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.

Service User and Carer Involvement in Role-Plays to Assess Readiness for Practice

Service user and carer involvement in social work education is now well established since its inception as a compulsory requirement in the social work curriculum in the United Kingdom in 2003. Since then, there have been many examples of how such involvement has been approached by education providers. Nevertheless, one of the key obstacles and challenges in this field continues to centre on the need to achieve non-tokenistic user involvement which cements the engagement of service users and carers at the heart of social work education. This paper describes one such initiative where service user and carer colleagues in a university in Northern Ireland have been actively involved in the assessment of first year social work students’ preparation for their first period of practice learning. The paper presents the background to this initiative explaining how the project unfolded; the detailed preparations that were involved and the evidence gathered from evaluations undertaken with the students, service users and carers, and academic colleagues who were all involved. We believe that the findings from this project can contribute to the advancement of existing knowledge in the field in exploring and recommending creative methodologies for user involvement in social work education.