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1. A complete report will be prepared for each substructure. It will include: Field notes. Photographs of general conditions. Locations of deterioration of substructure elements. Bridge substructure sketches with highlighted details. Conclusion with recommendations for repairs and cost estimates. 2. For bridges located over rivers, the engineer will utilize special access equipment, such as: Bridge tracker (a rubber-tracked bucket truck that can operate in water depths of up to 8 ft and has a 42 ft working height). Bucket boat (a medium boat-sized water vessel equipped with a hydraulic bow thruster that uses outrigger pontoons). Other mechanical systems for stability that have a working height of 66 ft and need 12 inches of draft. Spider or hi-lo system (allows vertical access for piers, walls, and abutments in excess of 1000 ft) for full-depth inspection of all bridge substructure elements. This special access equipment will not impact bridge vehicular and pedestrian traf c. An Aspen Aerials UB truck with MPT will be utilized in limited situations. The Aspen Aerial UB truck will permit the inspector access to bridge component locations that are inaccessible from below. 3. The inspection sequence chosen by the engineer should be designed to: Maximize the effective capabilities of the under-deck access equipment. Take advantage of the average seasonal climate and low river depth conditions. Minimize the impact to vehicular traf c. Allow the completion of all inspection work within the proposed time frame. 4. Inspection of the bridge substructures will utilize the bucket boat before the river s drop in water depth precludes the use of a boat. The bridge tracker will be utilized on areas of the canal that are less than 8 ft deep and do not demand more than 40 ft working height. The bucket boat will be used in the main channel, and the bridge tracker will be used closer to the banks where the water depth is much lower. If site conditions permit, both pieces of access equipment will be used concurrently while inspecting a bridge.
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Introducing Classes and Objects
Figure 2.8 A traditional light table for drawing coordination. (Image courtesy of F Booth Design .M. Build Co., subcontractor on this project of Turner Construction Sacramento.)
Do not enter a value for width or height that is larger than the dimensions of the files you are converting. If you enter a larger dimension, Photoshop Elements has to increase the size of pixels to the new image size at the current resolution, and image degradation will result.
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Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The #error directive forces the compiler to stop compilation. It is used for debugging. The general form of the #error directive is #error error-message When the #error directive is encountered, the error message is displayed. For example, when the compiler encounters this line:
When management has chosen specific RPO and RTO targets for a given system or process, the BCP project team can now roll up its sleeves and devise some ways to meet these targets. This section discusses the technologies and logistics associated with various recovery strategies. This will help the project team to decide which types of strategies are best suited for their organization. NOTE Developing recovery strategies to meet specific recovery targets is an iterative process. The project team will develop a strategy to reach specific targets for a specific cost; senior management could well decide that the cost is too high and that they are willing to increase RPO and/or RTO targets accordingly. Similarly, the project team could also discover that it is less costly to achieve specific RPO and RTO targets, and management could respond by lowering those targets. This is illustrated in Figure 7-8.
A Better Universe
Having the ability to coach others effectively means that developers are skilled in the following six areas: 1. Being an excellent developer of people. Developers need to have a clear coaching role, honor their coaching agreements, have personal and professional credibility, possess a deep desire to develop others, have excellent coaching skills, and ultimately hold learners accountable for their own development. 2. Knowing how to accelerate the learner s growth. Developers need to focus learners on specific coaching goals that they are highly motivated to achieve, create a coaching environment that encourages learner receptivity, and accurately assess learner capability, including cognitive ability, emotional maturity, and work-related skills. 3. Being able to create a productive relationship with the learner. Developers need to create trusting and respectful relationships with learners that focus on individual development needs, are flexible and honest, and support the growth of both the learner and developer.
The SortedDictionary<TV, TK> class stores key/value pairs and is similar to Dictionary<TK, TV> except that it is sorted by key. SortedDictionary<TK, TV> implements IDictionary, IDictionary<TK, TV>, ICollection, ICollection<KeyValuePair<TK, TV>>, IEnumerable, and IEnumerable<KeyValuePair<TK, TV>>. SortedDictionary<TK, TV> provides the following constructors: public SortedDictionary( ) public SortedDictionary(IDictionary<TK, TV> dict) public SortedDictionary(IComparer<TK> comp) public SortedDictionary(IDictionary<TK, TV> dict, IComparer<TK> comp) The first constructor creates an empty dictionary. The second creates a dictionary that contains the same elements as those in dict. The third lets you specify the IComparer that the dictionary will use for sorting, and the fourth lets you initialize the dictionary and specify the IComparer. SortedDictionary<TK, TV> defines several methods. A sampling is shown in Table 24-17.
PART I
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