Precast concrete multistory buildings are used in an attempt to optimize the available construction space and reduce costs. However, little is known about predicting their capacity in a brittle response mode due to the sudden loss of a critical element that could induce a Progressive Collapse Scenario. Therefore, the National Institute for Standards and Technology (NIST) developed an explicit approach in the design of precast concrete systems that is intended to mitigate a progressive collapse by enhancing the rotational capacity of joints and the robustness of the structural system. A full-scale experiment was conducted to investigate the structural performance of a prototype design under a column-removal scenario. The test assembly frame, consisting of three columns and two beams, was subjected to a displacement controlled vertical force acting at the center to characterize the failure modes and collapse mechanisms. Brittleailures of critical structural elements were observed and significantly impacted the performance.

Osteoarthritis (OA) is a degenerative joint disease that affects more than 60% of Americans 65 and older. Because human subjects and samples are not readily available for research, animal models are an invaluable resource for the study of OA. Disproportionate micromelia (Dmm) is one such model that develops OA early in life due to a deletion in the c-propeptide of the Col2a1 gene. Light microscope analysis of the articular cartilage in Dmm has been completed, but is insufficient to show the cellular effects of the deletion mutation in Dmm in adequate detail. The present study explores the changes that occur in the rough endoplasmic reticulum (ER) of chondrocytes in the articular cartilage of Dmm heterozygous mutants (D/+). Immunohistochemical analysis in Dmm has shown that type II collagen is absent extracellularly in articular cartilage of Dmm homozygous mutants and reduced in the heterozygotes. Because preprocollagens are processed through the endoplasmic reticulum (ER), it has been hypothesized that due to improper folding this mutation prevents newly synthesized collagen from leaving the ER, as a result large dilations are seen in the ER of Dmm mice. Furthermore, matrix area fractions should be reduced in the D/+ group if indeed type II collagen is not secreted. Data collected indicated that at 4 months and older, large distensions in the ER disappear. At age 0 months, there is significant dilation in the ER of the D/+ (p=.0013), and at .75 months significant dilation is also observed (p=.0063). In pooled age groups, the D/+ has a 1.77% greater ER fraction than the +/+ (p=.0022). The matrix area fraction was also significantly lower in the D/+ compared to the +/+ (p=.0037). Apoptosis was prominent in older ages, but did not appear to be different between +/+ and D/+ mice. Because decreased matrix and dilation of ER have been documented in OA, Dmm is a good model of OA that can be further used to study the molecular changes and deficiencies that occur in the pathogenesis of OA.

Aims: The objective was to investigate if gender differences exist in the associations between periodontitis and type 2 diabetes. Disproportionate disparities by gender were found to exist in rates of both periodontitis and diabetes with respect to demographics and behavioural predictors that cannot be explained solely by the well-established association between these two diseases. Materials and methods: Multiple datasets were extracted from the National Health and Nutrition Examination Survey (NHANES) 2009–2014, which used a stratified multistage probability sampling to obtain samples from all civilian non-institutionalised people in the USA. Bivariate relationships between each explanatory variable and periodontitis level were assessed with odds ratios (OR) and their 95% confidence intervals (CI). A set of weighted logistic regression models was used to investigate the association differentiations between periodontitis and diabetes by gender. C-statistics measured the goodness-of-fit of weighted logistic regression models. Results: The prevalence of moderate–severe periodontitis was 36.39% and 22.71% among participants with type 2 diabetes and without diabetes, respectively. Type 2 diabetes was significantly associated with moderate–severe periodontitis OR (OR = 1.47, 95% CI: 1.18–1.82) among males even after adjusting for demographics, socioeconomic status and oral health behaviours. The aforementioned relationship was not found in females. Furthermore, different relationships of moderate–severe periodontitis with body mass index and the use of mouthwash were found between the males and females. Conclusions: The current findings suggest that important improvements in the development of gender-specific strategies in prevention, such as oral home-care, to reduce the high prevalence of periodontal disease and maintain good oral health are vital, and are especially important for male diabetic patients and those who are at high risk of developing diabetes, such as those who are obese.

The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue. The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and (b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were iii employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.

The current research study examines the relationship between race, ethnicity, and offense type on three stages of juvenile court outcomes (i.e., petition, adjudication, and disposition). In the past, research has focused on the prevalence of disproportionate minority contact, especially when it comes to disparities found in sanctioning outcomes of Black and White juveniles. However, prior research included Hispanic youth, despite being one of the largest growing ethnicity groups in the United States. The current study also examines whether juveniles charged with drug offenses are treated more severely when compared to juveniles charged with a person, property, and other offenses, to investigate the possible continuance of the War on Drugs and the effect it may have on the juvenile justice system. Through various logistic regression models based on data from a Northeastern state from the years 2004-2014, the study confirmed disparities among the court outcomes for White, Black, and Hispanic juveniles. Differences were also found when looking at juveniles charged with drug offenses versus those charged with a person, property, and other offenses. Last, the race and ethnicity of the juvenile charged with a drug offense also influenced juvenile court outcomes. Further research into the impact of race, ethnicity, and offense type on court processing is necessary to shape policy and programs to better ensure fair and equal treatment in the juvenile justice system.

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No description available.

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Although there are strong opinions both for and against identifying exceptional children, it is important school divisions as well as schools ensure that student sub groups are not overrepresented in special education. The purpose of this study was to determine the representation of students in special education by category (SWD, ED, SLD, and ID) and by demographic identifier (Ethnicity, Gender, SES) for 2008-2009 and to determine changes in representation between 2008-2009 and 2013-2014 in the 132 school divisions in the Commonwealth of Virginia. The 2013-2014 data reported in the Casey (2017) study were used in this study. In addition, this study examined specific disability categories by race, gender, and socioeconomic status from all 132 Virginia public school divisions and compared data from 2008-2009 to data from 2013-2014. Data for the study were retrieved from the Virginia Department of Education (VDOE) related to specific categories. Findings included a comparison of the data for 2008-2009 and 2013-2014. In 2008-2009 some data were missing, which may have contributed to the limited findings. Overrepresentation was determined through the use of the standard 10 formula for overrepresentation. Findings for 2008-2009 revealed that Black students were identified as over represented in the area of Intellectual Disabilities (ID) in 2% of the school divisions in the Commonwealth of Virginia. In the school year 2008-2009, 0% of school divisions identified Hispanic students as disproportionate in the areas of ID, Students with Disabilities (SWD), Specific Learning Disabilities (SLD), and Emotionally Disturbed (ED). In the 2008-2009 school year, 2% of the school divisions in Virginia identified economically disadvantaged students as disproportionate in the disability category SWD, and 20% of the school divisions identified economically disadvantaged students as disproportionate in the disability category SLD. Additionally, 17% of the school divisions identified economically disadvantaged students as disproportionate in the disability category ED, and 38% percent of the school divisions in Virginia identified economically disadvantaged students as disproportionate in the disability category ID. The 2008-2009 data, when compared to the 2013-2014 data, were less disproportionate. / EDD / The accurate identification of students for special education is necessary both for school divisions and for students. Thus, it is important that school divisions as well as schools ensure student sub groups are not overrepresented in special education. The purpose of this study was to determine representation of students in special education by category (SWD, ED, SLD, and ID) and by demographic variables (Ethnicity, Gender, SES) for 2008-2009, and to determine changes in representation between 2008-2009 and 2013-2014 in the 132 school divisions in the Commonwealth of Virginia. The study utilized 2013-2014 data reported in the Casey (2017) study. Data from the Virginia Department of Education (VDOE) were used for the study. Analysis of the data revealed less disproportionate representation in each of the groups examined in 2008-2009 when compared to the data reported by Casey (2017). In 2008-2009 some data were missing, which may have contributed to a lack of over representation in several areas. While Blacks were overidentifed in ID in a few divisions in 2008-2009, Economically disadvantaged students were overidentified in a larger number of school divisions in SLD, ED, and ID. However, the 2008-2009 data, when compared to the 2013-2014 data, indicated less disproportionality.

For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda, 2005). Proportionately, there are more minority students of low socio-economic status than are White students in special education categories that are the high incidence special education categories. Students with high-incidence disabilities make up 80% of all students with disabilities. High-Incidence disabilities share these characteristics, (1) often hard to distinguish from students without disabilities, especially in non-school settings, (2) often display a combination of academic, and (3) behavioral and social problems (Friend and Bursuck, 2012). Special Education licensure and endorsement varies from state to state, as does the terminology used in describing the knowledge that is required and the students to whom it applies. In most states students identified for special education services for the categories of Intellectual Disability (ID), Specific Learning Disability (SLD) and students with Emotional Disturbance (ED) are identified as high- incidence disabilities. The purpose of this study was to investigate the status of relative representation of male and female, minority, and low socioeconomic students with disabilities served in special education programs across 132 public school divisions within eight Superintendent']s regions in the 2013-14 school year, as published by the Virginia Department of Education. Data from the Virginia Department Education (VDOE) were analyzed to present an analysis of three categories of the special education populations (ID, SLD and ED), racial, (Black and Hispanic) and socio-economic status. Findings indicated that fewer than 50% of the school divisions in the Commonwealth of Virginia showed disproportionality, however when examined by Superintendent's regions there were some geographical areas that showed some concentrations of disproportionality. / Ed. D. / For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, & Higareda, 2005). Proportionately, there are more minority students of low socio-economic status than are White students in special education categories that are the high incidence special education categories. Students with high-incidence disabilities make up 80% of all students with disabilities. High-Incidence disabilities share these characteristics, (1) often hard to distinguish from students without disabilities, especially in non-school settings, (2) often display a combination of academic, and (3) behavioral and social problems (Friend & Bursuck, 2012). Special Education licensure and endorsement varies from state to state, as does the terminology used in describing the knowledge that is required and the students to whom it applies. In most states students identified for special education services for the categories of Intellectual Disability (ID), Specific Learning Disability (SLD) and students with Emotional Disturbance (ED) are identified as high- incidence disabilities. The purpose of this study was to investigate the status of relative representation of male and female, minority, and low socioeconomic students with disabilities served in special education programs across 132 public school divisions within eight Superintendent’s regions in the 2013-14 school year, as published by the Virginia Department of Education. Data from the Virginia Department Education (VDOE) were analyzed to present an analysis of three categories of the special education populations (ID, SLD and ED), racial, (Black and Hispanic) and socioeconomic status. Findings indicated that fewer than 50% of the school divisions in the Commonwealth of Virginia showed disproportionality, however when examined by Superintendent’s regions there were some geographical areas that showed some concentrations of disproportionality.