
S17 | 80 | 80 | 5 | 2815 | 5S | 403 | 480 | 206 | 0.3 | 26 | 1829 | 1735 | 1.05 | GB + LB | ||||||||
S18 | 100 | 80 | 3 | 2815 | 5R | 425 | 506 | 206 | 0.3 | 26 | 1495 | 1407 | 1.06 | GB + LB | ||||||||
S19 | 140 | 80 | 4 | 2815 | 5R | 391 | 522 | 206 | 0.3 | 26 | 2222 | 2101 | 1.06 | GB + LB | ||||||||
S20 | 140 | 80 | 6 | 2815 | 5R | 359 | 509 | 206 | 0.3 | 26 | 2812 | 2704 | 1.04 | GB + LB | ||||||||
S21 | 160 | 80 | 5 | 2815 | 5R | 403 | 480 | 206 | 0.3 | 26 | 3027 | 2767 | 1.09 | GB + LB | ||||||||
S22 | 200 | 80 | 10 | 2815 | 5R | 365 | 500 | 206 | 0.3 | 26 | 4805 | 5105 | 0.94 | GB + LB | ||||||||
S23 | 100 | 80 | 3 | 2815 | 11R | 425 | 506 | 206 | 0.3 | 26 | 3208 | 3154 | 1.02 | GB + LB | ||||||||
S24 | 160 | 80 | 5 | 2815 | 11R | 403 | 480 | 206 | 0.3 | 26 | 6373 | 6028 | 1.06 | GB + LB | ||||||||
Sp. # | D = B (mm) | t /t (mm) | d = b (mm) | L (m) | L (mm) | f (MPa) | f (MPa) | E (GPa) | (%) | (kN) | (kN) | Col. Failure | ||||||||||
S25 | 200 | 8/- | - | 1.5 | - | 380 | 434 | 206 | 0.3 | 23 | 2043 | 2030 | 1.01 | SLB | ||||||||
S26 | 200 | 8/10 | 180 | 1.5 | 150 | 380 | 434 | 206 | 0.3 | 23 | 1862 | 1854 | 1.00 | SLB | ||||||||
S27 | 200 | 8/25 | 180 | 1.5 | 250 | 380 | 434 | 206 | 0.3 | 23 | 2104 | 2099 | 1.00 | SLB | ||||||||
S28 | 200 | 8/25 | 180 | 1.5 | 100 | 380 | 434 | 206 | 0.3 | 23 | 2068 | 2031 | 1.02 | SLB |
FEM | Constraint | Interaction | Imperfection | FE Used | Elements of FEM (#) | No. of FEM (#) | Mesh/Nodes of the Column (#) | Column Mesh Size (mm) |
---|---|---|---|---|---|---|---|---|
S1 | Fixed | S-NC | t /100 (L) | S4R | 5700 | 5776 | 5700/5776 | 3 × 3 × 3 |
S2 | Fixed | S-NC | t /100 (L) | S4R | 8004 | 8096 | 8004/8096 | 4 × 4 × 4 |
S3 | Fixed | S-NC | t /100 (L) | S4R | 3906 | 3968 | 3906/3968 | 4 × 4 × 4 |
S4 | Fixed | S-NC | t /100 (L) | S4R | 10,712 | 10,816 | 10,712/10 | 4 × 4 × 4 |
S5 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 53,280 | 53,360 | 53,280/53,360 | 3 × 3 × 3 |
S6 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 42,720 | 42,800 | 42,720/42,800 | 3 × 3 × 3 |
S7 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 32,000 | 32,080 | 32,000/32,080 | 3 × 3 × 3 |
S8 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 21,280 | 21,360 | 21,280/21,360 | 4 × 4 × 4 |
S9 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 26,400 | 26,488 | 26,400/26,488 | 4 × 4 × 4 |
S10 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 44,000 | 44,088 | 44,000/44,088 | 4 × 4 × 4 |
S11 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 24,000 | 24,060 | 24,000/24,060 | 4 × 4 × 4 |
S12 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 18,000 | 18,060 | 18,000/18,060 | 4 × 4 × 4 |
S13 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 12,000 | 12,060 | 12,000/12,060 | 4 × 4 × 4 |
S14 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 19,360 | 19,520 | 19,360/19,520 | 2 × 2 × 2 |
S15 | Pinned | S-NC | t /100 (L) and L /1500 (G) | S4R | 8560 | 8667 | 8560/8667 | 3 × 3 × 3 |
S16 | Pinned | S-ST | L /600 (L) | C3D8R | 49,629 | 10,3016 | 1904/3876 | Max: 30 × 30 × 3 Min: 30 × 3 × 3 |
S17 | Pinned | S-ST | L /600 (L) | C3D8R | 61,389 | 11,6126 | 4256/6498 | Max: 30 × 30 × 5 Min: 30 × 5 × 5 |
S18 | Pinned | S-ST | L /600 (L) | C3D8R | 35,840 | 74,902 | 2576/5244 | Max: 30 × 30 × 3 Min: 30 × 3 × 3 |
S19 | Pinned | S-ST | L /600 (L) | C3D8R | 55,074 | 11,3768 | 2576/5244 | Max: 30 × 30 × 4 Min: 30 × 4 × 4 |
S20 | Pinned | S-ST | L /600 (L) | C3D8R | 55074 | 11,3768 | 2576/5244 | Max: 30 × 30 × 6 Min: 30 × 6 × 6 |
S21 | Pinned | S-ST | L /600 (L) | C3D8R | 55,733 | 11,5048 | 2800/5700 | Max: 30 × 30 × 5 Min: 30 × 5 × 5 |
S22 | Pinned | S-ST | L /600 (L) | C3D8R | 74,404 | 12,6731 | 4032/7125 | Max: 30 × 30 × 5 Min: 30 × 5 × 5 |
S23 | Pinned | S-ST | L /600 (L) | C3D8R | 53,100 | 11,2558 | 2576/5244 | Max: 30 × 30 × 3 Min: 30 × 3 × 3 |
S24 | Pinned | S-ST | L /600 (L) | C3D8R | 57,148 | 12,0082 | 2576/5244 | Max: 30 × 30 × 5 Min: 30 × 5 × 5 |
S25 | Fixed | S-SF | 5/16t or L /600 (L) | C3D8R | 2802 | 5840 | 1920/2904 | Max: 25 × 25 × 8 Min: 25 × 8 × 8 |
S26 | Fixed | S-SF | 5/16t or L /600 (L) | C3D8R | 3408 | 7076 | 1920/3904 | Max: 25 × 25 × 8 Min: 25 × 8 × 8 |
S27 | Fixed | S-SF | 5/16t or L /600 (L) | C3D8R | 3458 | 7168 | 1920/3904 | Max: 25 × 25 × 8 Min: 25 × 8 × 8 |
S28 | Fixed | S-SF | 5/16t or L /600 (L) | C3D8R | 3170 | 6592 | 1920/3904 | Max: 25 × 25 × 8 Min: 25 × 8 × 8 |
D (mm) | B (mm) | t (mm) | L (m) | IS800 Class | (kN) | NZS3404 Class | (kN) | EC3 Class | (kN) | CSA Class | (kN) | AISC Class | (kN) | GB Class | (kN) |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
200 | 200 | 5 | 1.0 | C4 | 2711 | C3 | 2423 | C4 | 1532 | C4 | 1352 | S | 2204 | B | 2908 |
200 | 200 | 7 | 1.0 | C3 | 3755 | C2 | 3683 | C2 | 4130 | C2 | 3672 | NS | 3650 | B | 4026 |
200 | 200 | 8 | 1.0 | C2 | 4269 | C2 | 4187 | C1 | 4696 | C2 | 4174 | NS | 4148 | B | 4578 |
200 | 200 | 8 | 1.5 | C2 | 4187 | C2 | 4127 | C1 | 4606 | C2 | 4120 | NS | 4082 | B | 4462 |
200 | 200 | 9 | 1.0 | C1 | 4776 | C1 | 4686 | C1 | 5254 | C2 | 4670 | NS | 4644 | B | 5122 |
150 | 150 | 10 | 1.5 | C1 | 3728 | C1 | 3686 | C1 | 4100 | C1 | 3658 | NS | 3630 | C | 3752 |
180 | 180 | 10 | 1.5 | C1 | 4598 | C1 | 4539 | C1 | 5058 | C1 | 4524 | NS | 4486 | C | 4884 |
200 | 200 | 10 | 1.5 | C1 | 5176 | C1 | 5103 | C1 | 5694 | C1 | 5092 | NS | 5048 | C | 5410 |
250 | 250 | 10 | 1.5 | C2 | 6619 | C2 | 6507 | C1 | 7282 | C3 | 6494 | NS | 6448 | B | 7088 |
160 | 80 | 8 | 1.5 | C1 | 2382 | C1 | 3146 | C1 | 2620 | C1 | 2012 | NS | 2064 | C | 2206 |
200 | 120 | 8 | 1.5 | C2 | 3301 | C2 | 4083 | C1 | 3502 | C2 | 3102 | NS | 3088 | B | 3334 |
220 | 140 | 8 | 1.5 | C3 | 3560 | C2 | 4541 | C2 | 4028 | C3 | 3592 | NS | 3566 | B | 3864 |
250 | 180 | 8 | 1.5 | C3 | 4560 | C2 | 5227 | C3 | 4944 | C3 | 4422 | NS | 4384 | B | 4780 |
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Khan, K.; Chen, Z.; Youssef, M.A.; Abbas, D. Numerical and Theoretical Studies on Axial Compression Performance of Modular Steel Tubular Columns Grouped with Shear-Key Connectors. Buildings 2024 , 14 , 2018. https://doi.org/10.3390/buildings14072018
Khan K, Chen Z, Youssef MA, Abbas D. Numerical and Theoretical Studies on Axial Compression Performance of Modular Steel Tubular Columns Grouped with Shear-Key Connectors. Buildings . 2024; 14(7):2018. https://doi.org/10.3390/buildings14072018
Khan, Kashan, Zhihua Chen, Maged A. Youssef, and Danish Abbas. 2024. "Numerical and Theoretical Studies on Axial Compression Performance of Modular Steel Tubular Columns Grouped with Shear-Key Connectors" Buildings 14, no. 7: 2018. https://doi.org/10.3390/buildings14072018
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The C1 Advanced Writing exam has two writing parts, which you must complete in 90 minutes. Both parts have a word limit of between 220-260 words. We recommend getting lots of writing practice under these conditions! Part 1 is always a discursive essay. It requires you to think about arguments for and against a topic.
Linkers and connectors C1: lista y sus sinónimos. Aquí está la primera lista de conectores en inglés nivel avanzado. La tabla de abajo se divide en 2 partes: la primera incluye los conectores o conjunctions in English más usados y sus sinónimos, mientras que la segunda incluye un listado de palabras (algunos linkers, otros no) orientadas ...
Writing an essay is the first part of the C1 Advanced (CAE) Cambridge writing paper and it is obligatory. You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view. It is a semi-formal/formal text and should be impartial until the conclusion.
Sample C1 Essay. According to the task model outlined above, we can approach out writing with the following structure: Introduction; Point 1 (museums) Point 2 (sports centres) ... Connectors: Connectors are used that clearly define the coherence and progression of the text.: on the one/other hand, in addition, ultimately, however, while, etc.
and write a coherent and cohesive essay. 1. Make a paragraph plan in your notebook using your ideas from Step 1 and the suggestions below. Introduction Essay title: The impact of [your topic] on society today. Reflect on the essay title and the topic . Briefly describe the topic you have chosen to write about
The essay has a neutral tone and uses appropriate phrases to introduce and connect ideas through the text (On theone hand; On the other hand; In my opinion). The essay topic is clearly communicated in the first paragraph and the main points are developed in separate paragraphs.
There's a whole range of reasons that you'd want to connect ideas together like that. Let's list a few with examples: 1. To compare. This is to say how things are the same or different to each other, e.g. 1. Trisha murdered her husband with a hammer. Similarly, Janice used a blunt object to murder her spouse.
Useful phrases for your essays (advanced level) Here you have some phrases to include in your essays (CEFR C1-C2). Hope you like it and find it useful !! Introducing the phenomenon to be discussed Stating your opinion Changing topic Presenting arguments Describing causes Proposing steps and measures Concluding Tip I think you should also have a few pages somewhere where you can keep a record ...
Step 3. Write. Write the recommended number of words (220260): You will NOT be directly - penalised for writing more, or less, than the recommended word limit. However, it may negatively affect your grade in other areas: Writing that is too long:
Play in New Window Download. In this podcast, you'll learn useful linking expressions and connectors for the Cambridge B2 First and C1 Advanced writing exam so that you're not constantly repeating words like 'and', 'but' and 'also'! Consequently, you'll improve your vocabulary. Voice message from Ignacio from Jaen in Spain.
Linking: Cohesion & Coherence Worksheet. This worksheet helps to consolidate what is 'cohesion' with a focus on pronouns, word forms and summary nouns. It also includes a coherence sheet on key connections and two practice activities. Example Level: ***** [B2/C1] / Webpage Link / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP.
TO EXPRESS OPINION. To express opinion In my opinion, Personally, I think/ I believe (that I strongly believe that…. It is clear (to me) that I (completely) agree/disagree with … It seems to me that… As I see it, … In my view,... From my point of view, … As far I am concerned, ... I am sure/ convinced that … I (dis)agree with the ...
C1 Advanced Essay (CAE) Examples. December 16, 2019. This is a collection of CAE (Cambridge C1) essays written by my students, with my thoughts about them. There's also a video I made of me writing an essay. If you want CAE writing tips, there are lots in the writing section of this site. Special pandemic offer: For a limited time I am giving ...
Linking words - How to improve your writing. Advanced (CAE), B2, C1, First (FCE), IELTS, ISE II, ISE III / By John Hayward. Linking words, also known as linkers, cohesive devices, connectors and transition words, are a vital part of writing. Often when we teach English, we feed vocabulary and phrases to students which, if we're not careful ...
Sequence: firstly, at first, first of all, to begin / start with, in the first place, in the second place, secondly, at the same time next, for now, for the time being, the next step, in time, in turn, later on meanwhile, next, then, soon, later, while, earlier, finally, lastly, and eventually simultaneously, afterwards, in conclusion, to ...
Knowing a few alternatives means that you don't have to repeat the same connectors in each paragraph. You can vary the connectors you use, showing a good range of vocabulary and making your essay more interesting. Also, these alternatives can come up in the Use of English section of the exam, so you can get that extra point in grammar, too!
Connectors Definition. Linker Words or Word Connectors are used to link large groups of words: phrases and sentences. You can also use them to connect paragraphs to give them coherence. Sentence connectors are usually placed at the beginning of a sentence and may be categorized as follows: 👉 CONTRAST. 1. HOWEVER
Seguramente no. En cuanto al cuerpo del texto, debe estar dividido en los siguientes párrafos: introducción, punto 1, punto 2 y conclusión. Es decir, en general, un Essay para el C1 de Cambridge debe tener 4-5 párrafos. Opinión: Aquí es donde más libertad tenemos a la hora de escribir un ensayo para el C1.
Los conectores harán mejorar drásticamente tu nivel comunicativo en el inglés, tanto escrito como oral.Te traemos la recopilación de los mejores conectores para el C1 de inglés. Conocer estos conectores específicos de un nivel de inglés C1 te ayudará a afrontar tu examen, no solo en el writing o speaking donde utilizarlo puede significar sumar una mayor puntuación, sino también a la ...
This is one of the elective exam questions appearing in the second part of the C1 Advanced (CAE ) Cambridge English Language writing section of the exam. It is usually a text written for club members, or for a boss or a college principal , which takes the form of a document whose purpose is to convince the target reader of the rightness of some ...
How to write a Cambridge C1 Essay (220 to 260 words) First thing's first, we need to follow a structure. A good structure to follow could be: 1 st paragraph: Discuss the topic of your essay in your introduction, in a general way. 2 nd and 3rd paragraphs: Discuss each bullet point in a separate paragraph. 4 th paragraph: explain which of the two points discussed is more important and ...
C1.2 Essay connectors practice C1.2 Essay connectors practice. mayumeche Member for 5 years 3 months Age: 12+ Level: Advanced. Language: English (en) ID: 872610. 31/03/2021. Country code: EC. Country: Ecuador. School subject: English as a Second Language ...
Dear Mr Jenkins. or simply. Dear Editor. 2. The first paragraph (opening) The first paragraph of formal letters should include an introduction to the purpose of the letter. The summary of the letter can be found and the intentions which will be displayed through the rest of the letter should be outlined.
Shear-keyed inter-modular connections (IMCs) are integral components of high-rise modular steel structures (MSSs), providing robust interconnectivity to support grouped tubular columns across modules, thereby introducing column discontinuities and distinctive structural behavior. This study conducted a comprehensive numerical assessment and theoretical analysis of the axial compression ...