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Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class "CE 506-Prestressed Concrete" at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education.

Presenters at the State of the States Roundtable session at the 2014 National Education Finance Conference in Louisville were invited to submit their papers for publication. These papers address the following topics: (1) State issues affecting P-12 and/or higher education funding; (2) Funding priorities/trends for P-12 and/or higher education; (3) Changes to funding formula for P-12 and/or higher education; and (4) Impact on school district or higher education budgets. States represented in this section include Alabama (Brenda Mendiola and Philip Westbrook), Arkansas (Steve Bounds), Colorado (Spencer C. Weiler and Gabriel R. Serna), Florida (Brittany Larkin, Jasmine Ulmer, and R. Craig Wood), Illinois (Joel R. Malin and Rene J. Noppe, Jr.), Indiana (Matthew R. Della Sala and Marilyn A. Hirth), Kentucky (Tyrone Bynoe), Nebraska (Barbara Y. LaCost), New Jersey (Luke J. Stedrak), New York (Osnat Zaken), North Carolina (Lisa G. Driscoll and Jim R. Watson), Ohio (Randall S. Vesely), South Carolina (Matthew R. Della Sala and Robert C. Knoeppel), Tennessee (Betty Cox), Texas (Ken Helvey and Dennis Womack), Virginia (William Owings, Leslie S. Kaplan, and Richard G. Salmon), and Wisconsin (Faith E. Crampton). (Individual state sections contain references.)

This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.

The Study to Explore Early Development (SEED) is a multi-site case-control study designed to explore the relationship between autism spectrum disorder (ASD) phenotypes and etiologies. The goals of this paper are to (1) describe the SEED algorithm that uses the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) to classify children with ASD, (2) examine psychometric properties of different ASD classification methods, including the SEED method that incorporates rules for resolving ADI-R and ADOS discordance, and (3) determine whether restricted interests and repetitive behaviors were noted for children who had instrument discordance resolved using ADI-R social and communication scores. Results support the utility of SEED criteria when well-defined groups of children are an important clinical or research outcome. [ABSTRACT FROM AUTHOR]

Drawing upon Critical Discourse Analysis (CDA) as theoretical framework and methodological tool, the present paper critically examines the legislation that has established English as official language in 30 states. This study captures the motivation and rationale of the policies, their stated outcomes and educational implications. The analysis situates the discourse embedded in official language policies within its socio-historical context and the conceptualization of race and language in the US. The results indicate that official English legislation responds to a conservative raciolinguistic ideology that seeks to reaffirm the hegemony of English as a mechanism of internal colonization. Official English attempts to establish monolingual educational and governmental practices that serve as an instrument to protect the status quo and, thus, perpetuate the privilege of whiteness and the subordination of immigrants, and Black, Indigenous, and People of Color (BIPOC).

Background: The preferences of autism stakeholders regarding the top priorities for future autism research are largely unknown. Objective: This study had two objectives: First, to examine what autism stakeholders think new research investments should be and the attributes of investment that they consider important, and second, to explore the feasibility, acceptability and outcomes of two prioritization exercises among autism stakeholders regarding their priorities for future research in autism. Design: This was a prospective stakeholder‐engaged iterative study consisting of best–worst scaling (BWS) and direct prioritization exercise. Setting and Participants: A national snowball sample of 219 stakeholders was included: adults with autism, caregivers, service providers and researchers. Main Outcome Measures: The main outcomes measures were attributes that participants value in future research investments, and priority research investments for future research. Results: Two hundred and nineteen participants completed the exercises, of whom 11% were adults with autism, 58% were parents/family members, 37% were service providers and 21% were researchers. Among stakeholders, the BWS exercises were easier to understand than the direct prioritization, less frequently skipped and yielded more consistent results. The proportion of children with autism affected by the research was the most important attribute for all types of stakeholders. The top three priorities among future research investments were (1) evidence on which child, family and intervention characteristics lead to the best/worst outcomes; (2) evidence on how changes in one area of a child's life are related to changes in other areas; and (3) evidence on dietary interventions. Priorities were similar for all stakeholder types. Conclusions: The values and priorities examined here provide a road map for investigators and funders to pursue autism research that matters to stakeholders. Patient or Public Contribution: Stakeholders completed a BWS and direct prioritization exercise to inform us about their priorities for future autism research. [ABSTRACT FROM AUTHOR]

Objective: There are concerns that some non-profit organisations, financed by the food industry, promote industry positions in research and policy materials. Using Freedom of Information (FOI) requests, we test the proposition that the International Life Sciences Institute (ILSI), one prominent non-for profit in international health and nutrition research, promotes industry positions.Design: U.S. Right to Know filed five FOI from 2015 to 2018 covering communications with researchers at four US institutions: Texas A&M, University of Illinois, University of Colorado and North Carolina State University. It received 15 078 pages, which were uploaded to the University of California San Francisco's Industry Documents Library. We searched the Library exploring it thematically for instances of: (1) funding research activity that supports industry interests; (2) publishing and promoting industry-sponsored positions or literature; (3) disseminating favourable material to decision makers and the public and (4) suppressing views that do not support industry.Results: Available emails confirmed that ILSI's funding by corporate entities leads to industry influence over some of ILSI activities. Emails reveal a pattern of activity in which ILSI sought to exploit the credibility of scientists and academics to bolster industry positions and promote industry-devised content in its meetings, journal and other activities. ILSI also actively seeks to marginalise unfavourable positions.Conclusions: We conclude that undue influence of industry through third-party entities like ILSI requires enhanced management of conflicts of interest by researchers. We call for ILSI to be recognised as a private sector entity rather than an independent scientific non-profit, to allow for more appropriate appraisal of its outputs and those it funds. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: Farm to school (FTS) programs have many benefits, including potential for increased consumption of fruits and vegetables by students. However, there are challenges with hourly school nutrition employees' abilities to successfully process local produce and promote it to students. The purpose of this study was to identify differences in the confidence of hourly school nutrition employees to process and promote local produce, and to determine whether those differences were related to the training received and FTS activity involvement. Methods: Paper questionnaires were mailed to 39 school nutrition directors and 928 hourly school nutrition employees in 28 FTS-participating school districts. Participants answered questions regarding employee training, involvement with FTS activities, and perceived confidence related to processing and promoting local produce. Results: A total of 22 directors and 357 employees responded to the survey. Directors reported that training topics for employees included sanitation, nutrition information, equipment use, and processing and promoting local produce. Employees who reported having received training in processing and promoting local produce, and whose schools used FTS activities, indicated higher confidence in preparing local produce and promoting it to students. Promotional skills that had the strongest associations with employee training and FTS activity responses were knowledge about "where local produce comes from and how to promote it," and "the nutritional value of local produce and how to promote it." Application to Child Nutrition Professionals: School nutrition directors can help their hourly employees successfully participate in FTS programs by training them about processing techniques, promotional strategies for local produce items, and facilitating involvement with FTS activities. Employees who are informed about the origins and nutritional content of local produce and who have access to promotional materials such as banners and signs may be better able to encourage students to try local fruits and vegetables with potential for increased consumption.

On February 24, 2017, all of the authors of the state-of-the-state manuscripts published in the "Journal of Education Finance" met in Cincinnati, Ohio, to participate in a roundtable discussion focused on recent legislative actions in 38 states. A majority of those papers were revised to reflect a final report on legislative actions impacting the funding of P-12 and higher education. Overall, adequate funding for education continues to be an issue many states are struggling with. There is reason to be hopeful, as several states have seen increases in per pupil funding and teacher salaries. When facing funding shortfalls, some states have begun considering alternate sources of funding for public education. In complicated fiscal times like these, it is anticipated that an increasing number of states will look to novel forms of raising revenue for public schools. The following contents are included: (1) The Good, the Bad, and the Alarming: Commentary on the 2017 State of the States Submissions (Brittany Larkin, Christine Kiracofe, and Spencer Weiler); (2) Alabama (Philip Westbrook and Brenda Mendiola); (3) Alaska (Amy Dagley); (4) Arizona (David G. Martinez and Oscar Jimenez-Castellanos); (5) Arkansas (Steve Bounds); (6) California (Henry Tran); (7) Colorado (Gabriel R. Serna and Spencer C. Weiler); (8) Connecticut (Lesley A. DeNardis); (9) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (10) Georgia (David G. Buckman and Tommy Jackson); (11) Illinois (Christine Kiracofe); (12) Indiana (Scott Rodger Sweetland); (13) Kansas (Thomas A. DeLuca); (14) Kentucky (Tyrone Bynoe); (15) Louisiana (Arvin Johnson, Venice M. Adams, and David G. Buckman); (16) Massachusetts (Tyrone Bynoe); (17) Michigan (Brett A. Geier); (18) Minnesota (Nicola A. Alexander); (19) Mississippi (Spencer D. Stone and Joshua A. Money); (20) Nebraska (Barbara La Cost); (21) Nevada (Deborah A. Verstegen, Oscar Jimenez-Castellanos, and David Martinez); (22) New Hampshire (F. Frank Ayata and Jeremy M. Anderson); (23) New Jersey (Luke J. Stedrak); (24) New Mexico (David G. Martinez and Oscar Jimenez-Castellanos); (25) New York (Osnat Zaken); (26) North Carolina (Walter Hart, Jim R. Watson, and Lisa G. Driscoll); (27) Ohio (Barbara M. De Luca, Krystel H. Chenault, and Randall S. Vesely); (28) Oklahoma (Jeffrey Maiden and Channa Byerly); (29) Oregon (Michael C. Petko); (30) Pennsylvania (Jeremy Anderson and F. Frank Ayata); (31) Tennessee (Lisa G. Driscoll and Betty Cox); (32) Texas (Ken Helvey); (33) Virginia (William Owings and Leslie S. Kaplan); (34) West Virginia (Drew Milligan); (35) Wisconsin (Michael C. Petko); and (36) Wyoming (Joshua M. Cohen). [For the previous year, see EJ1170086.]

As legislative venues are increasingly stymied by gridlock, much policymaking responsibility has devolved to the U.S. states. This article analyzes informational inputs and participation by actors within the rulemaking context, focusing on the level of state rulemaking. Specifically, we explore the rulemaking process in Colorado and North Carolina in two environmental sectors. Using data from documents and in-depth interviews, this study finds that goals of deliberative and open regulatory processes are not met in the cases studied here, in part due to informal pre-hearing processes established by agencies which can be navigated most successfully by the regulated community. [ABSTRACT FROM AUTHOR]

Background: Chronic insomnia is a prevalent disorder associated with significant psychosocial, health, and economic impacts. Cognitive behavioral therapies (CBTs) and benzodiazepine receptor agonist (BzRA) medications are the most widely supported therapeutic approaches for insomnia management. However, few investigations have directly compared their relative and combined benefits, and even fewer have tested the benefits of sequential treatment for those who do not respond to initial insomnia therapy. Moreover, insomnia treatment studies have been limited by small, highly screened study samples, fixed-dose, and fixed-agent pharmacotherapy strategies that do not represent usual clinical practices. This study will address these limitations.Methods/design: This is a two-site randomized controlled trial, which will enroll 224 adults who meet the criteria for a chronic insomnia disorder with or without comorbid psychiatric disorders. Prospective participants will complete clinical assessments and polysomnography and then will be randomly assigned to first-stage therapy involving either behavioral therapy (BT) or zolpidem. Treatment outcomes will be assessed after 6 weeks, and treatment remitters will be followed for the next 12 months on maintenance therapy. Those not achieving remission will be offered randomization to a second, 6-week treatment, again involving either pharmacotherapy (zolpidem or trazodone) or psychological therapy (BT or cognitive therapy (CT)). All participants will be re-evaluated 12 weeks after the protocol initiation and at 3-, 6-, 9-, and 12-month follow-ups. Insomnia remission, defined categorically as a score < 8 on the Insomnia Severity Index, a patient-reported outcome, will serve as the primary endpoint for treatment comparisons. Secondary outcomes will include sleep parameters derived from daily sleep diaries and from polysomnography, subjective measures of fatigue, mood, quality of life, and functional impairments; and measures of adverse events; dropout rates; and treatment acceptability. Centrally trained therapists will administer therapies according to manualized, albeit flexible, treatment algorithms.Discussion: This clinical trial will provide new information about optimal treatment sequencing and will have direct implication for the development of clinical guidelines for managing chronic insomnia with and without comorbid psychiatric conditions.Trial Registration: ClinicalTrials.gov Identifier: NCT01651442 , Protocol version 4, 20 April 2011, registered 26 June 2012. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to describe the types and combinations of clinicians who are delivering babies in rural hospitals, their employment status, the relationship between hospital birth volume and staffing models, and the staffing challenges faced by rural hospitals. Methods: We conducted a telephone survey of 306 rural hospitals in 9 states: Colorado, Iowa, Kentucky, New York, North Carolina, Oregon, Vermont, Washington, and Wisconsin, from November 2013 to March 2014 to assess their obstetric workforce. Bivariate associations between hospitals’ annual birth volume and obstetric workforce characteristics were examined, as well as qualitative analysis of workforce changes and staffing challenges. Findings: Hospitals with lower birth volume (<240 births per year) are more likely to have family physicians and general surgeons attending deliveries, while those with a higher birth volume more frequently have obstetricians and midwives attending deliveries. Reported staffing challenges include scheduling, training, census fluctuation, recruitment and retention, and intrahospital relationships. Conclusions: Individual hospitals working in isolation may struggle to address staffing challenges. Federal and state policy makers, regional collaboratives, and health care delivery systems can facilitate solutions through programs such as telehealth, simulation training, and interprofessional education. [ABSTRACT FROM AUTHOR]