Stability fem analysis of rock masses modeling pattern of joints

In the south of the city of Morelia, Mexico, there is a geological normal fault denominated "La Paloma". It has a height of 180 m and has limited the growth of the city. To improve the connectivity of the city, an urban road is building and it includes the digging of a tunnel that goes through this fault. Due to the presence of an ancient landslide in the exit tunnel, it is imperative to verify the stability of a slope in this zone. The geological structures founded “in situ” make complex the stability analyses, but the used of more realistic representation helps to understand the mechanism of failure. The data collected in geotechnical explorations helped to construct several models for slope stability analysis. Rocks and soils were identified in the interest area. In this way, an elastoplastic Finite Element Analysis (FEA) was carried out to verify the slope stability, considering a strength reduction by a safety factor. Stability was revised in static and seismic conditions. The rock structure is represented by using the Modified Hoek and Brown constitutive model and patterns of the joints with a Mohr-Coulomb constitutive model. The fragments of rock were emulated with joint patterns according to the geologic structure. The slope stability results show a stable slope considering static and pseudo-static FEA analysis. The failure mechanism could be appreciated with the slope stability analysis realized

La identidad y la practica ‘entrelazadas’ : towards a humanizing pedagogy

textThe purpose of this dissertation study was two-fold. First, the study explored how personal and professional experiences shaped three Latina bilingual Maestras’ identities. Secondly, this qualitative study further explored how histories framed a meaning of pedagogy for the Maestras. Presented in case studies, there were four themes that emerged across the three case studies: First, taking on the role of advocate; second, becoming a leader through professional development; third, developing critical thinkers using relevant classroom practices; and fourth, reflexivity for critical consciousness. Data were manually coded, themed and analyzed to answer the following research questions: Theoretical lenses framing this dissertation study include figured worlds and situated identities, critical race theory/Latina critical theory and sociocultural theory to analyze the data gathered through interviews, narratives, classroom and field observations, classroom and teacher artifacts, lessons and informal conversations collected over nine months of study as this dissertation study attempted to understand the findings as complex componentes entrelazados (interwoven components). The data were gathered in the classrooms and school campuses of three elementary schools across two school districts in two South Central Texas cities. The results provided six findings and they are 1) Tracing the positioning of Maestras, 2) Identifying opportunities of autoring self, 3) ¿Qué es ser maestra? What does it mean to be a maestra?, 4) Identity, culture and language: Racialized notions, 5) Taking on the role of advocate and finally, 6) Learning from lived experiences. The research revealed how Maestras’ positionings challenged structures of oppression in school and education in general and how opportunities for critical dialogue can support development of a more critical concientización (consciousness) and perspective, viewed through a social justice lens.Curriculum and Instructio