Iowa Field Conference on "D"-Cracking: Nov. 20 & 21, 1967

During the summer of 1963 the Materials Department noted the three to four ·year old concrete pavement on I-80 in Cass County was showing extensive surface cracking adjacent to joints and cracks. An examination of the pavement and a few cores from the cracked areas was made by the I.S.H.C. Materials Department and later by David Stark of the P.C.A. Additional surveys were conducted on other concrete pavement made with coarse aggregate from similar rock from two different sources. Blue-line cracking was found on some primary pavement and the indications of incipient cracks were seen on I-29 in Pottawattamie County, north of Council Bluffs. A good "D"-crack pattern is now evident. Surveys were then made of the entire Interstate concrete pavement. No other sections of Interstate were "D"-cracking, although some sections showed joint discoloration. None of these pavements, including the discolored sections, contained "D"-crack associated aggregates. At the same time as the Interstate survey additional pavements and sources were checked. Some "D"-cracking was noticed on certain sections of primary pavement 5-10 years old, in the vicinity of Waterloo and Cedar Rapids. The "D"-cracked pavement was from three aggregate sources, the Newton, Otis, and Burton Ave. quarries. Other pavements in this area that were older or from· different· coarse aggregate sources were not "D"-cracked. We believe that all the "D"-cracking is related, although dedolomitization is probably involved in the intermediate dolomite rocks.

Prevention of Reflection Cracking in Asphalt Overlays with Structofors, Petromate, and Cerex, HR-158, 1977

This report presents construction methods and results using three reinforcing fabrics to prevent reflection cracking in an asphalt overlay. The original highway in the rural area was Portland Cement Concrete 20 feet wide. It was widened by adding 2 feet of asphaltic concrete 10 inches deep on each side prior to resurfacing. Data are presented for the widening joint and transverse cracks in the rural area and for the random cracking in the urban area.

Cracking and Seating to Retard Reflective Cracking - Hamilton County, HR-277, 1993

The crack and seat (C & S) method of rehabilitating concrete pavements has been proposed to reduce the incidence of reflective cracking in asphalt overlays. These cracked pieces help reduce the thermal effects on lateral joint movement while the seating of slab pieces reduces vertical movement. This 1986 project demonstrated that a 0.6 m x 0.9 m (2 ft x 3 ft) cracking pattern was optimal to retard reflective cracking in an asphalt overlay. The best performance among three C & S test sections was section 4 with a 0.6 m x 0.9 m (2 ft x 3 ft) cracking pattern and 7.6 cm (3 in) overlay. Structural ratings determined from the Road Rater™ indicated little difference between each C & S section with varying AC thicknesses and crack spacings. Although reflection cracking is reduced in the early years after construction, the effectiveness of the C & S method diminishes over time.

Transverse Cracking Study of Asphalt Pavement, HR-1020, 1981

At a pavement management study meeting in Omaha, Nebraska, September 12 and 13, 1979, the states of Iowa, Kansas and Nebraska agreed on the need for an in-depth engineering study of thermal cracking of bituminous pavement. In addition, the states of Oklahoma and North Dakota agreed to participate in the study. The scope of the study was to analyze all functions relating to the thermal cracking problem to determine how different uses of preventative materials, mix design measures, maintenance repairs, and design of bituminous pavements and overlays might be contributing to the problem and to determine what improvements might be made in these procedures to reduce the problem of thermal cracking. This publication describes the study and its conclusions. One of the conclusions is that the study did not address what the authors believe to be the major contributor to transverse cracking - the subgrade and subbase.

Transverse Cracking of Asphalt Pavements, HR-1040, Summary Report, 1982

This report summarizes the analysis of transverse cracking in asphalt pavement by a five state study team from Iowa, Kansas, Nebraska, North Dakota, and Oklahoma. The study was initiated under the sponsorship of the Federal Highway Administration and four evaluation conferences were held during the course of the study. Each state conducted a crack inventory on their asphalt pavement. An effort was made to correlate this inventory with numerous factors that were considered to be pertinent to the cracking problem. One state did indicate that there was a correlation between transverse cracking severity and the subsurface geology. The other states were unable to identify any significant factors as being the primary contributors. The analysis of the problem was divided into, (1) mix design, (2) maintenance, and (3) 3R rehabilitation. Many potential factors to be considered were identified under each of these three study divisions. There were many conclusions as to good and bad practices. One major conclusions was that a more effective crack maintenance program with early sealing was essential. Some new practices were suggested as potentially more cost effective in design, construction and maintenance. The interchange of methods and procedures by individual states yielded benefits in that other states selected practices that would be an improvement to their program.

Methods to Increase Durability of Reactive ("D" Cracking) Coarse Aggregate in Portland Cement Concrete, MLR-73-01, 1973

The coarse aggregates used for Portland Cement concrete in southwest Iowa have exhibited a poor serviceability. This early failure is attributed to a characteristic commonly referred as "D" cracking. "D" line cracking is a discolored area of concrete caused by many fine, parallel hairline cracks. "D" line cracking is primarily caused by the movement of water in and through coarse aggregate with a unique pore structure. The presence of the water in the aggregates at the time of freezing causes the "D" cracking to occur and early failure. By making the pore structure less permeable to moisture, it is thought the durability factor of the concrete should increase. By drying the aggregate before mixing and then mixing with the cement, the particles of cement should enter the outer pore structure, and upon hydration make the pore structure less permeable to moisture.

Cracking and Seating PCC Pavement Prior to Resurfacing, HR-527, 1986

Construction of an excellent network of primary highways across the State of Iowa has essentially been completed. The major task facing the Iowa Department of Transportation today is the maintenance and rehabilitation of that network. The most commonly utilized rehabilitation practice is asphalt concrete resurfacing. This practice will normally provide a good driving surface for at least 10 additional years. The major problem with asphalt concrete resurfacing is the reflection cracking from underlying cracks and joints in the portland cement concrete (PCC) pavement. Deterioration and spaling occur at these reflection cracks and are the limiting factor of the-effective life of the asphalt concrete resurfacing.

Isomerization-cracking of n-octane on catalysts based on heteropolyacid H3Pw12O40 and heteropolyacid supported on zirconia and promoted with Pt and Cs

Isomerization - cracking of n-octane was studied using H3PW12O40 (HPA) and HPA supported on zirconia and promoted with Pt and Cs. The addition of Pt and Cs to the supported HPA did not modify the Keggin structure. The Pt addition to the supported HPA did not substantially modify the total acidity; however, the Brönsted acidity increased significantly. Cs increased the total acidity and Brönsted acidity. A linear relation was observed between the n-C8 total conversion and Brönsted acidity. The most adequate catalysts for performing isomerization and cracking to yield high research octane number (RON) are those with higher values of Brönsted acidity.

Evidence for intergranular tunnelling in polyaniline passivated α-Fe nanoparticles

Nanoparticles are of immense importance both from the fundamental and application points of view. They exhibit quantum size effects which are manifested in their improved magnetic and electric properties. Mechanical attrition by high energy ball milling (HEBM) is a top down process for producing fine particles. However, fineness is associated with high surface area and hence is prone to oxidation which has a detrimental effect on the useful properties of these materials. Passivation of nanoparticles is known to inhibit surface oxidation. At the same time, coating polymer film on inorganic materials modifies the surface properties drastically. In this work a modified set-up consisting of an RF plasma polymerization technique is employed to coat a thin layer of a polymer film on Fe nanoparticles produced by HEBM. Ball-milled particles having different particle size ranges are coated with polyaniline. Their electrical properties are investigated by measuring the dc conductivity in the temperature range 10–300 K. The low temperature dc conductivity (I–V ) exhibited nonlinearity. This nonlinearity observed is explained on the basis of the critical path model. There is clear-cut evidence for the occurrence of intergranular tunnelling. The results are presented here in this paper

Password cracking for fun and profit

Abstract Passwords are the most common form of authentication, and most of us will have to log in to several accounts every day which require passwords. Unfortunately, passwords often do not do a good job of proving who we are, and come with a host of usability problems. Probably the only reason that passwords still exist is that there often isn't a better alternative, so we are likely to be stuck with them for the foreseeable future. Password cracking has been a problem for years, and becomes more problematic as computer become more powerful and attackers get a better idea of the sort of passwords people use. This presentation will look at two free password cracking tools: Hashcat and John the Ripper, and how even a non-expert on a laptop (i.e. me) can use them effectively. An introduction to some of the research surrounding the economics and usability of passwords will also be discussed. Note that the speaker is not an expert in this area, so it will be a fairly informal since I'm sure you're all tired after a long term.

Cracking the SAT. U.S. and World history subject tests.

Scholastic Aptitude Test (SAT) se trata de una prueba estandarizada usada frecuentemente para valorar los conocimientos adquiridos durante la enseñanza secundaria por los estudiantes que deseen acceder a una educación superior en EE.UU. Esta publicación proporciona la información y las estrategias necesarias para maximizar la puntuación de la prueba del SAT en historia. Enseña a pensar como los redactores de la prueba, y a practicar con la materia que se pondrá en el examen para poder estudiar con mayor eficacia. Se hace una revisión de las épocas históricas que van a aparecer en la prueba y facilita con explicaciones detalladas técnicas para aplicar los conocimientos aprendidos en resolver cuestiones específicas complicadas. Incluye cuatro ensayos prácticos con preguntas de opción múltiple de una hora de duración cada una: dos pruebas de historia de Estados Unidos desde la aprobación de la Constitución hasta la actualidad, y dos pruebas para historia universal.

Cracking the SAT. Biology E, M subject test.

Scholastic Aptitude Test (SAT) se trata de una prueba estandarizada usada frecuentemente para valorar los conocimientos adquiridos durante la enseñanza secundaria por los estudiantes que deseen acceder a una educación superior en EE.UU. Esta publicación proporciona la información y las estrategias necesarias para maximizar la puntuación de la prueba del SAT en biología. Enseña a pensar como los redactores de la prueba, y a practicar con la materia que se pondrá en el examen para poder estudiar con mayor eficacia. Se hace una revisión de los conceptos principales de la biología que van a aparecer en la prueba y facilita, con explicaciones detalladas, estrategias para aplicar los conocimientos aprendidos en resolver cuestiones específicas complicadas. Incluye dos ensayos prácticos de una hora de duración con preguntas de opción múltiple.

Cracking the SAT. Literature subject test.

Scholastic Aptitude Test (SAT) se trata de una prueba estandarizada usada frecuentemente para valorar los conocimientos adquiridos durante la enseñanza secundaria por los estudiantes que deseen acceder a una educación superior en EE.UU. Esta publicación ,proporciona la información y las estrategias necesarias para desarrollar la capacidad de comprender y analizar textos literarios seleccionados de prosa, poesía y teatro escritos en inglés, para maximizar la puntuación de la prueba del SAT en literatura. Enseña a pensar como los redactores de la prueba, y a practicar con la materia que se pondrá en el examen para poder estudiar con mayor eficacia. Se hace una revisión de los conceptos principales de la literatura que van a aparecer en la prueba y facilita con explicaciones detalladas técnicas para aplicar los conocimientos aprendidos en resolver cuestiones específicas complicadas. Incluye cuatro ensayos prácticos de una hora de duración cada uno con preguntas de opción múltiple que se centran en conocimientos básicos de términos literarios.

Cracking the SAT. Math 1 and 2 subject tests.

Scholastic Aptitude Test (SAT) se trata de una prueba estandarizada usada frecuentemente para valorar los conocimientos adquiridos durante la enseñanza secundaria por los estudiantes que deseen acceder a una educación superior en EE.UU. Esta publicación proporciona la información y las estrategias necesarias para maximizar la puntuación de la prueba del SAT en matemáticas. Enseña a pensar como los redactores de la prueba, y a practicar con la materia que se pondrá en el examen para poder estudiar con mayor eficacia. Se hace una revisión de los conceptos principales desde el álgebra básica a la geometría, trigonometría y la estadística que van a aparecer en la prueba y facilita con explicaciones detalladas estrategias para aplicar los conocimientos aprendidos en resolver cuestiones específicas complicadas. Incluye cuatro ensayos prácticos con cincuenta preguntas de selección múltiple de una hora de duración cada uno.