Superpave Mix Designs for Low Volume Roads, Construction Report, TR-414, 2001

Most research current to the time of these projects was focused on use of Superpave mix designs on higher volume roads. Low volume roads have different requirements in terms of mix design, aggregate types, aggregate sources and project budgets. The purpose of this research was to determine if the Superpave mix design strategy for low volume roads was practical and economical. Eight projects were selected in five counties. The projects were completed in the summer of 1998. Performance evaluation of the resulting pavements was carried out annually. There was no significant increase in costs related to the use of Superpave. Nor were there any significant construction issues. There were some differences noted in placement and compaction in the field, but these were not serious.

A Study of Portland Cement Maintenance Mix and Set Accelerators, R-249, 1970

The large volume of traffic on the interstate system makes it difficult to make pavement repairs. The maintenance crew needs 4-5 hours to break out the concrete to be replaced and prepare the hole for placing new concrete. Because of this it is usually noon before the patch can be placed. Since it is desirable to remove the barricades before dark there are only 7-8 hours for the concrete to reach the required strength. There exists a need for a concrete that can reach the necessary strength (modulus of rupture = 500 psi) in 7-8 hours. The purpose of this study is to determine if type III cement and/or an accelerator can be used in an M-4 mix to yield a fast setting patch with very little shrinkage. It is recognized that calcium chloride is a corrosive material and may therefore have detrimental effects upon the reinforcing steel. The study of these effects, however, is beyond the scope of this investigation.

Study of Type 'A' Asphaltic Concrete Surface Mix Design, R-232, 1968

In some asphaltic concrete mixes asphalt absorption in field mixes is difficult to predict by the routine mix design tests presently being used. Latent or slow absorption in hot mixes is hard to compensate for in field control due to aggregate gradations being near maximum density. If critical asphalt need could be changed by increasing voids in the mineral aggregate so that more freedom could be exercised in compensating for the absorption, this may aid in design. The voids in the mineral aggregate can be related to composite gradation of total aggregate in a mixture, i.e. if a composite gradation of aggregate is finer than that of maximum density curve, the V.M.A. will be greater than that of a mix of maximum density. The typical gradation of Iowa Type 'A' mixes is finer than a gradation which is near the centerline of the specification at sieves larger than the No. 30 and coarser at the lower sieve sizes. The mixes of the typical gradation will have higher V.M.A. than those of the near centerline mixes. By studying properties of the mixes of the typical gradation and comparing them with those of the mixes of maximum density, it may aid in the modification and simplification of our present testing methods and specification requirements while still maintaining control of quality of the mix by controlling voids, stability, gradation and asphalt content.

The Arts (Music, Arts&Crafts and Drama) as a procedure for learning pre-school content: Grupo Edebé Project

There is nothing as amazing and fascinating as children learning process. Between 0 and 6 years old, a child brain develops in a waythat will never be repeated. At this age, children are eager to discover and they have great potential of active and affective life.Because of this, their learning capacity in this period is incalculable. (Jordan-Decarbo y Nelson, 2002; Wild, 1999).Pre-school Education is a unique and special stage, with self identity, which aims are:attending children as a whole,motivate them to learn,give them an affective and stable environment in which they can grow up and get to be balanced and confident people and inwhich they can relate to others, learn, enjoy and be happy.Arts, Music, Visual Arts and Drama (Gardner, 1994) can provide a framework of special, even unique, personal expression.With the aim of introducing qualitative improvements in the education of children and to ensure their emotional wellbeing, and havingnoticed that teachers had important needs and concerns as regards to diversity in their student groups, we developed a programbased on the detection of needs and concerns explained by professionals in education.This program of Grupo edebé, object of our research, is a multicultural, interdisciplinary and globalizing project the aims of which are:developing children's talent and personality,keeping their imagination and creativity and using these as a learning resource,promoting reasoning, favouring expression and communication,providing children with the tools to manage their emotions,and especially, introducing Arts as a procedure to increase learning.We wanted to start the research by studying the impact (Brice, 2003) that this last point had on the learning of five-year-old childrenschooled in multicultural environments.Therefore, the main goal of the research was the assessment of the implementation of a child education programme attending todiversity in a population of five-year-old children, specifically in the practice of procedures based on the use of Arts (music, arts andcrafts and theatre) as a vehicle or procedure for learning contents in Pre-school stage.Because children emotional welfare was a subject of our concern, and bearing in mind that the affective aspects are of vitalimportance for learning and child development (Parke and Gauvain, 2009), Grupo Edebé has also evaluated the starting, evolving andfinal impact in five-year-old children given that they finish Pre-school education at that age.

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2013

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2013

School Leader Update, April 2012

Monthly newsletter produced by Iowa Department of Education

School Leader Update, April 2013

Monthly newsletter produced by Iowa Department of Education

School Leader Update, April 2014

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School Leader Update, August 2012

Monthly newsletter produced by Iowa Department of Education

School Leader Update, August 2013

Monthly newsletter produced by Iowa Department of Education

School Leader Update, August 2014

Monthly newsletter produced by Iowa Department of Education

School Leader Update, December 2012

Monthly newsletter produced by Iowa Department of Education

School Leader Update, December 2013

Monthly newsletter produced by Iowa Department of Education

School Leader Update, February 2012

Monthly newsletter produced by Iowa Department of Education

School Leader Update, February 2013

Monthly newsletter produced by Iowa Department of Education