Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to investigate whether the implementation of activities based on hybrid education contribute to the qualifications of history teaching and learning in high school. Initially, an approach to history teaching over time reaching the present time, marked by the use of technology was made. In this context, it addresses the Hybrid Education, set of practices that seek to reconcile the use of digital technologies to the space of the traditional classroom. From this, it sought to organize activities informed the concepts of hybrid education, which were applied in groups 3º1 and 3º 3 High School State Institute of Education Teacher Annes Dias - Cruz Alta. Two models were developed: Reversed Classroom and rotation for seasons These activities were put in place having as a guiding principle of a Research Methodology Qualitative because not sought evidence closed data by numbers, but reflections from the observations made in classroom. The analysis served to verify that there really is a qualitative potential in the hybrid model, in that there was greater involvement of students, as well as enhancement of the teaching-learning process. However, there are still some limitations with regard to access to technology in schools, lack of teacher training in the use of digital resources and attachment of many students to the traditional teaching model, based on the teacher's idea as the center of the teaching process and learning. / Este trabalho tem como finalidade investigar se a implementação de atividades baseadas no Ensino Híbrido contribuem para a qualificação do ensino-aprendizagem de história no Ensino Médio. Inicialmente, foi feita uma abordagem do ensino de história ao longo tempo chegando ao momento atual, marcado pelo uso das tecnologias. Nesse contexto, aborda-se o Ensino Híbrido, conjunto de práticas que buscam conciliar o uso das tecnologias digitais ao espaço da sala de aula tradicional. A partir disso, buscou-se organizar atividades embasadas nos conceitos do Ensino Híbrido, as quais foram aplicadas nas turmas 3º 1 e 3º 3 do Ensino Médio do Instituto Estadual de Educação Professor Annes Dias de Cruz Alta. Dois modelos foram desenvolvidos: Sala de Aula Invertida e Rotação por estações Estas atividades foram colocadas em prática tendo como princípio norteador a de uma Metodologia de Pesquisa Qualitativa, pois não buscou evidenciar dados fechados através de números, mas sim reflexões a partir das observações feitas em sala de aula. As análises serviram para verificar que realmente existe um potencial qualitativo no modelo híbrido, na medida em que houve maior envolvimento dos estudantes, bem como, potencialização do processo de ensino-aprendizagem. Contudo, ainda existem alguns limites no que diz respeito ao acesso às tecnologias nas escolas, falta de capacitação de professores no uso dos recursos digitais e apego de muitos alunos ao modelo tradicional de ensino, baseado na ideia do professor como o centro do processo de ensino e aprendizagem.

The aim of this thesis was to summarize and assess the possibility of using recycled glass in the manufacture of blended portland cements. Work was focused on examining the possibilities to improve pozzolanic properties of recycled glass with new milling processes. The formation of agglomerates material during the course of grinding and their subsequent effect on the hydration process of binders has been also examining. Part of the thesis was also focused on grindability of materials and determination of using separate or inters grinding.

Syftet med föreliggande studie är att undersöka hur svensklärare i gymnasieskolan arbetar med digitalisering i sin undervisning och vilka verktyg och metoder som används. Därtill redovisas vilka möjligheter respektive nackdelar som de ser med att använda digitala verktyg i undervisningen. Vidare utgår uppsatsen från ett sociokulturellt perspektiv. För att uppfylla sitt syfte utgår studien från hur svensklärare använder digitala verktyg i sin undervisning samt om attityder och erfarenhet påverkar användningen av digitala verktyg i undervisningen. Som metod för datainsamlingen har semistruktruerade kvalitativa intervjuer använts. Fyra stycken svensklärare intervjuades i åldrarna 30 – 60 vilka är aktiva inom samma gymnasieskola. Resultaten visar att digitalmedvetenhet bland informanterna varierar där de yngre generationen i regel är mer medvetna än den äldre generationen. Den äldre informanten säger sig själv vara relativt digitalt omedveten och upplever att detta beror på generationsskillnad, kunskap och intresse. Detta får till följd att digitalisering inte är en faktor läraren planerar sina lektioner utefter. De yngre informanterna i sin tur, särskilt de med mer yrkeserfarenhet, har en hög grad av digital medvetenhet. Detta visar sig genom att de kontinuerligt skaffar sig digital kunskap på egen hand, provar nya metoder och försöker hela tiden att utvecklas och bli bättre. Intressant är dock att den yngsta informanten med minst yrkeserfarenhet har god digitalmedvetenhet men saknar intresse, kunskap och tid för att integrera digitalisering i sin undervisning. Gemensamt för de intervjuade lärarna är att de upplever digitalisering är svårt och utmanande och att ingen av dem har haft mycket, om någon, utbildning inom digitalkunskap när de studerade vid lärarprogrammet. / The purpose of this study is to investigate how teacher in Sweden work with digitization in their teaching and what tools and methods are used. In addition, the opportunities and challenges the teachers perceive to use digital tools in the teaching are reported. The study parts from a sociocultural theory. To fulfill its purpose the study is based on how teachers in the Swedish subject work to achieve a digital education and how attitudes affect to integrate digital tools. For the data collecting process semistructured qualitative interviews have been used as method. Four Swedish teachers were interviewed in the ages between 30 and 60 who are active in the upper secondary school. The results show that digital awareness among the teachers varies. The younger generation is usually more aware than the older generation. The older teacher declares herself as being quite digitally unconscious and finds that it depends on generational difference, knowledge and interest. As a result her teaching is not based on digital awareness. The younger teachers, in particular those with more professional experience, have a high degree of digital awareness. This shows in continually acquiring digital knowledge on their own, trying new methods and constantly trying to develop the digital education. The youngest teacher with least professional experience has good digital awareness but not the interest, knowledge and time to integrate digitalization into her teaching. All the interviewed teachers have in common that they find the work towards a digital teaching challenging and that none of them had much, if any, education in digital studies in their university studies.

Rubber asphalt has been used in Brazil as early as 2001. Among the fabrication processes of rubber asphalt, the most widely used in Brazil is the terminal blend. However, the use of field-blended rubber asphalt has been around in the United States for decades, especially in the state of Arizona. This process results in a highly viscous material with enhanced engineering properties, but requires specific equipment that is typically installed at the job site, or close to the supplying asphalt plant. Thus, keeping in mind the possible technological advantages of using a field blended rubber asphalt mixture and the lack of information regarding this technique in Brazil, there is a necessity to develop studies to assess the performance of this type of material in our environmental conditions and axle loading configurations. Therefore, a laboratory study was conducted to determine the rheological properties of a field-blended rubber asphalt and compare them to those of typical binders used in Brazil (an AC 30/45 penetration grade and a binder modified with SBS, an elastomeric polymer). Binder permanent deformation was determined using the Multiple Stress Creep and Recovery (MSCR) test, whereas binder fatigue behavior was determined using the Time Sweep and Linear Amplitude Sweep (LAS) tests. Subsequently, the permanent deformation and fatigue behavior of a gap-graded mixture using the field-blended rubber asphalt were assessed in the laboratory and in the field. The permanent deformation of the mixture was determined in the laboratory using the LCPC wheel track test, whereas the fatigue behavior was determined using the four point bending flexural test. A test section was built after the rehabilitation job of highway RJ-122, where a field-blended rubber asphalt mixture was first used in the country. The mixture performance was studied in situ through accelerated pavement tests using a full scale, large mobile traffic simulator. The results were used to model the performance of the structure with the rubber asphalt mixture by means of the Highway Development and Management Model (HDM-4) cracking and permanent deformation models, calibrated to local conditions. Accelerated pavement tests were validated through periodic pavement monitoring campaigns conducted for four years in a test section in Highway RJ-122. The field-blended rubber asphalt showed a good performance in terms of permanent deformation and fatigue determined in the laboratory at the binder and mixture levels, which confirms what was verified in the field. / No Brasil, o asfalto-borracha vem sendo utilizado desde meados de 2001. Dentre os processos de fabricação do asfalto-borracha, o mais utilizado no Brasil é o asfalto-borracha estocável ou terminal blend. Contudo, o asfalto-borracha do tipo não estocável (field blend) vem sendo bastante difundido nos Estados Unidos há décadas, principalmente no estado do Arizona. Este processo resulta em um asfalto-borracha de alta viscosidade, com alto desempenho, porém requer um equipamento de fabricação de asfalto-borracha específico, instalado no canteiro de obras, ou muito próximo à usina de asfaltos fornecedora da obra. Tendo em vista as possíveis vantagens tecnológicas do asfalto-borracha field blend e o conhecimento ainda pequeno sobre esta técnica no Brasil, há a necessidade de desenvolver estudos para a avaliação deste tipo de material frente às condições climáticas e de solicitação pelas cargas viárias em nosso país. Para tanto, foi realizado um estudo em laboratório para verificar as propriedades reológicas de um asfalto-borracha field blend e compará-las com as características de ligantes típicos empregados no Brasil (um CAP 30-45 e um ligante modificado por polímero elastomérico do tipo SBS). Elegeu-se o Multiple Stress Creep and Recovery (MSCR) para verificar a deformação permanente e o Time Sweep e Linear Amplitude Sweep (LAS) para verificar o comportamento na fadiga dos ligantes. Na sequência, determinou-se a deformação permanente e o comportamento à fadiga de uma mistura asfáltica descontínua (gap-graded) empregando o asfalto-borracha field blend em laboratório e no campo. A deformação permanente da mistura foi verificada por meio do simulador de tráfego LCPC, enquanto a vida de fadiga foi determinada utilizando o ensaio de flexão em viga (4 pontos). Por fim, foi construída uma seção teste após a conclusão da obra de restauração dos pavimentos da rodovia RJ-122, local onde se elegeu a utilização desta tecnologia pela primeira vez no país. O desempenho da mistura foi estudado in loco com o emprego de ensaios acelerados do pavimento utilizando-se o simulador de tráfego linear móvel em tamanho real. Os resultados obtidos foram utilizados para modelar o desempenho da estrutura com o revestimento asfáltico constituído pela mistura com o asfalto-borracha por meio dos modelos de trincamento e de deformação permanente do Highway Development and Management Model (HDM-4), podendo-se verificar o desempenho desta mistura calibrado para as condições locais. Os ensaios acelerados foram validados em campo por meio de campanhas de monitoramento periódicas realizadas ao longo de quatro anos na rodovia RJ-122. Pelos ensaios de laboratório no ligante e na mistura foi possível concluir que o asfalto-borracha field blend apresenta um bom desempenho quanto à deformação permanente e à fadiga, corroborando o que foi verificado no campo.

Este estudo tem por principal objetivo investigar o aproveitamento de uma amostra de 29 estudantes que participaram de uma experiência pedagógica na disciplina Planejamento e Análise de Sistemas de Transporte, oferecida para o curso de engenharia civil da Escola de Engenharia de São Carlos, Universidade de São Paulo. Essa experiência decorreu da aplicação do método aprendizagem baseada em problemas (Problem-Based Learning - PBL) na modalidade de ensino semipresencial, com o uso de uma plataforma de ensino a distância CoL (Cursos on-Line), apoiada nos estilos de aprendizagem. Os dados foram coletados por meio do instrumento - Índice de Estilos de Aprendizagem (Index of Learning Styles - ILS) de Felder e Soloman, traduzido para o português, para identificar os estilos de aprendizagem dos estudantes. O ILS foi aplicado no início da disciplina para conhecer o perfil de aprendizagem dos estudantes, auxiliar no preparo de atividades direcionadas para o público-alvo, e na composição dos grupos de acordo com seus estilos de maneira mais heterogênea e equilibrada possível, visando um melhor aproveitamento na disciplina. Para analisar o aproveitamento da amostra submetida à alternativa instrucional e os efeitos do PBL, foram utilizadas as respostas dos estudantes a um questionário de avaliação da nova proposta, respondido no final da disciplina e um questionário para avaliação do aprendizado, usado após o encerramento da disciplina. A partir das respostas desse questionário foram construídos mapas cognitivos que contribuíram para a avaliação e comparação do aprendizado da amostra com uma turma submetida ao modelo tradicional. Além desses instrumentos, na análise dos dados, foram utilizadas as notas dos estudantes da amostra e de outra turma de alunos regularmente matriculados na mesma disciplina, porém sem a inserção de inovações pedagógicas. Essas notas foram analisadas com o objetivo de investigar sua relação com os estilos de aprendizagem e com o método PBL bem como para verificar a ocorrência de aproveitamentos diferenciados entre os estudantes. Os resultados da análise qualitativa e quantitativa mostraram que os estudantes obtiveram um aproveitamento significativamente melhor com o novo desenho da disciplina. / The main purpose of this study is to investigate the performance of a sample of 29 students who participated in an educational experience in Planning and Analysis of Transportation Systems Course for civil engineering course from Escola de Engenharia de São Carlos, Universidade de São Paulo. This experience elapsed from the application of problem-based learning (PBL) method in a blended learning mode using a web-based learning - CoL (Cursos on-Line) - with the support of the leaning styles. The data were collected through the Felder and Solomans instrument - Index of Learning Styles (ILS) to identify the students learning styles. The portuguese version of the ILS was applied at the beginning of the course to find the students learning preferences to assist the development of activities directed to the public, and the composition of the groups according to their styles seeking a better use in the course. To examine the use of the sample submitted to the instructional alternative and the effects of PBL were used the responses of the students to a questionnaire for assessing the new proposal responded at the end of the course, and a questionnaire for assessment of learning that was used after the closure of the course. Cognitive maps were built from the answers of the questionnaire that contributed to this assessment and also to make the comparison of the sample with a group of students submitted to the traditional model. Besides these instruments were used the grades of the sample and also of the other group of students regularly enrolled in the same course, but without the introduction of pedagogical innovations. These grades were analyzed with the aim of investigating the relationship between the learning styles and the PBL method, and to verify the presence of differentiated performance between the groups of students. The results of the qualitative and quantitative analysis showed that students obtained a significantly better performance with the new course design.

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No. of bitstreams: 2 Dissertação - Andréa Hayasaki Vieira - 2016.pdf: 2213241 bytes, checksum: f371f7ec71a1409c3fd2b2e623ef2aef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-02-17 / This study focuses on the ongoing formation of the Atendimento Educacional Especializado - AEE (Specialized Educational Services), in the blended mode, using Tecnologia da Informação e da Comunicação – TICs (Information and Communication Technology) resources. To answer the question, “Can a blended ongoing education course using TICs, with a dialectical perspective, contribute to transforming the practice of teachers working in the AEE?”, a pilot project called Curso de Extensão em Educação Especial: inclusão e letramento (Extension Course in Special Education: inclusion and literacy) was carried out with a group of seven AEE Municipal teachers from the Goiânia Secretariat for Education, using the Moodle Platform in the site http://www.cepae.ufg.br. The general aim of this study was to identify a structure of ongoing education courses which cooperates with teacher self-transformation practices, in multi-functional resource rooms. Thus, the planning of activities set out to: recognize the problem experienced by teachers in their multi-functional resource rooms; design theoretical studies related to their teaching practice; and, (re)organize their Planos de Atendimento Educacional Especializado - PAEE (Specialized Educational Service Plans), using TICs resources. Each step was designed according to Vygotsky’s Fundamentals of Defectology (1995), which states that the disabled person is not less capable, but, on the contrary, has cognitive skills which provide for a broader organization of their way of learning. This demands that the educator identifies and understands teaching strategies which facilitate their development. The thinking of Nóvoa (1995), Demo (2000), Mantoan (2006) and Freitas (2007) also contributed to this organization, in their defense of an ever self-generating formation for change; as did discussions by Pretto (2009) on the interactive and formative use of TICs; and official documents (BRASIL 2008, 2009, 2010 and 2015) dealing with national public policies for specialized education from the perspective of inclusion. The data presented and analyzed in this dissertation are the result of the shared experiences of the group throughout the course, which ran from April to November, 2015. Finally, teachers and researcher together concluded that it is essential that the proponent takes into account the different socio-historical-cultural realities that permeate the educational contexts, so that a blended course offered to AEE teachers can effectively contribute to their ongoing and permanent self-formation. / O presente estudo tem como tema central a formação continuada de professores do Atendimento Educacional Especializado (AEE), na modalidade semipresencial, utilizando recursos da Tecnologia da Informação e da Comunicação (TICs). Para responder à pergunta: “Um curso semipresencial de formação continuada com uso das TICs, em uma perspectiva dialética, pode colaborar para a transformação da prática do professor que atua no AEE?”, foi realizado o projeto piloto “Curso de Extensão em Educação Especial: inclusão e letramento”, com um grupo de sete professores de AEE da Secretaria Municipal de Educação de Goiânia, em Plataforma Moodle, no site www.cepae.ufg.br. O objetivo geral deste trabalho foi identificar uma estrutura de cursos de formação continuada que colabore com a prática autogeradora de transformação do professor, em salas de recursos multifuncionais. Para tanto, o planejamento das atividades visaram: (re)conhecer o problema vivenciado pelos próprios professores em suas salas de recursos multifuncionais; desenvolver estudos teóricos relacionando-os com suas práticas pedagógicas; e (re)organizar seus Planos de Atendimento Educacional Especializado - PAEE, lançando mão de recursos das TICs. Cada etapa foi desenvolvida segundo os Fundamentos da Defectologia de Vygotsky (1995), os quais sustentam que a pessoa com deficiência não é menos capaz, mas, ao contrário, possui competências cognitivas que possibilitam uma organização ampliada de sua forma de aprender; fato que exige do educador a identificação e a compreensão de estratégias de ensino que se adiantem ao seu desenvolvimento. Também contribuíram para esta organização os pensamentos de Nóvoa (1995), Demo (2000), Mantoan (2006) e Freitas (2007), que defendem uma formação sempre autogeradora de mudanças; as discussões de Pretto (2009) sobre o uso interativo e formativo das TICs; e documentos oficiais (BRASIL 2008, 2009, 2010 e 2015) que versam sobre políticas públicas nacionais de educação especial na perspectiva da inclusão. Os dados apresentados e analisados nesta dissertação são frutos das experiências compartilhadas pelo grupo ao longo do curso, que teve início em abril de 2015 e foi encerrado em novembro do mesmo ano. Ao final, juntos, professores e pesquisadora concluíram que é imprescindível ao proponente levar em conta as diferentes realidades sócio-histórico-culturais que permeiam os contextos educacionais, para que um curso semipresencial oferecido a docentes de AEE possa efetivamente colaborar com sua (auto)formação continuada e permanente.

O objetivo deste estudo é investigar se a organização da atividade didática no modelo de Ensino Híbrido, analisada sob a ótica dos pressupostos teóricos de psicologia histórico-cultural, proporciona condições adequadas para a formação de conceitos. Foram sujeitos, três professores e 79 alunos do Ensino Fundamental (escola privada e pública). Plano de aula, filmagem, questionário e entrevista foram instrumentos de coleta de dados, analisados qualitativamente e por Núcleos de Significação. Os resultados apontaram colaboração entre pares e utilização das TIC como recursos eficientes para aprender, na percepção dos estudantes. Os professores, apesar dos desafios de inserção das TIC, consideram que o uso integrado, somado à personalização do ensino, promove mediações mais eficientes em relação às demandas específicas dos estudantes. Conclui-se que o Ensino Híbrido oferece oportunidade de desenvolvimento das funções psicológicas superiores, porém exige planejamento minucioso objetivando a sistematização dos conceitos, além da reflexão sobre papéis desempenhados em classe / The present study aims to investigate if the organization of didactic activity in the blended learning approach, analyzed under the perspective of theoretical framework of cultural-historical psychology, provides suitable conditions for formation of concepts. Participants were 3 teachers and 79 elementary school students (Private and Public Schools). Teaching plan, filming, questionnaire and interview were instruments for data collection, and were analyzed qualitatively by meaning core. Results showed collaboration among peers and uses of ICT as efficient resources for learning according to students\' perception. Teachers, despite the ICT integration challenges, consider that the integrated use of ICT, in addition to the personalization of learning, promotes more efficient mediation related to the specific demands of the students. We concluded that the blended learning approach offers opportunity to develop higher mental functions, requiring, however, careful planning aimed at systematization of concepts, besides reflecting about roles played in class

Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school in Sweden. The aim of this study is to investigate the benefits and drawbacks of the flipped classroom in the EFL context and to see if the Flipped Classroom enhances interactive skil ls in students’ language learning. Peer reviewed research articles were used and data has been collected through research behind the Flipped Classroom. The perceptions behind it were divided. Some teachers and students experienced the Flipped Classroom as something positive with regard to availability of material, the promotion of active learning for students and enhancement in language interaction. Along with these, criticism made on this teaching method is that creating material to be available online was time consuming and that perceived an increase in the homework load. As regards oral interaction, both teachers and students felt that it did enhance skills in speaking since preparation before class lead to qualitative time for interaction with the teacher during class, something that was very limited before implementing the flipped classroom model. This review suggests that there is a demand for further studies in the area of English language teaching and English language acquisition in the Swedish context of upper secondary education.

The study examines the role of social networks’ in collaborative group working within a blended setting. Lingua Franca, Pakistan, an International English Language Testing System (IELTS) training institute, has been investigated as a case study for the aforementioned research question. Focus groups consisting of the institute’s students and training staff were solicited for primary data collection. Theories of learning, social comparison, social exchange and connectivism theory provided the theoretical understanding for the study along with relevant extant literature. Content analysis has been used to analyze and interpret the data. The findings shed light on the myriad yet significant role social networks play in enhancing collaborative group work through their inherent interactive and dynamic features, which unlocks opportunities for self-validation, self-improvement and self-development. The study thus opens new avenues of research into this less studied area of social networks and collaborative group working with respect to learning

Estimating the delayed strains in concrete, namely creep and shrinkage is very important to asses the condition of the structure. Time dependent deformations in concrete, both creep and shrinkage, play a critical role in prestressed concrete structures, such as bridge girders, nuclear containment vessels, etc. These strains result in lossess, through release of prestress, and thereby influence the safety of these structures. Recognizing the role of free and bound moisture movement is the primary ingredient responsible for the development of both creep and shrinkage stains as well as the degradation of concrete under high temperature, the present study has also examined the effects of high temperature on concrete degradation, experimentally and also analytically in the same modelling framework. Fire in concretes deteriorates mechanical properties of the material and lead to col-lapse under loads. Two types of spalling occur in concrete when exposed to high temperature, namely explosive and thermal spalling. Explosive spalling occurs once the hydrostatic stress (developed due to pore pressure) exceeds the tensile strength of the concrete. Where as thermal spalling of concrete happens due to degradation of material properties (elastic modulus, compressive and tensile strength) when exposed to high temperature due to decomposition of chemical bonds that release the bound water. The present study comprises of an experimental and analytical program to assess the levels of creep and shrinkage in different concrete under various loads and environmental conditions. Deformations due to high temperature in di erent concretes forms another component of the present study. Total six concrete mixes has been studied to investigate and asses the extent of creep and shrinkage taking place in the concretes under different environmental conditions, load level and age at loading. In total six mixes, three that are self compacted concrete mixes (35MPa, 55MPa and SCC70MPa), a high volume y ash concrete mix ( 45 MPa) and two normal concrete mixes (35 MPa and 45 MPa) have been considered in this study. To study the high temperature effects, the same mixes considered in the creep and shrinkage study and in addition a heavy density concrete mix (25 MPa) is used. A normal concrete having a 28 day uniaxial compressive strength of 45 MPa after proper curing, referred to as M45 concrete, was one of the six mixes. Likewise a heavy density concrete designated as H25, corresponding to a 28 day uniaxial compressive strength of 25 MPa was another mix that was studied and was made using iron ore aggregate and iron ore sand. A concrete having high volume y ash replacing cement designated as F45 offered a 28 day strength of 45MPa. Three self-compacting concretes with uniaxial compressive strengths of 35, 55 and 70 MPa were designated as SCC35 SCC55 and SCC70, respectively is studied for creep, shrinkage and high temperature effects. F45 concrete shows lower creep strain when compared to normal M45 concrete, under similar casting, curing and testing condtions. This is due to increase in stiffness of y ash based concretes with time. Where as in shrinkage it is observed that a little higher strain takes place in F45 at initial ages than in M45 concrete mix for the same conditions. But in the later age, F45 concrete shows a decreasing rate of shrinkage strain. This is because, water to cement ratio of y ash concrete is higher than the M45 concrete. The SCC35 concrete shows higher creep and shrinkage than M35 concrete even though both the concretes have the same water cement ratio. This difference comes from the aggregate cement ratio (a/c). The lower the aggregate cement ratio, the higher the creep and shrinkage. M35 concrete has a higher aggregate cement ratio than the SCC35. Concretes exposed to higher temperature and lower humidity shows higher creep and shrinkage due to its higher rate of drying. An analytical model has been developed to simulate the drying phenomena in concrete based on poromechanics. The hydration effects of blended cements is considered while developing the model. This models prediction of degree of hydration, temperature and relative humidity is used to model creep and shrinkage in concrete. To model creep and shrinkage, micro prestress solidi cation theory is implemented and validated with the present experimental results. The model is able to predict the drying phenomena of concrete realistically. Further, a benchmark problem reported in the literature is solved through this model and validated through a comparison with the experimental results (beam detection due to creep and shrinkage). Under high temperature tests, H25 concrete shows better resistance for all the ranges of temperatures. This may be because of the hematite aggregate having a high melting point and strong interfacial transition zone (ITZ) properties between aggregate and cement mortar. The SCC70 shows poor performance against explosive spalling at both the ages (28 and 365 days) due to its lower permeability when exposed to high temperature. The intensity of explosive spalling is higher in SCC70 concrete tested at 28 days than at 365 days of age. This is because of variation in moisture content. SCC70 concrete failed due to explosive spalling at temperature of 398oC when tested at 28 days and failed at 575oC when tested at 365 days. This indicates the amount of moisture content in the concrete plays an important role while causing explosive spalling. F45 concrete shows a poor resistance against temperature beyond 500oC in its residual properties. SCC55 contains cement and y ash and shows higher residual properties when compared to normal vibrated M45 mix under similar high temperature conditions. Two geopolymers pastes prepared with y ash and metakaolin as a complete cement replacement were studied for passive re protection capability. The study shows MF70 mix (containing 70% y ash and 30% metakaolin) gives better resistance against heating than MF50 mix (50% each of metakaolin and y ash). Hence y ash geopolmer is a choice of material for passive re protection. An analytical model has been developed based on poromechanics to simulate high temperature e ects in concrete. Two type of spalling is considered while modelling the high temperature e ects of concrete, namely explosive and thermal spalling. Explosive spalling is estimated based on the hydro static stress (Biotech efficient times the pore pressure). If the hydrostatic stress increases beyond the tensile strength of concrete then explosive spalling occurs. Where as the thermal spalling is estimated based on the stresses developed due to applied mechanical and thermal loading. To validate this model, two benchmark problems from the literature have been solved and validated with the reported results. This model is able to predict pore pressure and temperatures gradients accurately, and this in turn helps to predict explosive and thermal spalling realistically in concrete under elevated temperature conditions.