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Despite widespread agreement on the beneficial nature of hydrated lime (HL) addition to asphalt concrete mixes, understanding of the effect of HL particle size is still limited. Previous investigations have focused mainly on two different size comparisons, and so certain guidance for\ud a practical application cannot yet be produced. This study investigates three distinct sizes of HL, in the range of regular, nano, and sub-nano scales, for their effects on the properties of modified asphalt concretes. Five different percentages of HL as a partial replacement of ordinary limestone filler in asphalt concrete mixes were studied for wearing course application purposes. Experimental tests were conducted to evaluate the mechanical properties, including resistance to plastic flow,\ud volumetric properties, moisture susceptibility, resilient modulus, and permanent deformation. The results revealed that a positive correlation exists between the mechanical properties and the fineness of HL particle sizes

Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the ‘zipped’ body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness. We shift from ethics to ethos, and from ‘zipped’ to ‘unzipped’ bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children’s political agency. We re-turn to David McKee’s Not Now Bernard (1980), getting ‘inside the text’, and attending to the postponement of equality in Philosophy with Children. Resumen Bajo nuestras propias narices : la postergación de la igualdad política de los niños y el ahora Respondiendo a la invitación de este número especial de Childhood and Philosophy este artículo pone en consideración el ethos de la facilitación en la investigación filosófica con niños y el orden espacio-temporal de la comunidad de investigación. Al interior del movimiento de Filosofía con Niños hay diferencias de pensamiento y práctica en relación a la “facilitación” en comunidades de investigación filosófica, y nosotros sugerimos que esas diferencias tienen profundas implicancias para con la agencia política de los y las niñas. La facilitación se puede representar como una práctica cronológica de progreso y desarrollo que opera en contra del niño, en términos de agencia política. Este artículo teoriza sobre prácticas de facilitación basadas en filosofías de la infancia que adoptan la postura de escuchar al/los niño/s como iguales, como ya capaces de filosofar, y en contra de la uniformidad. Exploramos las implicancias éticas y políticas de la reconfiguración posthumanista radical del cuerpo ‘zippeado’ [comprimido] a la luz de incluir las energías disciplinarias, imaginativas y habilitadoras del tiempo cronológico a través del concepto del ahora. Nos movemos de la ética al ethos y de los cuerpos ‘zippeados’ [comprimidos] a los ‘unzippeados’ [descomprimidos] a través de la noción de afecto para explorar las dimensiones temporales y espaciales de la facilitación en Filosofía con Niños y la agencia política de las y los niños. Re-tornamos al Not Now Bernard (1980) de David McKee, metiéndonos ‘adentro del texto’, y poniendo atención a la postergación de la igualdad en Filosofía con Niños. Resumo Bem debaixo de nossos narizes : o adiamento da igualdade política das crianças e o agora Respondendo ao convite desta edição especial da Infância e Filosofia, este artigo considera o ethos da facilitação na investigação filosófica com crianças e a ordem espaço-temporal da comunidade de investigação. Dentro do movimento Filosofia com Crianças, existem diferenças de pensamento e prática sobre ‘facilitação’ em comunidades de investigação filosófica, e sugerimos que isso tem implicações profundas para a agência política das crianças. A facilitação pode ser executada como uma prática cronológica de progresso e desenvolvimento que funciona contra a criança, em termos de agência política. Este artigo teoriza práticas de facilitação alicerçadas em filosofias da infância que pressupõem ouvir a criança / criança como iguais, já capazes de filosofar e contra a mesmice. Exploramos as implicações políticas e éticas da reconfiguração pós-humanista radical do corpo “fechado” à luz da inclusão das energias disciplinares, imaginativas e capacitadoras do tempo cronológico por meio do conceito agora / ness. Mudamos da ética para o ethos, e de corpos “compactados” para “descompactados”, por meio da noção de afeto para explorar as dimensões temporais e espaciais de facilitação em Filosofia com Crianças e a agência política infantil. Voltamos a Not Now Bernard de David McKee (1980), entrando “no texto” e tratando do adiamento da igualdade em Filosofia com Crianças.

OBJECTIVE: To measure the global impact of COVID-19 pandemic on volumes of IV thrombolysis (IVT), IVT transfers, and stroke hospitalizations over 4 months at the height of the pandemic (March 1 to June 30, 2020) compared with 2 control 4-month periods. METHODS: We conducted a cross-sectional, observational, retrospective study across 6 continents, 70 countries, and 457 stroke centers. Diagnoses were identified by their ICD-10 codes or classifications in stroke databases. RESULTS: There were 91,373 stroke admissions in the 4 months immediately before compared to 80,894 admissions during the pandemic months, representing an 11.5% (95% confidence interval [CI] -11.7 to -11.3, p < 0.0001) decline. There were 13,334 IVT therapies in the 4 months preceding compared to 11,570 procedures during the pandemic, representing a 13.2% (95% CI -13.8 to -12.7, p < 0.0001) drop. Interfacility IVT transfers decreased from 1,337 to 1,178, or an 11.9% decrease (95% CI -13.7 to -10.3, p = 0.001). Recovery of stroke hospitalization volume (9.5%, 95% CI 9.2-9.8, p < 0.0001) was noted over the 2 later (May, June) vs the 2 earlier (March, April) pandemic months. There was a 1.48% stroke rate across 119,967 COVID-19 hospitalizations. Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection was noted in 3.3% (1,722/52,026) of all stroke admissions. CONCLUSIONS: The COVID-19 pandemic was associated with a global decline in the volume of stroke hospitalizations, IVT, and interfacility IVT transfers. Primary stroke centers and centers with higher COVID-19 inpatient volumes experienced steeper declines. Recovery of stroke hospitalization was noted in the later pandemic months. © 2021 American Academy of Neurology.

Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years’ practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces different kinds of epistemic injustice in respect of children and those who work with them, as well as through the materialities of early childhood and training settings, including higher education. These systems of authority both express and produce wider patterns of living associated with the wider society, including democracies. Posthumanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. This paper thinks from the diffractive position that knowing is a direct material and moving engagement to explore possibilities for sympoietic pedagogies of enquiry-making-with (Haraway, 2016), and examines how these generate new ideas about early childhood practices and what professional knowledge might become. We illustrate this diffractive curriculum and pedagogy through an example from teacher education in South Africa to make important connections between authority, pedagogy, and an enlarged framework for democratic education; in this work, we explore sympoietic approaches to negotiation.