Full-Scale Marine Exposure Tests on Treated and Untreated Concretes Initial 7-Year Results

An extensive chloride profiling program was undertaken on concrete pier stems erected in the vicinity of the Dornoch Bridge located at the Dornoch Firth in Northeast Scotland. The pier stems were 2 m (6.562 ft) high and octagonal in plan with 0.66 m (2.165 ft) wide faces. The piers were constructed in sets of three with the lowest of each set in the tidal zone and the highest in the atmospheric zone. The pier stems were placed in such a way that they would represent the exposure conditions of the actual bridge piers of the Dornoch Bridge. In all, six of the pier stems were made using plain ordinary portland cement (OPC) concrete (with three of these having the surface treated with silane); the remaining three pier stems had a concrete containing caltite as an additive. Three exposurezones were studied: the tidal zone, the splash zone, and the atmospheric zone. The tidal zone was further subdivided into two levels defined as low-level and high-level. Chloride profiles were obtained from the different regimes over a period of 7 years for all nine pier stems. This paper describes the nature of chloride ingress and the usefulness of diffusion parameters in classifying each exposure regimes. Furthermore, the effectiveness of silane and caltite in protecting concrete from chloride ingress in different exposure zones was studied.

‘The “PB” and the aestheticization of violence in Northern Ireland’

In this short article I feature examples of the creative appropriation and transformation of a protest vehicle such as the petrol bomb. I show that the human imagination can create an aesthetics out of even the street protest, and can creatively carnivalise, play and translocate such practices and violent stances into the dance studio, the theatre, and even the everyday.

Adsorption of Zn(ii), Pb(ii), and Co(ii) using natural sorbents: equilibrium and kinetic studies.

Water Research, 40 14 (2006) 2645.

Observations of the initial 3D flow from a ship's propeller

The present paper was aimed at presenting the time-averaged velocity and turbulence intensity at the initial plane from a ship’s propeller. The flow characteristics of a ship’s propeller jet are of particular interest for the researchers investigating the jet induced seabed damage as documented in the previous studies. Laser Doppler Anemometry (LDA) measurements show that the axial component of velocity is the main contributor to the velocity magnitude at the initial plane of a ship’s propeller jet. The tangential component contributes to the rotation while the radial component which contributes to the diffusion, are the second and third largest contributors to the velocity magnitude. The maximum tangential and radial velocity components at the initial plane are approximately 82% and 14% of the maximum axial velocity component, respectively. The axial velocity distribution at the initial plane shows two peaked ridges with a low velocity core at the rotation axis. The turbulence intensity distribution shows a three-peaked profile at the initial plane.

Student teachers' prior experiences of history, geography and science: initial findings of an all-Ireland survey

Research into student teachers' perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.