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Complete and accurate design is critical for construction project success. Manifesting design intent in the constructed facility depends on coordinated design documents that are developed through design realization. This process evolves design intent from architects and engineers to contractors, through the production and review of shop drawings and other submittals. Information technology has been promoted as a tool to improve this process, but is not being fully utilized for this purpose. A case study investigates the impacts of computed aided design (CAD) on design realization. Comparative analysis between shop drawings prepared by hand and those done with CAD quantify notes, corrections and information transfer errors. Results support the hypothesis that utilizing CAD can improve design accuracy and lower project costs. Barriers to wider adoption, implications for practice and further research are discussed.

Continuous fiber-reinforced thermoplastic composites are a class of materials highly valuable for structural applications and modeling of heat transfer within them is critical to the design of their processing methods. However, the fiber reinforcement leads to highly anisotropic thermal conduction. Among a variety of methods to account for anisotropic thermal conductivity, continuum models with effective media approximation thermal conductivity are computationally efficient and require minimal data to begin modeling a specific composite material. The purpose of this study is to evalute the utility of these models.

In this work, six potential effective media approximation models are evaluated against experimental heating data. Thick (>25 mm) glass fiber-reinforced polyethylene terephthalate glycol (PET-G) specimens with 40% fiber volume fraction were heated with embedded resistance heating to produce validation and testing data sets. A two-dimensional finite-difference solver was implemented using each of the six effective media approximation models. The accuracy of each model is compared.

The model developed by Cheng and Vachon was found to predict the experimental results most accurately. Fit statistics were similar in the testing and validation data sets. This model is recommended for simulation of transient heating in continuous fiber-reinforced thermoplastic composites with low-to-moderate fiber volume fractions.

There are a wide variety of mathematical models for effective media approximation thermal conductivity, though very few have been applied to continuous fiber-reinforced thermoplastic composites. This work shows that the simplest methods based on rules of mixtures are well outperformed by more modern and complex models, and should be incorporated for accurate prediction of heating during thermal processing of fiber-reinforced thermoplastic composites.

Recent developments in neuroscience have generated great expectations in the education world globally. However, building a bridge between brain science and education has been hard. Educational researchers and practitioners more often than not hold unrealistic images of neuroscience, some naively positive and others blindly negative. Neuroscientist looking at how the brain reacts and changes during mental tasks involving reading or mathematics usually discuss education as some constant and undifferentiated “social environment” of the brain, either assuming it to be a “black box” or evoking an image of perfect schooling and full access to it. In this review, we claim that a more productive and realistic relationship between neuroscience and the comparative study of education can be thought about in terms of the hypothesis that formal education is having a significant role in the cognitive and neurological development of human populations around the world. We review research that supports this hypothesis and implications for future studies.

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.

OCCASIONALLY some writer is inspired to make the declaration that reference work as understood in America does not exist in Great Britain, or, even more definitely, is not known there. We rejoice at any advance our American friends make, but our enthusiasts for American methods must not undervalue the homeland. In the pages that follow some aspects of reference work receive attention, and the inference to be drawn may be that, if we have not specialized this department of work to the extent that transatlantic libraries have done, if in some smaller places it hardly exists “as the community's study, archive department and bureau of information,” yet in our larger cities and in many lesser places much work is done.

Proponents of critical global studies are committed to identifying the ways in which neo-liberal ideology and an Americanized world picture rationalize the multinational exploitation of impoverished groups and their resources. The authority of this field raises untimely questions about how such a critique can itself avoid rationalization. The influence of critical global studies was manifest in the 2002 Documenta11 in Kassel, Germany, directed by Okwui Enwezor. In its aim to represent the Zeitgeist of contemporary art every five years, the Documenta is widely regarded as the most significant event in the art world. The 2002 Documenta relied predominantly on visual media to archive local instances of socio-economic inequity and persecution. The prestige of this exhibit marks the “global” Documenta11 as a crucial opportunity for studying the strategic deployment of a high cultural venue to promote critical awareness among comfortable spectators from industrialized nations. In officiating an overtly political agenda for the exhibit, the curatorial team took the risk that Documenta11 might encourage visitors to take self-affirming pleasure in their sense of “enlightened” solidarity with its aims. The exhibit was also in danger of reifying the very suffering it displayed as a means to an institutionally sanctioned end. The Frankfurt School explicitly targets the egoism of “affirmative culture” which includes the culture of critique. This case study draws on their theory of reification in order to enunciate the limits of global critique at Documenta11 while highlighting discontinuities in its format and reception that complicate a facile rejection of its archival rationale.

It was stated by a philosopher of very early days that the Gods sell their choicest goods in the cheapest market; and, it may be added, if it is necessary to impress such an obvious truism, that the greatest poverty may often be found in the midst of riches. The herring well illustrates the truths of the above paragraph.