This paper initially describes aspects of the modeling of structures equipped with energy dissipators Shear Link Bozzo (SLB) and develops two iterative design procedures to select these devices. This methodology is applied to a precast 5-story reinforced concrete building. The SLB energy dissipation devices are initially stiff, but ductile with a range of yielding forces from 36 kN to 900 kN characterized by 52 + 52 standard devices. Moreover, these devices can be combined in parallel giving a very wide range of possibilities for selection and corresponding structural response. Therefore, to simplify its automatic selection, this article presents two procedures: (1) direct iteration and (2) inverse or fixed force iteration. Both procedures were implemented in an automatic application or “plugin” for the ETABS program that automates its selection for a specific structural system or ar...

In the everyday fabric of Mexican public secondary schools, the emotional fragility of those learning to teach intertwines—almost unnoticed—with the convivial frictions that cut through adolescent hallways. Probing the extent to which these threads knot together—or unravel—when brought into contact with a service-learning experience forms the backdrop of the present work. This study assessed the effect of an emotional-intelligence-based Service-Learning (SL) programme on the affectivewell-being of 27 pre-service teachers and the classroom climate of 97 seventh-grade students at a public secondary school in Mérida, Mexico. A one-group quasiexperimental design with a retrospective pretest and immediate post-test wasapplied. After eight intervention sessions, pre-service teachers completed semistructured online interviews, and students answered mixed questionnaires. Postthen- pre c...

In the everyday fabric of Mexican public secondary schools, the emotional fragility of those learning to teach intertwines—almost unnoticed—with the convivial frictions that cut through adolescent hallways. Probing the extent to which these threads knot together—or unravel—when brought into contact with a service-learning experience forms the backdrop of the present work. This study assessed the effect of an emotional-intelligence-based Service-Learning (SL) programme on the affectivewell-being of 27 pre-service teachers and the classroom climate of 97 seventh-grade students at a public secondary school in Mérida, Mexico. A one-group quasiexperimental design with a retrospective pretest and immediate post-test wasapplied. After eight intervention sessions, pre-service teachers completed semistructured online interviews, and students answered mixed questionnaires. Postthen- pre c...