Timber-concrete composite (TCC) structures are becoming more popular in several industrial applications as an efficient method for optimizing the structural performance and the cost of construction as well as lowering the emissions of carbon dioxide. TCC floors are more sustainable than pure concrete floors and more resistant to vibrations and excessive deflections than pure wooden floors. The effectiveness of a TCC floor is dependent on the connection between the materials. The stiffness and strength of the composite element increases by having a rigid connection. An example of a rigid connection is an adhesive-bonded connection, however obtaining a connection without slip is difficult considering there will always be certain amount of slippage in the connection. In this thesis adhesive connections are investigated with two different types of adhesive, one called Sikasil SG-500 and the other Sika PS. The application of the adhesives for the test specimen differ. Since Sika PS is a more fluid glue, a different approach was necessary than for the Sikasil SG-500. Five test specimen were tested of each adhesive by performing double shear push out tests and comparing the results to a numerical model, which was performed in ABAQUS. In the numerical model, the adhesive was created as a cohesive element. Furthermore the properties of the modeled adhesive was based on the experimental results for respective adhesive. The experimental results showed that both adhesives managed the estimated shear force in the serviceability limit state and the ultimate limit state and yet remained in the elastic region. Sikasil SG-500 turned out to be more flexible while Sika PS specimen resulted in higher shear strength. The short creep tests (30 minutes of a constant load) showed that the deformation increased more for Sika PS than for Sikasil SG-500. However both adhesives had large deformations after only 30 minutes. There was also a difference in the average longitudinal shear strength, where it resulted in 1.06 MPa for Sikasil SG-500 and 2.02 MPa for Sika PS. This study indicates that Sika PS is more preferable in TCC structures than Sikasil SG-500.

[pt] A presente pesquisa buscou investigar como ocorre a mediação na tríade aluno-tutor-orientador em busca da aquisição da autonomia e da autoria discente durante a elaboração do trabalho de conclusão de curso (TCC) na modalidade da Educação a Distância (EaD). Partiu-se do pressuposto de que a apropriação dos conceitos científicos apresentados em cursos de especialização pela Universidade Aberta do Brasil (UAB) não ocorre no isolamento, mas por meio da intervenção intencional de professores-tutores e professores-orientadores. Esses professores contribuiriam para construção do pensamento teórico, elemento fundante da autonomia acadêmica e da autoria para escrita do TCC. Para fundamentar o estudo, foi adotada a abordagem histórico-cultural e a metodologia convergiu com esse referencial. Foram aplicados: 235 questionários on-line aos ex-alunos que concluíram cursos de especialização pela UAB, em diversos estados e instituições; quatro grupos focais on-line (GFO) para professores-tutores e professores-orientadores, alcançando 24 participantes; e sete entrevistas com os professores que não puderam participar do GFO. Os dados coletados foram analisados a partir de três eixos temáticos: autonomia, autoria e mediação. Os resultados evidenciaram que há pelo menos dois fatores que a tríade aponta como essenciais para a realização do TCC: o tempo disponível e o atendimento às normas acadêmicas e éticas durante a autoria. Enquanto para os ex-alunos o fator tempo estava associado à disponibilidade para dedicar-se aos estudos, para os professores, relacionava-se ao prazo insuficiente estabelecido pela instituição para realizar a mediação necessária para auxiliar os alunos na escrita do TCC. Foi possível concluir que os participantes da tríade percebem a autonomia acadêmica como um pré-requisito para iniciar a elaboração do TCC, e não como uma aquisição que ocorre durante o processo de autoria. Os participantes apontaram para a necessidade de acompanhamento mais próximo do aluno, com clareza e agilidade nos feedbacks, ancorados na afetividade. As condições concretas e objetivas que atravessam a realização do TCC não permitiram aos participantes, priorizarem as intervenções docentes para o desenvolvimento do aluno e do pensamento teórico. Apesar disso, ao buscarem a superação da alienação (LEONTIEV, 2004) dessas condições, conseguiram concluir o trabalho, encontrando formas de delegar a um segundo plano todos os desafios que emergiram durante a escrita autoral do trabalho científico dos alunos. / [en] The present research investigates how mediation occurs in the triad student- tutor-advisor in distance education for building autonomy and student authorship during the elaboration of the Final Course Assignment (FCA). We assumed that the appropriation of scientific concepts in specialization courses by the Open University System of Brazil (UAB) does not occur in isolation but through the intentional intervention of tutors and advisors. These teachers would contribute to the building of theoretical thinking, a founding element of academic autonomy and authorship for writing the FCA. We based the study on the historical-cultural approach, and the methodology converged with this referential. We applied: 235 online questionnaires to alumni who completed specialization courses at UAB, in several states and institutions; four online focus groups (OFG) for tutors and advisors, reaching 24 participants; and seven interviews with teachers who were not able to participate in the OFG. We analyzed the collected data using three thematic axes: autonomy, authorship, and mediation. The results showed at least two factors that the triad points out as essential for writing the FCA: the available time and the observation of academic and ethical norms. While for the former students the time factor was associated with the availability to dedicate themselves to the studies, for the teachers, it was related to the insufficient given period to carry out the necessary mediation to assist students in their FCA. We conclude that the participants sensed academic autonomy as a prerequisite for initiating FCA rather than as a building process that occurs along with the writing. Participants pointed to the need for closer follow-up with the students, including clarity and agility in feedback, while sustaining affectivity. The concrete and objective conditions that go through the development of the FCA did not allow participants to prioritize teaching interventions for students improvement and development of theoretical thinking. Nevertheless, in seeking to overcome the alienation (LEONTIEV, 2004) of these conditions, they were able to conclude their work, by finding a way to alleviate the difficulties emerged during the authorial writing of the scientific works.

Le Trouble obsessionnel-compulsif (TOC) de l’enfant et de l’adolescent est un trouble fréquent mais encore peu reconnu. Le traitement de première intention est la thérapie cognitive et comportementale (TCC). Les objectifs de cette étude sont de démontrer la faisabilité d’un protocole de TCC en population clinique et de montrer l’évolution symptomatique pendant 18 mois. Neuf patients présentant un TOC âgés de 6 à 16 ans ont reçu 12 séances hebdomadaires de TCC. Une évaluation est réalisée avant et après le traitement puis tous les 6 mois pendant 18 mois, elle comprend la mesure des TOC (CY BOCS), également des symptômes anxieux (ECAP), de dépression (CDI), une échelle de fonctionnement global (C GAS) et d’amélioration (CGI). Trois subtests du WISC IV permettent d’analyser les capacités attentionnelles. Résultats : les patients s’améliorent de 46% à la CY BOCS après la TCC, de 69% à 18 mois. Les variations intra-individuelles montrent des profils évolutifs différents : réponse très rapide puis rémission, amélioration retardée suivie de rémission ou amélioration puis rechute. Un seul patient n’est pas répondeur. Un changement psychologique dans une optique différentielle et intra individuelle, par des techniques de ré échantillonage (Bootstrap) et de comparaison des profils (test de Kolmogorov-Smirnof) est observé pour les patients les plus sévèrement atteints initialement. Conclusions : Un protocole de TCC dans le TOC de l’enfant et de l’adolescent est réalisable en population clinique. L’efficacité est montrée et se poursuit pendant les 18 mois. La TCC permet une amélioration globale (CGI, C GAS), symptomatique (CY BOCS, ECAP, CDI) et cognitive (WISC IV). / Pediatric obsessive-compulsive disorder (OCD) is a frequent but a not usually recognized trouble. The first –line treatment is cognitive-behavioral therapy (CBT). Objective : To demonstrate the feasibility of CBT protocol delivered in an outpatient community-based clinic and to evaluate clinic symptoms at 18 months follow-up. Nine participants (age 6-16 years) received 12 CBT weekly sessions. Assessment is realized at pre and post treatment, and every 6 months during 18 months, including symptoms of TOC (CY BOC), of anxiety(ECAP), of depression ((CDI), global functioning (C GAS) and improvement (CGI). Three WISC IV subtests allow attentional capacity analysis. Results: patients improvements are : 46% at post treatment, and 69% at 18 months follow up. The intra-individual variations show differents evolutionary profiles : quick response and remission, delayed improvement followed by remission or improvement followed by relapse. Only one is non responder. A psychological change in a differential and intra-individual optical, with sample rate (Bootstrap) and profiles comparaison (test de Kolmogorov-Smirnof) is observed for the pre treatment more severe patients. Conclusions : CBT protocol of OCD in children and adolescent is feasible in community-base clinic. Efficiency is showed and continues during 18 months. CBT allows global (CGI, C GAS), symptom (CY BOCS, ECAP, CDI) and cognitive (WISC IV) improvements.

Les dysfonctions attentionnelles suivant un traumatisme craniocérébral (TCC) compliquent souvent la reprise des activités de la vie quotidienne et influencent négativement le pronostic de réinsertion socio-académique et professionnelle. Or, les cliniciens de réadaptation disposent d’un nombre limité d’outils de remédiation cognitive dont l’efficacité est démontrée et qui sont adaptés à une population francophone. Cette étude vise à démontrer l’efficacité d’un protocole d’entrainement intensif des fonctions attentionnelles : « Attention! Prêt? On s’enTraine! » (Séguin, Lahaie & Beauchamp, 2012), basé sur une adaptation française de l’« Attention Process Training-I » (APT-I; Sohlberg & Mateer, 1987). Dix-sept participants ayant subi un TCC et présentant des déficits attentionnels ont reçu 15 séances d’entrainement attentionnel avec le programme « Attention! Prêt? On s’enTraine! » (n = 8) ou de l’aide aux devoirs (n = 9). Suite à l’intervention, les participants du groupe expérimental ont amélioré leur rendement dans plusieurs fonctions ciblées par l’intervention attentionnelle, notamment au niveau du balayage visuel, de l’attention sélective et de l’alternance attentionnelle. De plus, les gains se sont généralisés à des fonctions connexes, puisqu’une meilleure performance a été retrouvée dans des tâches de mémoire de travail, d’inhibition, de flexibilité cognitive et de planification visuoconstructive. La démonstration de l’effet positif d’un entrainement intensif sur le rendement attentionnel pourrait inciter les cliniciens et chercheurs à développer et à valider d’autres protocoles de remédiation cognitive francophones, pour les fonctions attentionnelles ou d’autres sphères de la cognition. Par le fait même, le pronostic fonctionnel de la clientèle pédiatrique en traumatologie en sera potentialisé. / Attention dysfunctions following traumatic brain injury (TBI) frequently complicate the return to activities of daily living and negatively influence professional and socioacademic reintegration. Yet, clinicians in rehabilitation settings have limited access to cognitive remediation protocols for which efficacy has been demonstrated and that are adapted to French populations. Thus, the aim of this study is to evaluate the effectiveness of the intensive attention process training program « Attention! Prêt? On s’enTraine! » (Séguin, Lahaie & Beauchamp, 2012) based on a French adaptation of the « Attention Process Training-I » program (APT-I; Sohlberg & Mateer, 1987). Over five weeks, 17 participants who sustained TBI and demonstrated attention deficits received either the attention process training intervention (n = 8) or homework assistance (n = 9). Following the intervention, the experimental group improved on functions targeted by the « Attention! Prêt? On s’enTraine! » program, specifically, visual scanning, visual selective attention and attentional shifting. They also showed significant transfer gains on related tasks including measures of working memory, inhibition, mental flexibility and visuoconstructive planning. The demonstration of a positive effect of an intensive attention training program on attentional performances after TBI is likely to support and reinforce the development and validation of French cognitive remediation protocols, ultimately leading to improvements in the prognosis for individuals with TBI.

Le trouble d’anxiété de séparation (TAS) est le trouble anxieux le plus prévalent chez les enfants. Il apparaît tôt et entraîne plusieurs conséquences négatives. La thérapie cognitivo-comportementale (TCC) a été reconnue efficace pour traiter les troubles anxieux. Toutefois, peu d’études ont vérifié son efficacité pour le traitement spécifique du TAS et très peu en ont examiné l’effet auprès d’enfants de moins de 7 ans. Les quelques interventions étudiées visant les moins de 7 ans ont en commun d’inclure le parent dans le traitement ou de l’offrir directement à celui-ci. L’objectif principal de cette thèse est de vérifier l’efficacité d’un programme d’entraînement parental de type TCC, adapté pour les parents d’enfants de 4 à 7 ans souffrant de TAS. Cette étude vise également deux objectifs spécifiques : observer la fluctuation des symptômes de TAS de l’enfant pendant le traitement et examiner l’impact du programme sur les variables parentales. Un devis à cas unique à niveaux de base multiples a été utilisé. Six familles ont pris part à l’étude. Des entrevues semi-structurées, des questionnaires auto-administrés et des calepins d’auto-observations quotidiennes ont été utilisés auprès des parents pour mesurer les symptômes anxieux des enfants, leurs pratiques parentales, le stress parental et leurs symptômes anxieux et dépressifs. Des questionnaires sur les difficultés de l’enfant incluant l’anxiété ont aussi été envoyés à l’éducatrice ou à l’enseignante. Tous les questionnaires ont été administrés aux trois temps de mesure (prétraitement, post-traitement et relance 3 mois). Les calepins d’auto-observations ont été remplis quotidiennement durant le niveau de base, pour toute la durée de l’intervention et pendant une à deux semaines à la relance. Les résultats de l’étude indiquent que cinq enfants sur six ne répondent plus au diagnostic de TAS suite au traitement ainsi que trois mois plus tard. Les résultats des calepins d’auto-observations montrent une amélioration claire des manifestations principales de TAS pour la moitié des enfants et plus mitigée pour l’autre moitié, de même qu’une amélioration systématique de la fréquence hebdomadaire totale de manifestations de TAS suite à l’intervention pour quatre enfants. Les résultats aux questionnaires remplis par les parents montrent une amélioration des symptômes d’anxiété et de TAS chez quatre enfants au post-test et/ou à la relance, tandis que les questionnaires de l’éducatrice (ou enseignante) suggèrent que les symptômes anxieux des enfants se manifestaient peu dans leur milieu scolaire ou de garde. L’impact du programme sur le stress parental et les pratiques parentales est également mitigé. Ces résultats suggèrent que le Programme d’entraînement parental pour les enfants souffrant d’anxiété de séparation (PEP-AS) est efficace pour réduire les symptômes de TAS chez les enfants d’âge préscolaire ou en début de parcours scolaire et appuient la pertinence d’offrir le traitement aux parents et d’inclure un volet relationnel. D’autres études seront cependant nécessaires pour répliquer ces résultats auprès d’un plus vaste échantillon. Il serait également intéressant de vérifier les effets indépendants des différentes composantes du traitement et d’évaluer les effets du programme sur davantage de pratiques parentales associées spécifiquement à l’anxiété. / Separation anxiety disorder (SAD) is the most prevalent anxiety disorder among children. It appears early in development and has multiple negative consequences. Cognitive-behavioral therapy (CBT) has been shown to be an effective treatment for anxiety disorders. However, few studies have examined the efficacy of CBT to treat SAD in particular, and even fewer have examined the impact of this form of therapy on children younger than 7 years old. The main objective of the present doctoral thesis was to evaluate the efficacy of a CBT parent-training program, that was adapted specifically for parents of children aged 4 to 7 years old suffering from SAD. This study had two specific objectives: to observe any fluctuations in the child’s SAD symptoms during the treatment and to examine the impact of the program on parental variables. A single-case multiple baseline across-subjects design was used. Six families with a child aged 4-7 years old and with a diagnosis of SAD participated. Semi-structured interviews, self-reported questionnaires and daily diaries were used with the parents to assess the child’s anxiety symptoms, parental practices, parenting stress, and the parents anxious and/or depressive symptoms. Questionnaires on child problems were also sent to the children’ teacher or educator. All questionnaires were administered at three times of measurement (pre-treatment, post-treatment and 3 months follow-up). Daily diaries were also completed by the parents at baseline, throughout the treatment, and during one to two weeks at follow-up. Results revealed that five of the six children no longer met the criteria of a SAD diagnosis after treatment and three months later. Findings from the daily diaries showed a clear reduction of the principal SAD symptoms for half of the children but mixed results for the other half of the children and that four of six children presented a systematic favourable change of the total weekly frequency of SAD symptoms after the intervention. The results of parent questionnaires showed an improvement of SAD symptoms for four children at post-treatment and/or follow-up. The teacher/educator questionnaires indicated low impact of anxiety symptoms. The impact of the program on parenting stress and parental practices is mixed with some parents showing improvement and others less so. The results support the efficacy of the Programme d’entraînement parental pour les enfants souffrant d’anxiété de séparation (PEP-AS) to reduce SAD symptoms in preschool age children and support the relevance of directing the treatment towards parents and including a relational component in the intervention. However, more research is needed to replicate these findings with larger samples and randomized control trials. It would also be interesting to dismantle the program and to examine the various components of the treatment in different combinations, and to explore more specifically the program effects on parental variables.

Objetivo: Avaliar a eficácia da Terapia Focada na Compaixão em grupo no transtorno de estresse pós-traumático. Desenho: Estudo randomizado controlado, cego, dois braços paralelos, no grupo controle a Terapia de Apoio em grupo (TA-G) e no grupo experimental a Terapia Focada na Compaixão em grupo (TFC-G). Duração e frequência: Os dois grupos receberam oito sessões semanais de 90 minutos e, caso necessário, tratamento psiquiátrico. Todos preencheram escalas de avaliação, antes (T-1), depois da terapia (T-2) e no seguimento de três meses (T-3). Oitenta e sete pacientes foram randomizados (TA-G=44 e TFC-G=43) e sessenta e um pacientes completadores foram analisados (TA-G=30 e TFC-G=31). Resultados: Os pacientes melhoraram significativamente e não houve efeito de interação entre os grupos e os tempos, exceto na escala de trauma CAPS-5, F (1, 171) = 4,35, p = 0,041. Houve uma diminuição expressiva, comparando a média do T-3 em relação ao T-1, nos dois grupos (TA-G e TFC-G, respectivamente) nas escalas: CAPS-5 de trauma (24,40 e 29,77), DTS de trauma (31,83 e 33,94), BDI de depressão (9,77 e 12,06), BAI de ansiedade (7,33 e 8,23), BHS de desesperança (3,53 e 3,55), ATQ-N de pensamentos automáticos negativos (15,67 e 14,90), OAS de vergonha (8,20 e 7,68), FSCS de autocrítica (9,07 e 6,71) e aumento na escala ATQ-P de pensamentos automáticos positivos (10,96 e 16,36) e SCS de autocompaixão (0,50 e 0,52). Conclusões: A significativa melhora dos pacientes comprova a importância da terapia em grupo no tratamento do TEPT. A redução de 30 pontos na escala de trauma CAPS-5, em apenas oito semanas, somente no grupo da Terapia Focada na Compaixão, é uma evidência robusta de que este modelo de tratamento focado na compaixão, vergonha, culpa e autocrítica, é seguro, eficaz e uma esperançosa opção no tratamento de pessoas que vivenciaram eventos traumáticos / Objective: To evaluate the efficacy of Group Compassion-Focused Therapy in posttraumatic stress disorder. Design: A randomized controlled trial, blind study, with two parallel arms, control group with Supportive Therapy Group (SUP-G) and experimental group with Compassion-Focused Therapy Group (CFT-G). Duration: The two groups received eight weekly sessions of 90 minutes and, if necessary, psychiatric treatment. All patients completed evaluation scales, before (T-1), after therapy (T-2) and in three months follow-up (T-3). Eighty-seven patients were randomized (SUP-G=44 and CFT-G=43) and sixty-one completers were analyzed (SUP-G=30 and CFT-G=31). Results: Patients improved significantly and there was no interaction effect between groups and times, except for the trauma scale CAPS-5, F (1, 171) = 4.35, p = 0.041. There was an expressive decrease, comparing the mean of T-3 in the relation to T-1, in both groups (SUP-G and CFT-G, respectively) in the scales: trauma CAPS-5 (24,40 and 29,77), trauma DTS (31,83 and 33,94), depression BDI (9,77 and 12,06), anxiety BAI (7,33 and 8,23), hopelessness BHS (3,53 and 3,55), automatic negative thoughts ATQ-N (15,67 and 14,90), shame OAS (8,20 and 7,68), self-critical FSCS (9,07 and 6,71) and an increase in the scales of automatic positive thoughts ATQ-P (10,96 and 16,36) and self-compassion SCS (0,50 and 0,52). Conclusions: Significant improvements in the patients confirm the importance of group therapy in PTSD treatment. The 30-point CAPS-5 trauma scale reduction, in eight weeks only, in the Compassion-Focused Therapy group alone, is robust evidence that this treatment model focused on compassion, shame, guilt and self-criticism, is safe, effective and a hopeful option in treating people who have experienced traumatic events

Objetivo: Avaliar a eficácia da Terapia Focada na Compaixão em grupo no transtorno de estresse pós-traumático. Desenho: Estudo randomizado controlado, cego, dois braços paralelos, no grupo controle a Terapia de Apoio em grupo (TA-G) e no grupo experimental a Terapia Focada na Compaixão em grupo (TFC-G). Duração e frequência: Os dois grupos receberam oito sessões semanais de 90 minutos e, caso necessário, tratamento psiquiátrico. Todos preencheram escalas de avaliação, antes (T-1), depois da terapia (T-2) e no seguimento de três meses (T-3). Oitenta e sete pacientes foram randomizados (TA-G=44 e TFC-G=43) e sessenta e um pacientes completadores foram analisados (TA-G=30 e TFC-G=31). Resultados: Os pacientes melhoraram significativamente e não houve efeito de interação entre os grupos e os tempos, exceto na escala de trauma CAPS-5, F (1, 171) = 4,35, p = 0,041. Houve uma diminuição expressiva, comparando a média do T-3 em relação ao T-1, nos dois grupos (TA-G e TFC-G, respectivamente) nas escalas: CAPS-5 de trauma (24,40 e 29,77), DTS de trauma (31,83 e 33,94), BDI de depressão (9,77 e 12,06), BAI de ansiedade (7,33 e 8,23), BHS de desesperança (3,53 e 3,55), ATQ-N de pensamentos automáticos negativos (15,67 e 14,90), OAS de vergonha (8,20 e 7,68), FSCS de autocrítica (9,07 e 6,71) e aumento na escala ATQ-P de pensamentos automáticos positivos (10,96 e 16,36) e SCS de autocompaixão (0,50 e 0,52). Conclusões: A significativa melhora dos pacientes comprova a importância da terapia em grupo no tratamento do TEPT. A redução de 30 pontos na escala de trauma CAPS-5, em apenas oito semanas, somente no grupo da Terapia Focada na Compaixão, é uma evidência robusta de que este modelo de tratamento focado na compaixão, vergonha, culpa e autocrítica, é seguro, eficaz e uma esperançosa opção no tratamento de pessoas que vivenciaram eventos traumáticos / Objective: To evaluate the efficacy of Group Compassion-Focused Therapy in posttraumatic stress disorder. Design: A randomized controlled trial, blind study, with two parallel arms, control group with Supportive Therapy Group (SUP-G) and experimental group with Compassion-Focused Therapy Group (CFT-G). Duration: The two groups received eight weekly sessions of 90 minutes and, if necessary, psychiatric treatment. All patients completed evaluation scales, before (T-1), after therapy (T-2) and in three months follow-up (T-3). Eighty-seven patients were randomized (SUP-G=44 and CFT-G=43) and sixty-one completers were analyzed (SUP-G=30 and CFT-G=31). Results: Patients improved significantly and there was no interaction effect between groups and times, except for the trauma scale CAPS-5, F (1, 171) = 4.35, p = 0.041. There was an expressive decrease, comparing the mean of T-3 in the relation to T-1, in both groups (SUP-G and CFT-G, respectively) in the scales: trauma CAPS-5 (24,40 and 29,77), trauma DTS (31,83 and 33,94), depression BDI (9,77 and 12,06), anxiety BAI (7,33 and 8,23), hopelessness BHS (3,53 and 3,55), automatic negative thoughts ATQ-N (15,67 and 14,90), shame OAS (8,20 and 7,68), self-critical FSCS (9,07 and 6,71) and an increase in the scales of automatic positive thoughts ATQ-P (10,96 and 16,36) and self-compassion SCS (0,50 and 0,52). Conclusions: Significant improvements in the patients confirm the importance of group therapy in PTSD treatment. The 30-point CAPS-5 trauma scale reduction, in eight weeks only, in the Compassion-Focused Therapy group alone, is robust evidence that this treatment model focused on compassion, shame, guilt and self-criticism, is safe, effective and a hopeful option in treating people who have experienced traumatic events

4 mal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz:Spieglein, Spieglein an der Wand... Neues Wissen kommt im Viererpack Stellenabbau ... und kein Ende, oder? Bessere Studienbedingungen auf dem Campus Neue Unternehmer braucht das Land Global-Info schafft Zugang zu weltweiten Datenbanken Frauen in der Technik Sächsischer Staatspreis für Qualität wird erstmals vergeben Personalia Zwischen Verkehrsstau und Grabesgruften Schneller, besser betreut und technisch vorn Marketing-Nachwuchs tagt in Chemnitz Sachsens Flagge wehte auf der größten Computermesse der Welt Starke Faser - starke Partner Mehr Energie aus Sonne und Wind Frauen lösen Mordfälle mit dem Bauch Wissensmanagement als Wettbewerbsvorteil Heiße Rhythmen gegen Nadelstreifen-Image Im Zeichen der vier Ringe Uni Chemnitz: Im Osten vorn Telematik ist die beste Medizin gegen den Verkehrskollaps Normen für deutsche Zapfsäulen Hamburger ermöglicht neue Kunststoffe Der Geburtshelfer der deutschen Kulturnation Sportwissenschaftler haben Sorgenfalten im Gesicht Nach Magdeburg - und vor Bonn Wenn der Marktplatz zum Kunden kommt Kompetenz unter neuem Dach Studieren, wo andere Urlaub machen Die Rückkehr der Kommilitonen Schnuppern auf der anderen Seite des Ärmelkanals Von chemischen Untersuchungen bis zur Sozialforschung Begehrter Chemie-Preis geht erneut nach Chemnitz Auf den Spuren berühmter Philosophen Gute Nachbarn - schlechte Nachbarn Englisch per Computer oder der virtuelle Sprung zu den Briten Ingenieurnotstand läßt die Alarmglocken laut erklingen Talk im Schloßmuseum Mathematiker-Experten tagten im Wasserschloß Klaffenbach Trabbi-Wettschieben und Sack-Weitwurf Frauenfußballteam auf englischem Rasen Partner in punkto Fitneß und Freizeitgestaltung Collegium musicum und Motettenchor in Italien erfolgreich Der Rektor und der Rocker Für jeden Geschmack etwas dabei Zu Hause ist es doch am schönsten Ein Freund, ein guter Freund ... Der neue Spielplan 1998/99

本論文以台灣「低放選址政策」的信任問題為主題，採用文獻研究、調查訪談、焦點座談、問卷調查等多元研究方法，一方面參照並補充TCC模型作為理論架構，分析「信任」如何分別透過其知識與非知識屬性，影響台東與金門兩縣民眾的最終處置場設施接受度，藉以充實對公共政策中不行動面向之理解，並增加對非科學理性因素之重視。另方面，則綜合實證分析結果，並參酌近期國/內外選址的風險溝通經驗，探討「低放選址政策」如何納入重建信任的風險溝通模式，以協調科學與民主、專家與民眾在決策過程中的關係。研究結果指出，「低放選址政策」的信任問題，彰顯了過去人們用以確保政府機關不負所託的科學理性及專家決策模式，在現代風險社會中，不再足以讓民眾繼續作出授予信任的判斷，並在風險議題中合作。有鑑於在信任的分類與運作模式中，受價值相似性啟發的信任，主導了對科學證據與信心的詮釋。因此，對風險議題進行社會選擇的決策模式，必須能夠重塑集體的價值相似性，形成新的信任穩定機制。本論文乃建議一個重視「代表性、共同框架、決策影響力」的參與式對話平台，將可藉由政策審議架構，尋求在共享價值下，可被普遍接受的正義原則及解決之道，以提升「低放選址政策」的接受度與正當性。 / In this study, the author focused on the trust problems related to the “low radioactive waste disposal site selection” topic and adopted the literature review, survey interview, focus group, and questionnaire survey study methods. One of the objectives was to reference and supplement the TCC model as the theoretical framework to analyze how “trust” as well as its knowledge and non-knowledge attributes can affect acceptance for the final disposal site by the people of Taitung and Kinmen in order to enrich our understanding of the inaction in public policies and strengthen the emphasis on non-scientific rationality factors. The other objective was to incorporate the analysis and empirical results, reference the recent domestic/foreign disposal site selection risk communication experiences, and explore how to incorporate a trust rebuilding risk-communication method into the low radioactive waste disposal site selection, in order to coordinate the relationships between science and democracy as well as the experts and citizens throughout the policy-making process. The trust problems related to low radioactive waste disposal site selection discussed in this study highlight the fact that the scientific rationality and expert policy-making mode relied upon by the government agencies are no longer sufficient for the people to trust the government’s judgments or cooperate in the risk topics during the modern risk society. In terms of TCC model, trust inspired by value similarities drives the interpretation of scientific evidence and confidence. Therefore, the policy-making process that enable to risk-topic related social choice must be able to reshape the shared value and form a new trust stabilization mechanism. In this study, the author proposed a participative discourse platform that emphasizes on “representation, collaborative framing, and decision impacts” may adopt the framework for policy deliberation in search of shared values, as well as generally accepted justice principles and solutions, in order to enhance the acceptance and legitimacy for the low radioactive waste disposal site selection.

This thesis examines the development of a superstructure for a slab-on-girder wood-concrete composite highway bridge. Wood-concrete composite bridges have existed since the 1930's. Historically, they have been limited to spans of less than 10 m. Renewed research interest over the past two decades has shown great potential for longer span capabilities. Through composite action and suitable detailing, improvements in strength, stiffness, and durability can be achieved versus conventional wood bridges. The bridge makes use of a slender ultra-high performance fibre-reinforced concrete (UHPFRC) deck made partially-composite in longitudinal bending with glued-laminated wood girders. Longitudinal external unbonded post-tensioning is utilized to increase span capabilities. Prefabrication using double-T modules minimizes the need for cast-in-place concrete on-site. Durability is realized through the highly impermeable deck slab that protects the girders from moisture. Results show that the system can span up to 30 m while achieving span-to-depth ratios equivalent or better than competing slab-on-girder bridges.