And I have been really lucky to be cited in his "Bridge Launching" 2nd edition, in the Chapter 4 about steel bridge launching, p. 260. Thank you very much Marco for your interest in my little piece of work. And I also want to thank my colleagues at GICONSIME: my research about bridge launching never would have developed without your help, ideas, "engendros...".
Dr. Rosignoli has 32 years of experience in bridge design and construction in the US and abroad. He has worked with bridge contractors, designers, and owners in over 20 countries and four continents, serving as designer, reviewer, or technical leader for cable-stayed bridges, incrementally launched bridges, balanced-cantilever bridges, and light rail and high-speed railway bridges. An international authority on mechanized bridge construction and the incremental launching of bridges, he is the author of three books on bridge launching and mechanized bridge construction and more than 90 papers on bridge design and construction technology and holds more than 30 patents on bridge construction methods. He is also author of Chapter 6 of ASBI Construction Practices Handbook and of Chapter 6.37.40 of UNESCO Encyclopedia of Life Support Systems, he has founded and is chairing IABSE WG-6 Bridge Construction Equipment. He is member of ASBI Technical Advisory Committee, ASCE member, and IABSE fellow. He has published two "must-read" during the last year:
If you want to know what these four letters mean, please read "Los ingenieros de caminos" by Fernando Sáenz Ridruejo (ed. Colegio de Ingenieros de Caminos, Canales y Puertos, 1993).
Nowadays it is rather improbably that you will get the real concept, at least in some High School institutions. Nobody knows and nobody will explain to you.
Well, let me drop some thoughts. You will be able to teach something if you have learnt it, if you have done it. Our students don't need actors, politicians, governors, bureaucrats... but teachers: a teacher is side by side with pupils; and he is side by side with reality too.
Nowadays those want us to be called Civil Engineers. The more those say the word "quality" (regarding to teaching and learning) the less you can expect from them.
Students must not be blamed because of neither the educative collapse of the Engineering nor the fall of the Institution so called University... long time ago.
I'm afraid we will keep writing about this... unfortunately.
Scientists from different European countries describe in this letter that, despite marked heterogeneity in the situation of scientific research in their respective countries, there are strong similarities in the destructive policies being followed. This critical analysis, highlighted in Nature and simultaneously published in a number of newspapers across Europe, is a wake-up call to policy makers to correct their course, and to researchers and citizens to defend the essential role of science in society.
The national policymakers of an increasing number of Member States, along with European leaders, have completely lost touch with the reality of research.
They have chosen to ignore the crucial contribution of a strong research sector to the economy, particularly needed in the countries more severely hit by the economic crisis.
They have chosen to ignore that research does not follow political cycles; that long-term, sustainable R&D investment is critical because science is a long-distance race.
They have chosen to ignore that public investment in R&D is an attractor of private investment; that in an “innovation State” like the United States over half of its economic growth has come from innovation with roots in basic research funded by the federal government.
They have chosen to ignore that time and resources are required to train researchers.
They have chosen to ignore that applied research is no more than the application of basic research and is not limited to research with short-term market impact, as some policy makers seem to believe.
They have chosen to ignore how the scientific process works; that research requires experimentation and that not all experiments will be successful; that "excellence" is the tip of an iceberg that floats only because of the body of work beneath
They have chosen to ignore the critical synergy between research and education.
And foremost, they have chosen to ignore that research does not only need to serve the economy but also increases knowledge and social welfare, including of those with no resources to pay the bill.
They have chosen to ignore, but we are determined to remind them because their ignorance can cost us the future.
Amaya Moro-Martín, Astrophysicist; Space Telescope Science Institute, Baltimore (USA); EuroScience, Strasbourg; spokesperson of Investigación Digna (for Spain).
Gilles Mirambeau, HIV virologist; Sorbonne Universités, UPMC Univ. Paris VI (France); IDIBAPS, Barcelona (Spain); EuroScience Strasbourg.
Rosario Mauritti, Sociologist; ISCTE, CIES-IUL, Lisbon (Portugal).
Sebastian Raupach, Physicist; initiator of “Perspektive statt Befristung” (Germany).
Jennifer Rohn, Cell biologist; Division of Medicine, University College London, London (UK); Chair of Science is Vital.
Francesco Sylos Labini, Physicist; Enrico Fermi Center, Institute for Complex Systems (ISC-CNR), Rome (Italy); editor of Roars.it.
Varvara Trachana, Cell biologist; Faculty of Medicine, School of Health Sciences, University of Thessaly, Larissa (Greece).
Alain Trautmann, Cancer immunologist; CNRS, Institut Cochin, Paris (France); former spokesman of “Sauvons la Recherche”.
Patrick Lemaire, Embryologist; CNRS, Centre de Recherche de Biochimie Macromoléculaire, Universités of Montpellier; initiator and spokesman of “Sciences en Marche” (France).
Disclaimer: The views expressed by the signatories are not necessarily those of their employers.
A really incredible tipe-lapse of an outstanding bridge. Please notice the flexibility of the structure during the construction.
By Carlos Fernández Casado, S.L.