Impact of Bottom Flange Confinement Reinforcement on Performance of Prestressed Concrete Bridge Girders

For many years AASHTO provided no recommendation to state DOT’s on bottom flange confinement reinforcement for their bridge superstructures. The 1996 edition of AASHTO Standard Specification for Highway Bridges stated that nominal reinforcement be placed to enclose the prestressing steel from the end of the girder for at least a distance equal to the girder’s height. A few years later the 2004 AASHTO LRFD Bridge Design Specification changed the distance over which the confinement was to be distributed from 1.0h to 1.5h, and gave minimum requirements for the amount of steel to be used, No.3 bars, and their maximum spacing, not to exceed 6”. Research was undertaken to study what impact, if any, confinement reinforcement has on the performance of prestressed concrete bridge girders. Of particular interest was the effect confinement had on the transfer length, development length, and vertical shear capacity of the fore mentioned members. First, an analytical investigation was performed on the subject, and then an experimental investigation followed which consisted of designing, fabricating, and testing eight tee-girders and three NU1100 girders with particular attention paid to the amount and distribution of confinement reinforcement placed at the end of each girder. The results of the study show: 1) neither the amount or distribution of confinement reinforcement had a significant effect on the initial or final transfer length of the prestress strands; 2) at the AASHTO calculated development length, no significant impact from confinement was found on either the nominal flexural capacity of bridge girders or bond capacity of the prestressing steel; 3) the effects from varied confinement reinforcement on the shear resistance of girders tested was negligible, however, distribution of confinement did show to have an impact on the prestressed strands’ bond capacity; 4) confinement distribution across the entire girder did increase ductility and reduced cracking under extreme loading conditions.

From Token, to Pioneer, to Crusader: Survival Strategies for Faculty of Color in PWI's

As the only person of color in your workplace you may experience feelings of isolation and hopelessness. However, it is possible to survive this situation. To do so, you must go .through an empowering developmental process. You no longer have to be a Token. Learn how you can become a Pioneer and a Crusader for social justice.

Positively Impacting the Retention Rates and Performance for Students-of-Color

This session reports on a first-year program designed to assist students-of-color in adjusting to higher education. Session participants will have the opportunity to view the overall structure of the program, including training components, academic tracking methodology, assessment and technology, enhancement programs, and additional services that S.T.A.R.S. provides.

The Importance of Affirmative Action in the 21st Century: Building Transformational Alliances with Constituencies Across the Power Structure for Scholars, Students and Staff of Color at Predominantly European American Institutions.

The purpose of this session is to reject the notion that proactive Affirmative Action strategic plans are no longer needed at predominantly European American Institutions. Data reveal an inverse relationship between creating successful strategic plans for inclusion and negative reactions from the power structure.

The Shaping of a New Identity: Continuation of the Transformation Process of People of Color on White University College Campuses Into "White" People of Color

“Our study will show how the pyramidal structure as a permanent feature of every aspect of American society continues to function in the same manner at institutions of higher learning.”

"100 CHALLENGES FACING STUDENTS OF COLOR IN THE 21st CENTURY"

"It is particularly critical to assess the impact, given the empirical data available, on institutions in California, Texas, Florida and Washington which anti-affirmative action laws and court orders have been passed/handed down."

“FAILING TO FIT: STUDENT DEVELOPMENT THEORIES AND STUDENTS OF COLOR”

Theories proposed by Chickering, Astin, Helms, Gilligan, and Perry serve as a framework for under¬standing and explaining the development of college students.