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."

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Brief alcohol intervention as pragmatic intervention: Who is voluntarily taking an offered intervention?

Brief alcohol interventions (BAI) have shown the potential to decrease problematic alcohol use among adolescents and young adults. Most of the BAI studies have been efficacy trials designed to achieve high internal validity but have raised questions regarding the feasibility of large-scale implementation. Providing interventions for those voluntarily wanting them might offer an alternative, and studies using this design would be more similar to effectiveness studies. The present research compares randomly selected 20-year-old men who took part in a scientific trial (efficacy) with those who voluntarily sought an intervention (effectiveness). Sampling took place during army recruitment procedures that are mandatory for all males in Switzerland. At-risk drinking (20+ drinks per week, or more than one risky drinking occasion of 6+ drinks per month) was determined a posteriori; there was no screening. There were a higher percentage of at-risk drinkers in the volunteer arm at baseline, but at-risk drinkers did not differ from those in the trial arm on any of the assessed alcohol measures. This suggests that offering BAI on a large-scale, voluntary basis may reach at-risk drinkers as effectively as do more scientifically oriented trials, without needing to adhere to screening and stringent research procedures. Nevertheless, BAI was more effective for at-risk drinkers who were invited for trial participation versus those who volunteered. This could be due to behavior that is already consolidated and is difficult to change. Lacking further modifications, real-world implementations of BAI for young men may be less effective than randomized controlled trials designed to test the efficacy of BAI.

Novel FGF8 mutations associated with recessive holoprosencephaly, craniofacial defects, and hypothalamo-pituitary dysfunction.

Context: Fibroblast growth factor (FGF) 8 is important for GnRH neuronal development with human mutations resulting in Kallmann syndrome. Murine data suggest a role for Fgf8 in hypothalamo-pituitary development; however, its role in the etiology of wider hypothalamo-pituitary dysfunction in humans is unknown.Objective: The objective of this study was to screen for FGF8 mutations in patients with septo-optic dysplasia (n = 374) or holoprosencephaly (HPE)/midline clefts (n = 47).Methods: FGF8 was analyzed by PCR and direct sequencing. Ethnically matched controls were then screened for mutated alleles (n = 480-686). Localization of Fgf8/FGF8 expression was analyzed by in situ hybridization in developing murine and human embryos. Finally, Fgf8 hypomorphic mice (Fgf8(loxPNeo/-)) were analyzed for the presence of forebrain and hypothalamo-pituitary defects.Results: A homozygous p.R189H mutation was identified in a female patient of consanguineous parentage with semilobar HPE, diabetes insipidus, and TSH and ACTH insufficiency. Second, a heterozygous p.Q216E mutation was identified in a female patient with an absent corpus callosum, hypoplastic optic nerves, and Moebius syndrome. FGF8 was expressed in the ventral diencephalon and anterior commissural plate but not in Rathke's pouch, strongly suggesting early onset hypothalamic and corpus callosal defects in these patients. This was consolidated by significantly reduced vasopressin and oxytocin staining neurons in the hypothalamus of Fgf8 hypomorphic mice compared with controls along with variable hypothalamo-pituitary defects and HPE.Conclusion: We implicate FGF8 in the etiology of recessive HPE and potentially septo-optic dysplasia/Moebius syndrome for the first time to our knowledge. Furthermore, FGF8 is important for the development of the ventral diencephalon, hypothalamus, and pituitary. (J Clin Endocrinol Metab 96: E1709-E1718, 2011)

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