MABY4500 Sustainable Concrete Structures Course description

This course deals with sustainability and service life of concrete structures. Concrete bridges, quays, dams and foundations etc. are important infrastructures for the society, and often exposed to severe environmental loadings. Concrete is the most used construction material in the world and the production of cement accounts for about 8% of the global greenhouse gas emissions. Possible measures to reduce the carbon footprint are by use of concrete types with supplementary cementitious materials. In order to reduce the total greenhouse gas emissions from concrete structures, climate adapted service life design together with service life extension measures (i.e. structural health monitoring, repair and upgrading) are decisive.

The course provides studies in topics such as:  

• Low-carbon concrete and greenhouse gas emissions
• Transport and degradation mechanisms of reinforced concrete
• Service life prediction and service life design of concrete structures
• Inspection and non-destructive testing
• Condition assessments and residual service life of existing concrete structures

Knowledge

The student

·         has knowledge of key child welfare topics, issues and processes during the notification of concern, investigation and preventive measures phases of the child welfare service’s work  

·         knows how knowledge of neglect, violence and sexual abuse can be used in child care and welfare assessments of the child’s best interests  

·         has knowledge of different methods and voluntary preventive measures used in work in the child welfare service  

·         knows how knowledge of development-supportive care, child-parent interaction can be used to assess children’s care situations  

·         has knowledge of working with families and networks and of inter-agency and inter-professional cooperation in the child welfare service  

·         has knowledge of the child’s right to participation and how to facilitate such participation in practice  

·         has knowledge of cultural diversity and insight into child welfare work with minorities in the child welfare service, including the use of interpreters

·         has knowledge of the impact of interdisciplinary, inter-agency and inter-professional collaboration in the child welfare service's work with reports, investigations and assistance measures

·        Has knowledge of the possibilities for innovative design of measures in the work of the child protection service

Skills

The student

·         can apply an interdisciplinary knowledge base to assess, adapt and follow up expedient measures in the child welfare services 

·         can apply knowledge of development-supportive care and child-parent interaction when assessing children’s care situations

·         can apply applicable legislation, rules and guidelines, including ensuring children’s and parents’ rights and participation    

·         can apply knowledge of cultural diversity and demonstrate multicultural understanding and cultural sensitivity when working with children, young people and parents/guardians in the child welfare service 

·         can apply a broad and interdisciplinary knowledge base in cooperation with children, young people and families 

·         has insight into and can analyse and critically reflect on documentation that forms part of the child welfare service’s work   

·         can interpret and analyse information and observations in order to make professional assessments of children’s care situations

·         can apply knowledge of neglect, violence and sexual abuse in child care and welfare assessments of the child’s best interests  

·         can apply professional knowledge to communicate and cooperate appropriately with children, young people and their guardians in different phases of the child protection agency's work 

General competence

The student

·         can critically reflect on knowledge bases, methods and power relations in the child welfare service’s work with children, young people and families

·       can use knowledge, skills and experience to demonstrate understanding, empathy and recognition when working with children, young people and families in vulnerable life situations

·         can build relations, cooperate and communicate in a way that promotes safety and security, inclusion and participation

·         has insight into his/her own preconceptions, attitudes and values ​​and the importance of relational competence in professional child welfare work

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:

The student;

• ·has advanced knowledge of low-carbon concrete types and their application in concrete structures.
• has advanced knowledge of relevant degradation mechanisms for steel and concrete.
• has advanced knowledge in modelling of chloride induced corrosion and service life.
• has knowledge of inspection strategies and test methods for conditions assessment of concrete structures.
• has in-depth knowledge of the structural consequences of reinforcement corrosion on the load-bearing capacity of concrete structures.
• has knowledge of various repair and strengthening measures for existing concrete structures.

Skills:

The student is capable of;

• designing concrete structures that fulfil the Eurocode 2 requirements for durability and service life.
• performing service life predictions for concrete structures in marine environments.
• performing calculations of greenhouse gas emissions for concrete structures.
• proposing measures to extend the service life of concrete structure. 
• performing capacity assessments of a damaged concrete structure or component.

General competence:

The student is capable of;

• understanding and analyzing scientific publications on topics related to sustainability and durability of concrete structures.
• applying theories in practice based on scientifically justified choices of relevant sustainable solutions.
• presenting academic results and evaluations in a scholarly manner

The teaching consists of lectures and exercises. The students will also be given a major project assignment, in groups of 2 students. The project assignment shall be presented in the form of a scholarly report. 

1) Four individual assignments, three of which must be approved before the student can take the exam.

2) Oral presentation of the project assignment.

Project report, prepared in groups of 2 students, approx. 50 pages (excl. appendices).

The exam may be appealed.

All aids permitted.

The students will learn about child welfare assessments, issues and processes during the notification of concern, investigation and preventive measures phases of the municipal child welfare service’s work. The course will provide an introduction to how children’s care situations are investigated, as well as adaptation, implementation and follow-up of voluntary preventive measures in cooperation with the child and their family. The teaching material will build on and expand the students’ knowledge of neglect. The course will give the students knowledge of and skills in conducting professional assessments of children’s care situations.  

The student must have completed and passed the first year of the Bachelor Programme in Child Welfare.