Com influeix el currículum ocult en la inclusió i/o exclusió dels alumnes ?

L’objectiu d'aquest treball és observar si hi ha elements del currículum ocult en tres aules de Manresa i si aquests afecten a la inclusió i/o exclusió dels alumnes. Per a fer-ho partim d’una base teòrica on hi ha exposades les principals característiques d'un ensenyament-aprenentatge inclusiu i les dimensions d’anàlisi del currículum ocult que pretenem observar. Tot seguit, fem constar la metodologia emprada per portar a terme la investigació i les graelles d’observació. Desprès d’aquestes hi ha un anàlisi i comparació de les escoles observades. En aquest anàlisi es pot observar com en totes les aules analitzades hi ha presents elements de currículum ocult que afavoreixen o dificulten la inclusió . dels infants. L’última part del treball són les conclusions on hi ha les principals idees sorgides després de l’elaboració del treball. A més, hi ha una petita reflexió sobre allò que s’hauria de millorar per crear aules realment inclusives on tots els nens i nenes tinguessin les mateixes oportunitats per adquirir un aprenentatge significatiu.

Performance of Various Thicknesses of Portland Cement Concrete, HR-9, 30 Year Report, 1981

If adequately designed and high quality material and good construction practices are used, portland cement concrete is very durable. This is demonstrated by the oldest pavement in Iowa (second oldest in the U.S.) paved in 1904, which performed well for 70 years without resurfacing. The design thickness is an important factor in both the performance and cost of pavement. The objective of this paper is to provide a 30-year performance evaluation of a pavement constructed to determine the required design thickness for low volume secondary roadways. In 1951 Greene County and the Iowa Highway Research Board of the Iowa Department of Transportation initiated a four-mile (6.4 km) demonstration project to evaluate thicknesses ranging from 4-1/2" (11.4 cm) to 6" (15.2 cm). The project, consisting of 10 research sections, was formed pavement placed on a gravel roadbed with very little preparation except for redistribution of the loose aggregate. Eight sections were non-reinforced except for centerline tie bars and no contraction joints were used. Mesh reinforcing and contraction joints spaced at 29' 7" (9.02 m) intervals were used in two 4-1/2" (11.4 cm) thick sections. The only air entrained section was non-reinforced. The pavement performed well over its 30-year life carrying a light volume of traffic and did not require major maintenance. There was substantial cracking with average slab length varying directly with thickness. The 4-1/2" (11.4 cm) thick non-air entrained, mesh-reinforced pavement with contraction joints has performed the best.

A Fifteen Year Performance Summary of Fibrous PC Concrete Overlay Research in Greene County, Iowa, HR-165, 1989

The Greene County, Iowa, overlay project, completed in October 1973, was evaluated in October 1978, after five years in October 1983, after ten years and most recently in October 1988 after fifteen years of service. The 33 fibrous concrete sections, four CRCP sections, two mesh reinforced and two plain concrete sections with doweled reinforcement were rated relative to each other on a scale of 0 to 100. The rating was conducted by original members of the Project Planning Committee, Iowa DOT, Iowa County, Federal Highway Administration and industry representatives. In all, there were 23, 25 and 17 representatives who rated the project in 1978, 1983 and 1988 respectively. The 23, 25 or 17 values were then averaged to provide a final rating number for each section or variable. All experimental overlay sections had performed quite well in the period from five through 15 years, experiencing only limited additional deterioration.

A Ten Year Performance Summary of Fibrous PC Concrete Overlay Research in Greene County, Iowa, HR-165, 1984

The Greene County, Iowa, overlay project, completed in October, 1973, was evaluated in October, 1978, after five years of service and most recently in October, 1983, after ten years of service. The 33 fibrous concrete sections, four CRCP sections, two mesh reinforced and two plain concrete sections with doweled reinforcement were rated relative to each other on a scale of 0 to 100. The rating was conducted by original members of the Project Planning Committee, Iowa DOT, Iowa County, Federal Highway Administration, University of Illinois and industry representatives. In all, there were 23 and 24 representatives who rated the project in 1978 and 1983 respectively. The 23 or 24 values were then averaged to provide a final rating number for each section or variable. All experimental overlay sections had performed quite well in the period from five through 10 years, experiencing only limited additional deterioration. Based upon this relatively good performance through 10 years, the sections will be maintained for further research with another evaluation at 15 years. The 4" thick nonfibrous mesh reinforced continuous reinforced concrete pavement overlay sections provided the best performance in this research project. Another nonfibrous 5" thick bar reinforced overlay section performed almost as well. The best performance of a fibrous reinforced concrete section was obtained with 160 pounds of fiber per cubic yard.

Elgard Cathodic Protection System, HR-553, 1995

Following is the Operations Manual for the Pennsylvania Ave Bridge over I-235 located in Des Moines, Iowa, which was installed from July 1992 to October 1992. The project uses ELGARD™ 210 Anode Mesh and is divided into 3 zones. Periodic data collection and/or inspection of the cathodic protection system is required to insure proper operation and a long life. This Operation Manual contains a schedule, operation procedures, operation log forms, a rectifier panel drawing, and pertinent reference matenal. Operation procedures and operating records are contained in the body of the manual, while blank operation forms, as built drawings, and pertinent reference material are contained in the appendices.

Una perspectiva policial: valors a la policia en accidents de trànsit

En totes es treballa amb material sensible. Són situacions delicades amb risc per la integritat física o psicològica i fins i tot per la vida. Situacions que necessitaran, molt probablement, ajut extern i no oblidem que generalment som els primers en arribar, mossos, bombers. El que fem en aquells primers instants és determinant pel desenvolupament futur d’aquella gent. D’aquí emana la nostra gran responsabilitat.

Cathodic Protection for a Continuous Box Girder Bridge Deck, HR-553, 1993

Bridge deck deterioration due to corrosive effect of deicers on reinforcing steel is a major problem facing many agencies. Cathodic protection is one method used to prevent reinforcing steel corrosion. The application of a direct current to the embedded reinforcing steel and a sacrificial anode protects the steel from corrosion. This 1992 project involved placing an Elgard Titanium Anode Mesh Cathodic Protection System on a bridge deck. The anode was fastened to the deck after the Class A repair-work and the overlay was placed using the Iowa Low Slump Dense Concrete System. The system was set up initially at 1 mA/sq ft.

Laboratory Study of the Leachate from Crushed Portland Cement Concrete Base Material, MLR-96-04, 1999

Since the 1980s, the Iowa Department of Transportation has increased its use of recycled Portland Cement Concrete (PCC) as drainable base material below some new pavements. Water flowing out of the longitudinal drains on projects having recycled PCC drainable bases was found to have a high pH value. The high pH water impedes vegetation growth and becomes a contributing factor to soil erosion at the drain outlet. In addition, the high pH water contributes to the growth of crystalline deposits on the drain outlet wire mesh rodent guard and in some cases caused it to become completely blocked. This research determined which of three choices of recycled PCC drainable base material, gradation, and design would give the lowest pH value in the drain discharge water. The drainable base material having its fines separated out and placed as a 2-in. (5.1-mm) bottom layer, below the remaining coarse material, generally gave pH values around 11.2 while other designs tested gave pH values around 11.5.

Iowa System of Bridge Deck Rehabilitation with Cathodic Protection, HR-1044, 1986

Bridge deck and substructure deterioration due to the corrosive effects of deicing chemicals on reinforcing steel is a problem facing many transportation agencies. The main concern is protection of older bridges with uncoated reinforcing steel. Many different methods have been tried over the past years to repair bridge decks. The Iowa system of bridge deck rehabilitation has proven to be very effective. It consists of scarifying the deck surface, removing any deteriorated concrete, and overlaying with low slump dense concrete. Another rehabilitation method that has emerged is cathodic protection. It has been used for many years in the protection of underground pipelines and in 1973 was first installed on a bridge deck. Cathodic protection works by applying an external source of direct current to the embedded reinforcing steel, thereby changing the electrochemical process of corrosion. The corroding steel, which is anodic, is protected by changing it to a cathodic state. The technology involved in cathodic protection as applied to bridge decks has improved over the last 12 years. One company marketing new technology in cathodic protection systems is Raychem Corporation of Menlo Park, California. Their system utilizes a Ferex anode mesh that distributes the impressed direct current over the deck surface. Ferex mesh was selected because it seemed readily adaptable to the Iowa system of bridge deck rehabilitation. The bridge deck would be scarified, deteriorated concrete removed, Ferex anode mesh installed, and overlaid with low slump dense concrete. The Federal Highway Administration (FHWA) promotes cathodic protection under Demonstration Project No. 34, "Cathodic Protection for Reinforced Concrete Bridge Decks."

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Evaluation of the Need for Longitudinal Median Joints in Bridge Decks on Dual Structures, TR-661, 2015

The primary objective of this project was to determine the effect of bridge width on deck cracking in bridges. Other parameters, such as bridge skew, girder spacing and type, abutment type, pier type, and number of bridge spans, were also studied. To achieve the above objectives, one bridge was selected for live-load and long-term testing. The data obtained from both field tests were used to calibrate a three-dimensional (3D) finite element model (FEM). Three different types of loading—live loading, thermal loading, and shrinkage loading—were applied. The predicted crack pattern from the FEM was compared to the crack pattern from bridge inspection results. A parametric study was conducted using the calibrated FEM. The general conclusions/recommendations are as follows: -- Longitudinal and diagonal cracking in the deck near the abutment on an integral abutment bridge is due to the temperature differences between the abutment and the deck. Although not likely to induce cracking, shrinkage of the deck concrete may further exacerbate cracks developed from thermal effects. -- Based upon a limited review of bridges in the Iowa DOT inventory, it appears that, regardless of bridge width, longitudinal and diagonal cracks are prevalent in integral abutment bridges but not in bridges with stub abutments. -- The parametric study results show that bridge width and skew have minimal effect on the strain in the deck bridge resulting from restrained thermal expansion. -- Pier type, girder type, girder spacing, and number of spans also appear to have no influence on the level of restrained thermal expansion strain in the deck near the abutment.

1228-013 Center Lake Watershed Final Report

A targeted approach is being used in the Iowa Great Lakes Watershed with a keystone project featured within this project application in the heavily urbanized Center Lake Watershed. As identified in the Iowa Great Lakes Watershed Management Plan, urban runoff is the only remaining watershed concern in the Center Lake Watershed as the map in the attachments clearly shows. Fully one third of the watershed concerns of Center Lake will be treated through the installation of 7 keystone urban practices and will remove 63 pounds of phosphorous from entering the lake annually. Due to the interconnectedness of the Iowa Great Lakes (IGL), the watershed has been broken down into sub units called Resource Management Areas (RMA's) for priority practice implementation. This project will mesh with the existing Iowa Great Lakes Watershed Management Plan by reducing pollutant loads from the highest priority RMA's which are resulting in impaired water bodies. The majority of the funding needed for the specific practices specified in this proposal has already been secured through the Iowa DNR Section 319 and Lake Restoration Programs, The Water Quality Commission and the City of Spirit Lake. This funding request will simply bring the overall cost of these keystone practices into the range of affordability for the committed funders and the City of Spirit Lake

An Adaptive Remeshing Procedure for Proximity Maneuvering Spacecraft Formations

We consider a methodology to optimally obtain reconfigurations of spacecraft formations. It is based on the discretization of the time interval in subintervals (called the mesh) and the obtainment of local solutions on them as a result of a variational method. Applied to a libration point orbit scenario, in this work we focus on how to find optimal meshes using an adaptive remeshing procedure and on the determination of the parameter that governs it

El Rol del pedagog i les funcions que desenvolupa en els processos d'adopció internacional

L’adopció internacional ha passat a ocupar un lloc important en el nostre context social, polític i educatiu i, com a pedagogs experts en l’àmbit, volem reflexionar, entorn de la importància d’aquesta figura professional en els equips interdisciplinaris que treballen amb les famílies i la infància adoptada i entorn de la seva implicació en les diferents etapes del procés d’adopció. Per presentar aquest perfil professional fem un recorregut per les diferents funcions que desenvolupa, tant durant el període preadoptiu, com en el postadoptiu, destacant la formació a famílies i professionals, la seva participació en el procés de valoració dels sol·licitants d’adopció i la intervenció en els processos d’orientació i assessorament postadoptiu.