Despite the fact that FRP composites are a reliable structural material with reasonable durability performance, the environment to which the strengthened structure is exposed can make the strengthening system vulnerable. In this study, the effectiveness of Externally Bonded Reinforcement (EBR) systems when external compressive stresses are applied to glass (G) FRP-to-concrete interfaces in several aggressive environments is analysed. The compressive stress imposed on the GFRP-to-concrete interface intends to simulate, for instance, the effect produced by a mechanical anchorage system applied to the EBR system. The design and the region to set those mechanical anchorage systems are not yet well understood and are mostly applied without really knowing how they will behave. This work shows an exhaustive experimental programme based on several double shear tests subjected to salt fog cycles, dry/wet cycles and two distinct temperature cycles: from -10ºC to +30ºC and +7.5ºC to +47.5ºC. The Mohr-Coulomb failure criterion was found to provide a good representation of the performance of the GFRP-to-concrete interface, and changes of cohesion and internal friction angle of those interfaces during the hours of exposure to the aggressive environments are reported.

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Let $X_n$ be a chain with n elements ($n\in\N$) and let $\OP_n$ be the monoid of all orientation-preserving transformations of $X_n$. In this paper, for any nonempty subset $Y$ of $X_n$, we consider the subsemigroup $\OP_n(Y)$ of $\OP_n$ of all transformations with range contained in $Y$: we describe the largest regular subsemigroup of $\OP_n(Y)$, which actually coincides with its subset of all regular elements, and Green's relations on $\OP_n(Y)$. Also, we determine when two semigroups of the type $\OP_n(Y)$ are isomorphic and calculate their ranks. Moreover, a parallel study is presented for the correspondent subsemigroups of the monoid $\OR_n$ of all either orientation-preserving or orientation-reversing transformations of $X_n$.

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Computers and technology can play a key role in supporting learning, namely for students with special educational needs. Nevertheless, despite the emphasis the society puts on the use of technology and its fast proliferation in the area of education, few initiatives focus on the specific needs of children with disabilities. Motivated by this gap, this research work proposes a computer assisted education application that targets to teach talking and reading through games. The work described herein was carried out in close cooperation with - , a child-care institution that works with children with distinct growth disorders, namely the Down syndrome.