Determination of Concrete Shrinkage Initiation in Internally Cured and Conventional Concrete Decks
Why this work is in the frame
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Bibliographic record
Abstract
ABSTRACT The extended performance of the concrete bridge deck depends on the concrete’s ability to resist early-age cracks, which are primarily induced by self-desiccation shrinkage. Several studies have been conducted to study the effect of shrinkage on the development of early-age cracks. When concrete shrinkage occurs, its magnitude may account for tensile stresses developing in the concrete deck over time. Therefore, determining when shrinkage stress initiates in concrete is critical to precisely predict and analyze early-age cracking. The main objective of this research was to determine the appropriate time at which shrinkage initiates at early age for various concrete mixtures under field conditions. To achieve this objective, two adjacent bridge decks, one with internally cured concrete (ICC) and one with conventional concrete, were constructed and instrumented to measure concrete strains and the temperature in both bridge decks during the first 30 h after concrete placement. The results of the field study were also compared with previous studies. Besides, a new approach to determine shrinkage initiation at early age depending on the strains of the free and restrained shrinkage was used in this research. The results showed that the time of concrete shrinkage initiation in both concrete decks was identical. For each deck, this time was approximately 5 h after concrete casting. The results showed that the time of the shrinkage development initiation in the ICC was consistent with the initial setting time.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it