Carbonation front progress in mortars containing fly ash considering the presence of chloride ions

The incorporation of fly ash (FA) in cementitious matrices have been frequently used in order to make the matrix more resistant to the action of chlorides. On the other hand, it is known that Ca (OH)2 existing in the matrix is partially consumed by the pozzolanic reactions, which facilitates the advancement of carbonation. Given that the combined action between carbonation and chloride penetration is a fact little known, we speculate about the behaviour of the matrix in this context. This study investigates the influence of the presence of chlorides on the carbonation in mortars with FA. Samples with 0% and 40% replacement of cement CEM I 42.5 R for FA were molded with water/binder 0.56 and 0.52 respectively. After 90 days of curing the specimens were subjected to cycles of immersion/drying for 56 days. Half of the samples was subjected to the following cycle: two days in a solution containing NaCl (concentration equal to 3.5 %); 12 days in the carbonation chamber (4% of CO2). The other half was: two days in water; 12 days in the carbonation chamber. Then, the development of carbonation was evaluated. The results indicate that the presence of chlorides influences the carbonation. The specimens submitted to the exclusive action of CO2 showed a greater depth of carbonation compared to that presented by the specimens subjected to combined action. This may be related to changes in properties of the matrix which may lead to further refinement of the pores and related to the presence of the salt that can lead to partial filling of the pores and the increase in moisture content.

Using students’ learning style to create effective learning groups in MCSCL environments

Students have different ways for learning and processing information. Some students prefer learning through seeing while others prefer learning through listening; some students prefer doing activities while other prefer reflecting.Some students reason logically, while others reason intuitively, etc. Identifying the learning style of each student, and providing learning content based on these styles represents a good method to enhance the learning quality. However, there are no efforts onhow to detect the students’ learning styles in mobile computer supported collaborative learning (MCSCL) environments. We present in this paper new ways for automatically detecting the learning styles of students in MCSCL environments based on the learning style model of Felder-Silverman. The identified learning styles of students could be then stored and used at anytime toassign each one of them to his/her appropriate learning group.

Attachment style impacts behavior and early oculomotor response to positive, but not negative, pictures

The present study investigated whether oculomotor behavior is influenced by attachment styles. The Relationship Scales Questionnaire was used to assess attachment styles of forty-eight voluntary university students and to classify them into attachment groups (secure, preoccupied, fearful, and dismissing). Eye-tracking was recorded while participants engaged in a 3-seconds free visual exploration of stimuli presenting either a positive or a negative picture together with a neutral picture, all depicting social interactions. The task consisted in identifying whether the two pictures depicted the same emotion. Results showed that the processing of negative pictures was impermeable to attachment style, while the processing of positive pictures was significantly influenced by individual differences in insecure attachment. The groups highly avoidant regarding to attachment (dismissing and fearful) showed reduced accuracy, suggesting a higher threshold for recognizing positive emotions compared to the secure group. The groups with higher attachment anxiety (preoccupied and fearful) showed differences in automatic capture of attention, in particular an increased delay preceding the first fixation to a picture of positive emotional valence. Despite lenient statistical thresholds induced by the limited sample size of some groups (p < 0.05 uncorrected for multiple comparisons), the current findings suggest that the processing of positive emotions is affected by attachment styles. These results are discussed within a broader evolutionary framework.