Strengthening an in-service reinforcement concrete bridge with prestressed CFRP bar

Carbon fiber reinforced polymer (CFRP) bars were prestressed for the structural strengthening of 8 T-shaped reinforced concrete (RC) beams of a 21-year-old bridge in China. The ultimate bearing capacity of the existing bridge after retrofit was discussed on the basis of concrete structures theory. The flexural strengths of RC beams strengthened with CFRP bars were controlled by the failure of concrete in compression and a prestressing method was applied in the retrofit. The field construction processes of strengthening with CFRP bars—including grouting cracks, cutting groove, grouting epoxy and embedding CFRP bars, surface treating, banding with the U-type CFRP sheets, releasing external prestressed steel tendons—were introduced in detail. In order to evaluate the effectiveness of this strengthening method, field tests using vehicles as live load were applied before and after the retrofit. The test results of deflection and concrete strain of the T-shaped beams with and without strengthening show that the capacity of the repaired bridge, including the bending strength and stiffness, is enhanced. The measurements of crack width also indicate that this strengthening method can enhance the durability of bridges. Therefore, the proposed strengthening technology is feasible and effective.

The Masculine Habitus as 'Distributed Cognition': A Case Study of 5- to 6-Year-Old Boys in an English Inner-City, Multi-Ethnic Primary School

This article provides a case study demonstrating the active role that 5- to 6-year-old boys in an English inner-city, multi-ethnic primary school play in the appropriation and reproduction of their masculine identities. It is argued that the emphasis on physicality, violence and racism found among the boys cannot be understood without reference to the immediate contexts of the local community and the school within which they are located. In making this argument the article draws upon and applies the concept of the habitus and develops this with the notion of 'distributed cognition' as proposed in sociocultural theory. Some of the implications of this analysis for working with boys in early years settings are discussed in the conclusion.