Tools for assessing damage in concrete affected by AAR coming from fine and coarse aggregates
Over the last few years, comprehensive management programs for the diagnosis and prognosis of alkali-aggregate reaction (AAR) in aging concrete structures were developed in North America, based on a series of laboratory test procedures. Although promising, these lab-procedures presented several parameters whose impacts were not completely understood, which significantly reduced their applicability for the appraisal of deteriorated concrete structures in service. In this context, it has been suggested that two lab-tools, the Stiffness Damage Test (SDT) and the Damage Rating Index (DRI) could reliably assess the condition of concrete affected by AAR. This paper presents the condition assessment of 25, 35 and 45 MPa AAR affected concrete specimens incorporating fine and coarse reactive aggregates and presenting different distress degrees (i.e. expansion levels from 0.05 to 0.30%) through the use of an innovative multi-level approach. Results show that both SDT and DRI are suitable for assessing damage in AAR affected concrete through their output parameters. Yet, they present a complementary character, which illustrates the need for a multi-level approach.
Recycled Untreated Rubber Waste for Controlling the Alkali–Silica Reaction in Concrete
Recycled rubber waste (RW) is produced at an alarming rate due to the deposition of 1.5 billion scrap tires annually around the globe, which causes serious threats to the environment due to its open land filling issues. This study investigates the potential application of RW in concrete structures for mitigating the alkali–silica reaction (ASR). Various proportions of RW (5%, 10%, 15%, 20%, and 25%) partially replaced the used aggregates. RW was procured from a local rubber recycling unit. Cubes, prisms, and mortar bar specimens were prepared using a mixture design recommended by ASTM C1260 and tested for evaluating the compressive and flexural strengths and expansion in an ASR conducive environment for specimens incorporating RW. It was observed that the compressive and flexural strength decreased for specimens incorporating RW compared to that of the control specimens without RW. For example, an 18% and an 8% decrease in compressive and flexural strengths, respectively, were observed for specimens with 5% of RW by aggregates volume at 28 days. Mortar bar specimens without RW showed an expansion of 0.23% and 0.28% at 14 and 28 days, respectively, indicating the potential ASR reactivity in accordance with ASTM C1260. A decrease in expansion was observed for mixtures incorporating RW. Specimens incorporating 20% of RW by aggregate volume showed expansions of 0.17% at 28 days, within the limit specified by ASTM C1260. Moreover, specimens incorporating RW showed a lower reduction in compressive and flexural strengths under an ASR conducive environment compared to that of the control specimen without RW. Micro-structural analysis also showed significant micro-cracking for specimens without RW due to ASR. However, no surface cracks were observed for specimens incorporating RW. It can be argued that the use of RW in the construction industry assists in reducing the landfill depositing issues with the additional benefit of limiting the ASR expansion.
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.