01Introduction

Lesson 01Intro Lesson (Ages 3-7) General：Age: 3-7 years Time: 40 mins - 1 hourObjectives: Greetings, names, follow simple instructions, identify and recognize 3 colorsStructures: "Hello", "What's your name", "My name is...", "Goodbye", "Give me..."Target Vocab: red, blue, green, flower, stand up, sit down, hands up, hands down,jump, run, turn around, pass, touchYou will also need:•name tags for each student• a glove puppet• a small ball•crayons• 3 sheets of origami colored paper (red, green, blue)• 3 balloons (red, blue, green)•cushions (1 per student)•CD / Tape player / PC / Something to play the Hello and Goodbye songs on Your students will need:•colored crayons (or pencils)Lesson Procedure:Greetings Warm Up and Maintenance:1. GreetingsGreet the students by name as they enter the classroom and gesture for them to sit down. It's a good idea to have a cushion for each student (and parent if also taking part) as this makes sitting arrangements easy to organize. Try and arrange the cushions beforehand spaced out in a fan-shape around you.2. Name TagsName Tags Before class prepare some name tags (stickers or pin-on tags) with each student's name written on in lower case letters. Sit down with your students and lay out the name tags in front of you. Pick up each tag and call out the name. Try and encourage each student to put their hand up and say "yes". Hand over the tags andhelp to pin / stick on.In later lessons, once your students can recognize their written name, you can have them pick out their own name tags.New Learning and Practice:1.Play "Ball Pass" and say namesTake a soft ball and pass it to your nearest student, saying "Pass". Have each student pass the ball around the circle. Next, hold the ball and say your name. Have each student say their name as they pass the ball to each other. Make sure they pass, not throw, roll, etc. If a student doesn't pass make sure s/he does it again until done properly.2.Introduce glove puppet - greetings and introductions activityYour students will love this. Get hold of a glove puppet (I use Cookie Monster bought from Toys 'R' Us) and put it in a bag before class. Bring out the bag, open it enough to see in and shout into the bag "Hello!". Then move your ear to the opening to listen - nothing. Go to each student and encourage them to shout "Hello" into the bag - each time nothing happens. Finally, get all the students together to shout "Hello!" at the same time. This time the puppet wakes up and jumps out of the bag! Then model the role play with the puppet:Introduce glove puppet - greetings and introductions activity Teacher:"Hello", What's your name?"Puppet:"My name is...".Then move onto the first student and say "Hello". Encourage him/her to say hello back. Let the students touch, cuddle and stroke the puppet. My puppet also likes to nibble their feet and arms. Next, the puppet asks each student: "What's your name?". If they are old enough try and encourage "My name is..." but for the really little ones (3 and under) just saying their name is fine. Finally, go around saying "Goodbye" and "See you" before going back into the bag and back to sleep.3.Sing the "Hello Song"Sing the "Hello Song" Sit in a circle and listen to the song (clap along or pat knees). Play it once more emphasizing "Hello". Your students will pick up the words surprisingly quickly.Alternatively, you can sing the "Hello, Hello" song following the tune of Frere Jacques: Hello, hello, Hello, hello,How are you? How are you?I'm fine, thank you, I'm fine, thank you,We're ok, We're ok.Lyrics for "The Hello Song"Hello, hello,How are you today?Hello, hello,How are you today?I’m fine, thank you,I’m fine, thank you,I’m fine, thank you,And how about you?Hello, hello,How are you today?I’m fine, thank you,And how about you?Gestures for "The Hello Song"These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.Wave as you sing the "Hello, hello" parts.Gesture to others as you sing "How are you today?"Point to yourself as you sing "I’m fine, thank you"Hand gesture towards another student as you sing "And how about you?".4. Do "Exercise Routine" activityTime for some action. Say the following and have the students follow your lead:Do "Exercise Routine" activity" Stand up (T stands and so does everyone else) "Hands up / hands down" (do 4 or 5 times)"Jump" (4 or 5 times)"Run! / Stop!" (4 or 5 times)"Turn around! / Stop!" (4 or 5 times)finally "Sit down".5. Name writing practiceIn this lesson your students are going to practice writing their names. For really young ones, this may be their first time to do so - don't worry if their first effort is a scrawly mess - always encourage and praise.You will need to prepare a writing sheet for each student before class with their name written in dots for them to practice tracing their names .Prepare the sheets something like this:6. Do the Name Flower Craft activityDo the Name Flower Craft activityNow that everyone has had a chance to practice writing their name you can do the name craft activity.Before class print out the "Name Flower Craft" sheet and copy / cut out the flower shapes so that there are enough to give one to each student (do a few extra in case of emergencies!).Get each student to write their name on the line and then color in their flower. Students can now decorate the classroom by sticking their name flowers on the walls. Alternatively, have students make a name poster by sticking all of the name flowers onto one large piece of construction paper (I like to make a tree shape out of brown card for students to stick their flowers on).7.Teach Colors: red, blue, greenTeach Colors: red, blue, greenA great lesson to follow this one is the "Colors Lesson" (you can download it for free at our website). In this lesson you can start by teaching the first 3 colors (red, blue and green) and then in the next class you can continue with the other colors (yellow, pink, purple, orange).Origami paper is great for this, or just some colored paper/card cut into squares. Sit everyone in a circle and hold up the first colored paper and elicit the color (e.g. red). Chorus and practice saying the color. Do this for the rest of the colors.8.Play "Color Pass", "Color Touch" and "Color Hold Up"Play "Color Pass", "Color Touch" and "Color Hold Up"Now take each color and pass it to your nearest student. Say "red" as you pass red, etc. The students pass the colors round the circle. Next, lay the 3 colors in the middle of the circle. Say "Hands up". Students raise their hands. Then say "Touch.....red!" and the students should all try and touch the red colored paper. Do for all of the colors. Finally, give each student one of the colored papers. Say "Hold up....blue!" - the students holding the blue papers raise them into the air.NOTE: for these games you'll probably have to give lots of help and encouragement. For example, if one of your students doesn't hold up the colored paper when asked look at him/her and gesture what to do. If their mothers are with them have them help.9.Play "Find the Color"Now get each student to give you back their colored paper by saying "Give me (blue)". Collect all the colors. Then place the colored papers on the floor around the room. First model by saying "Touch blue". Then stand up, go to a blue paper, touch it and say "blue" and go back to your place. Now say to one student "(Miki), touch green" and that student should stand up, find the correct color and touch it. Get everyone to have at least one go. Finally, get students to stand up and give you back the colors as you say them (e.g. Paulo, give me red").10.Play "Balloon Kick"You need three balloons - a red, a blue and a green one. Take one balloon and elicit the color. Then chorus "(blue) balloon" x3. Now blow up the balloon (little kids love watching this) and tie the end. Pat the balloon to one student and encourage him/her to say its color as they catch it. Let the student pat it back to you and repeat the color with all students. Then do the same for the other 2 balloons. Finally, line the balloons up, have the students stand up and model the activity: "Ok, (your name) kick the (blue) balloon!", then run up to the (blue) balloon and kick it. Now instruct one student to kick a balloon, give loads of help and encouragement and then do with all the other students.Wrap Up:1.Assign Homework: "Color the Balloons"Hold up the homework worksheet and model coloring in the 3 balloon pictures (in red, blue and green). Elicit each color as you go. Give out the worksheets and say "Put your homework in your bags" and help them to do so - this is important as they will probablywant to start coloring them right away.2. Say Goodbye to glove puppetSay Goodbye to glove puppetTake out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. "Cookie Monster!"). Bring out the puppet and go through the same routine - go to each student and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).3.Sing "Goodbye Song"The "Goodbye Song" is a great way to sign off the class. Sit together in a circle and sing and clap along.。

1IntroductionSimon IwnickiCONTENTSI.Aims (1)II.Structure of the Handbook (2)I.AIMSThe principal aim of this handbook is to present a detailed introduction to the main issues influencing the dynamic behaviour of railway vehicles and a summary of the history and state of the art of the analytical and computer tools and techniques that are used in thisfield around the world. The level of technical detail is intended to be sufficient to allow analysis of common practical situations but references are made to other published material for those who need more detail in specific areas.The main readership will be engineers working in the railway industry worldwide and researchers working on issues connected with railway vehicle behaviour,but it should also prove useful to those wishing to gain a basic knowledge of topics outside their specialist technical area.Although in the very earliest days of the railways(as described in Chapter2)an individual was responsible for all aspects of the design of a railway,for most of the historical period of railways the vehicles(or rolling stock)have been under the control of mechanical engineers whereas the track has been seen as the domain of civil engineers.The focus of this book being on the vehicles would tend to put itfirmly in the mechanical domain,but in fact,in recent years this rather artificial divide has been lessened as engineers have been forced to consider the railway as a system with the wheel–rail interface at its centre.Increasing use of electrical and electronic components to power, control(or in some cases replace)the basic mechanical components has brought electrical, electronic,mechatronic and control engineers into the teams.The development of equations that represent the complex interactions between a vehicle and the track and of computers able to provide fast solutions to these equations has relied upon the expertise of software engineers and even mathematicians.The topics covered in this handbook are the main areas which impact on the dynamic behaviour of railway vehicles.These include the analysis of the wheel–rail interface,suspension and suspension component design,simulation and testing of electrical and mechanical systems, interaction with the surrounding infrastructure,and noise generation.Some related areas,such as aerodynamics or crashworthiness,are not covered as they tend to use different techniques and tools and have been extensively developed for road or air transport and are reported on elsewhere.The handbook is international in scope and draws examples from around the world,but several chapters have a more specific focus where a particular local limitation or need has led to the development of new techniques or tools.For instance,the chapter on longitudinal dynamics mainly uses Australian examples as the issues related to longitudinal dynamics cause most problems in heavy haul lines such as those in Australia where very long trains are used to transport bulk freight with extremely high axle loads,sometimes on narrow gauge track.Similarly,the issue of structure1gauging largely uses the U.K.as a case study,because here the historic lines through dense population centres have resulted in a very restricted loading gauge.The desire to run high-speed trains in this situation has led to the use of highly developed techniques to permit full advantage of the loading gauge to be taken.The issue of standards has been a tricky one due to the vast number of different organisations who set and control railway standards.It has not been possible to provide comprehensive guidance in this area but typical examples of the application of standards have been brought into the handbook where appropriate.For example,AAR Chapter XI standards for derailment in the U.S.and UIC518for limits on wheel–rail forces in the E.U.are presented.It should be stressed that these are intended only as illustrative examples of how the results of vehicle dynamic analyses can be used,and those with responsibility for safety should check carefully what the relevant current standards are for their work.II.STRUCTURE OF THE HANDBOOKThe history of the field is presented by Alan Wickens in Chapter 2,from the earliest thoughts of George Stephenson about the dynamic behaviour of a wheelset through the development of theoretical principles to the application of modern computing techniques.Professor Wickens was one of the pioneers of these methods and,as director of research at British Rail Research,played a key role in the practical application of vehicle dynamics knowledge to high-speed freight and passenger vehicles.In Chapter 3,Anna Orlova and Yuri Boronenko outline and explain the basic structure of the railway vehicle and the different types of running gear that are commonly used.Each of the relevant components is described and the advantages and disadvantages of the different types explained.The key area of any study of railway vehicle behaviour is the contact between the wheels and the rails.All the forces that support and guide the vehicle pass through this small contact patch,and an understanding of the nature of these forces is vital to any analysis of the general vehicle behaviour.The equations that govern these forces are developed by Hugues Chollet and Jean-Bernard Ayasse in Chapter 4.They include an analysis of the normal contact that governs the size and shape of the contact patch and the stresses in the wheel and rail and also the tangential problem where slippage or creep in the contact patch produces the creep forces which accelerate,brake,and guide the vehicle.The specific area of tribology applied to the wheel–rail contact is explained by Ulf Olofson and Roger Lewis in Chapter 5.The science of tribology is not a new one but has only recently been linked to vehicle dynamics to allow effective prediction of wheel and rail wear,and examples of this from the Stockholm local railway network are presented.Although the main focus of railway vehicle dynamics is traditionally on the vehicle,the track is a key part of the system and in Chapter 6Tore Dahlberg clearly explains the way that track dynamics can be understood.The contribution of each of the main components that make up the track to its overall dynamic behaviour is also presented.Chapter 7covers the unique railway problem of gauging,where the movement of a railway vehicle means that it sweeps through a space that is larger than it would occupy if it moved in a perfectly straight or curved path.Precise knowledge of this space or envelope is essential to avoid vehicles hitting parts of the surrounding infrastructure or each other.David M.Johnson has developed computer techniques that allow the gauging process to be carried out to permit vehicle designers and operators to ensure safety at the same time as maximising vehicle size and speed,and in this chapter he explains these philosophies and techniques.Of fundamental concern to all railway engineers is the avoidance of derailment and its potentially catastrophic consequences.Huimin Wu and Nicholas Wilson start Chapter 8with some statistics from the U.S.that show the main causes of derailment.They go on to summarise the limits Handbook of Railway Vehicle Dynamics 2Introduction3 that have been set by standards to try to prevent these occurrences,and cover the special case of independently rotating wheels and several possible preventative measures that can be taken.Longitudinal train dynamics are covered by Colin Cole in Chapter9.This is an aspect of vehicle dynamics that is sometimes ignored,but it becomes of major importance in heavy haul railways where very long and heavy trains lead to extremely high coupling forces between vehicles. This chapter also covers rolling resistance and braking systems.Chapter10deals with noise and vibration problems,which have become of greater concern in recent years.David Thompson and Chris Jones explain the key issues including rolling noise caused by rail surface roughness,impact noise,and curve squeal.They outline the basic theory required for a study in this area and also show how computer tools can be used to reduce the problem of noise. The effect of vibrations on human comfort is also discussed and the influence of vehicle design considered.In Chapter11,R.M.Goodall and T.X.Mei summarise the possible ways in which active suspensions can allow vehicle designers to provide advantages that are not possible with passive suspensions.The basic concepts from tilting bodies to active secondary and primary suspension components are explained in detail and with examples.Recent tests on a prototype actively controlled bogie are presented and limitations of the current actuators and sensors are explored before conclusions are drawn about the technology that will be seen in future vehicles.Computer tools are now widely used in vehicle dynamics and some specialist software packages allow all aspects of vehicle–track interaction to be simulated.Oldrich Polach,Mats Berg, and Simon Iwnicki have joined forces in Chapter12to explain the historical development and state of the art of the methods that can be used to set up models of railway vehicles and to predict their behaviour as they run on typical track or over specific irregularities or defects.Material in previous chapters is drawn upon to inform the models of suspension elements and wheel–rail contact,and the types of analysis that are typically carried out are described.Typical simulation tasks are presented from the viewpoint of a vehicle designer attempting to optimise suspension performance.Chapter13takes these principles into thefield and describes the main test procedures that can be carried out during the design or modification of a vehicle,or as part of an acceptance process to demonstrate safe operation.Julian Stow and Evert Andersson outline the range of transducers available to the test engineer and the ways that these can be most effectively used to obtain valid and useful data.The necessaryfiltering,corrections,and compensations that are normally made are explained,and data acquisition system requirements are covered.The chapter includes examples of the most commonly carried out laboratory andfield tests.An alternative tofield testing is to use a roller rig,on which,a vehicle can be run in relative safety with conditions being varied in a controlled manner and instrumentation can be easily installed.Weihua Zhang and his colleagues at Southwest Jiaotong University in China operate what is probably the most important roller rig in the world today and they outline the characteristics of this and other roller rigs and the ways in which they are used.Chapter14also reviews the history of roller rigs,giving summaries of the key details of examples of the main types.Chapter15extends the theme to scale testing,which has been used effectively for research into wheel–rail contact.In this chapter P.D.Allen describes the possible scaling philosophies that can be used and how these have been applied to scale roller rigs.In compiling this handbook I have been fortunate in being able to bring together some of the leading experts in each of the areas that make up thefield of railway vehicle dynamics.I and my coauthors hope that this handbook,together with its companion volume,Road and Off-Road Vehicle Dynamics,will be a valuable introduction for newcomers and a useful reference text for those working in thefield.Simon IwnickiManchester。

Human Resource Management, 12e (Dessler)Chapter 1 Introduction to Human Resource Management1. Multiple Choice（There is only one correct answer.）1) The basic functions of the management process include all of the following EXCEPT________.A) planningB) organizingC) outsourcingD) leadingE) staffing2) Which function of the management process includes selecting employees, setting performance standards, and compensating employees?A) leadingB) organizingC) planningD) motivatingE) staffing3) ________ is the process of acquiring, training, appraising, and compensating employees, and attending to their labor relations, health and safety, and fairness concerns.A) Industrial psychologyB) Labor relationsC) Human resource managementD) Behavioral managementE) Organizational health and safety management4) Personnel activities associated with human resource management most likely includes all of the following EXCEPT ________.A) providing incentives and benefitsB) orienting and training new employeesC) appraising employee performanceD) building employee commitmentE) developing customer relationships5) According to experts, the primary hindrance to a firm's productivity is its inability to ________.A) establish effective manufacturing facilitiesB) acquire and maintain human capitalC) use advanced accounting controlsD) attain adequate cash and creditE) develop organizational plans6) In most organizations, human resource managers are categorized as ________, who assist and advise ________ in areas like recruiting, hiring, and compensation.A) staff managers; line managersB) line managers; middle managersC) line managers; staff managersD) compensation managers; line managersE) functional managers; staff managers7) Which of the following has historically been an integral part of every line manager's duties?A) responding to customer complaintsB) developing budgetary guidelinesC) handling personnel issuesD) creating personnel policiesE) establishing dress codes8) A line manager's human resource responsibilities most likely include all of the following EXCEPT ________.A) maintaining department moraleB) training employees in new positionsC) controlling labor costsD) protecting employees' healthE) marketing new products and services9) Which of the following is most likely NOT a function of the human resource manager?A) directing personnel activities within the HR departmentB) ensuring that line managers are implementing HR policiesC) advising line managers about how to implement labor lawsD) representing the interests of employees to senior managementE) integrating the duties of line managers with staff managers10) All of the following are ways in which an HR manager most likely assists and advises line managers EXCEPT ________.A) ensuring compliance with occupational safety lawsB) administering health and accident insurance programsC) representing employees' interests to upper managementD) making strategic business planning decisionsE) hiring, training, and evaluating employees11) All of the following are examples of human resource specialties EXCEPT ________.A) recruiterB) job analystC) financial advisorD) compensation managerE) labor relations specialist12) In general, how many human resource employees would be on staff for a firm with 500 total employees?A) 1 B) 2 C) 5 D) 10 E) 2013) In most firms, line managers work in conjunction with HR managers when ________.A) visiting college campuses to recruitB) interviewing job applicantsC) administering preemployment testsD) filing benefits informationE) testing employees for drugs14) What term refers to the knowledge, education, training, skills, and expertise of a firm's workers?A) human resourcesB) human capitalC) intangible assetsD) contingent personnelE) intellectual property15) Strategic human resource management refers to ________.A) formulating and executing human resource policies and practices that produce the employee competencies and behaviors the company needs to achieve strategic aimsB) planning the balance of internal strengths and weaknesses with external opportunities and threats to maintain competitive advantageC) emphasizing the knowledge, education, training, skills, and expertise of a firm's workersD) extending a firm's sales, ownership, and manufacturing to new marketsE) managing a firm's insurance benefits administration process2.True or False1) Communicating is one of the five basic functions of the management process.2) Hiring the wrong person for the job, committing unfair labor practices, and failing to motivate employees are personnel mistakes that hinder firms from achieving positive results.3) Staff managers are authorized to issue orders to subordinates and are directly in charge of accomplishing the organization's basic goals.4) Human resource managers assist line managers with hiring, training, evaluating, rewarding, counseling, promoting, and hiring employees.5) Strategic human resource management refers to performing transactional duties that satisfy the needs and demands of both the employees and the employer.3. Please discuss the following question (You are allowed to answer the followi ng questions in Chinese).Why is human resource management important to all managers? What is the role of line managers in human resource management?。