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Guide for Evaluation of Concrete Structures Prior to Evaluation, American Concrete Institute, Committee 364, 1994, Farmington Hills, MI Guide for Making a Condition Survey of Concrete in Service, American Concrete Institute, Committee 201, 1992, Farmington Hills, MI Guide to the Use of Waterproo ng, Damproo ng, Protective, and Decorative Barriers for Concrete, American Concrete Institute, Committee 515, 1985, Farmington Hills, MI Guide to Using In-Situ Tensile Pull-Off Tests to Evaluate Bond of Concrete Surface Materials, International Concrete Repair Institute, Guideline No 03739, 1997 Selecting and Specifying Concrete Surface Preparation for Coatings, Sealers, and Polymer Overlays, International Concrete Repair Institute, Guideline No 03732, 1997 Standard Speci cation for Curing Concrete, American Concrete Institute, Committee 308, 1992, Farmington Hills, MI

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Surface Repair Using A Form-and-Pour Techniques (ACI RAP-4)

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Appreciative Inquiry focuses on the positive rather than the negative, thus energizing instead of depleting the learner When in crisis, most individuals focus on the negative and often forget about the positive elements in their lives as well as the strengths and skills they possess A simple, well-phrased question such as this can provide insight and relief: Can you tell me about a time when you were in a difficult situation, yet you were able to summon strengths and skills to resolve this in ways you couldn t have anticipated

Browsable Slideshow Mandatory Closed Captions Optional Audioc Secondary Audio Audio Mixing Persistent Storage Local Storaged Virtual File System Internet Access Metadata Search Mandatory Optional Optional 64 KB None Optional No Optional

Guide for Surface Preparation for the Repair of Deteriorated Concrete Resulting from Reinforcing Steel Corrosion, International Concrete Repair Institute, No 03730, 1995 Guide to Formwork for Concrete, American Concrete Institute, Committee 347, 2001, Farmington Hills, MI Use of Epoxy Compounds with Concrete, American Concrete Institute, Committee 503, 1998, Farmington Hills, MI

American Association of State Highway and Transportation Of cials (AASHTO)

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7 Create a focused, concrete plan of action While it is not realistic to develop a plan of action that will solve all of the issues related to the learner s crisis, it is essential to have a plan for how the learner is going to resolve the issues Without a concrete plan, the learner will remain highly anxious, and the specific problem is unlikely to go away Even if the crisis becomes less acute, something similar is likely to reappear at a later date 8 Design a support system Although everyone can benefit from having an ongoing support system that provides comfort, constructive confrontation (for example, from people who care about us enough to tell us the truth), and resource referrals when needed, learners in crisis need these even more Developers can help learners think about the support systems they currently have, the kinds of support provided, and what more might be needed 9 Refer the learner to additional resources as needed Learners in crisis may have needs beyond what the developer can or should provide, and these may be in place of or in addition to continuing the coaching relationship For example, learners may need referrals to a therapist, a substance abuse counselor, or a lawyer In addition, there is an excellent book available for anyone going through difficult times: When Things Fall Apart by Pema Chodron Short, practical, philosophical, and compelling, Chodron s book offers a way to understand life s most stressful times as well as techniques for dealing with tumultuous situations

ASHTO M 160, Standard Speci cation for General Requirements for Rolled Steel Plates, Shapes, Steel Pilings, and Bars for Structural Use AASHTO M 300, Standard Speci cation for Inorganic Zinc-Rich Primer

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