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Critical infrastructure networks enable social behavior, economic productivity, and the way of life of communities. Disruptions to these cyber-physical-social networks highlight their importance. Recent disruptions caused by natural phenomena, including Hurricanes Harvey and Irma in 2017, have particularly demonstrated the importance of functioning electric power networks. Assessing the economic impact (EI) of electricity outages after a service disruption is a challenging task, particularly when interruption costs vary by the type of electric power use (e.g., residential, commercial, industrial). In contrast with most of the literature, this work proposes an approach to spatially evaluate EIs of disruptions to particular components of the electric power network, thus enabling resilience-based preparedness planning from economic and community perspectives. Our contribution is a mix-method approach that combines EI evaluation, component importance analysis, and GIS visualization for decision making. We integrate geographic information systems and an economic evaluation of sporadic electric power outages to provide a tool to assist with prioritizing restoration of power in commercial areas that have the largest impact. By making use of public data describing commercial market value, gross domestic product, and electric area distribution, this article proposes a method to evaluate the EI experienced by commercial districts. A geospatial visualization is presented to observe and compare the areas that are more vulnerable in terms of EI based on the areas covered by each distribution substation. Additionally, a heat map is developed to observe the behavior of disrupted substations to determine the important component exhibiting the highest EI. The proposed resilience analytics approach is applied to analyze outages of substations in the boroughs of New York City.

This study examined the semantic and syntactic abilities of monolingual versus bilingual children with concurrent LI and ADHD in English. Sixteen children aged 4 to 7 years of age presenting with concurrent LI and ADHD participated in the study, eight were in the monolingual group and eight in the bilingual group.A story retell task was used to elicit narratives from each participantwhich were then analyzed for various syntactic and semantic productions. No differences were found between the 2 groups in useof grammatical morphology, percentage of mazes produced, and mean length of utterance. The bilingual group had higher rates of complex sentences and lexical diversity, while the monolingual group produced a higher number of utterances per narrative sample.The study concluded that bilingualism presents no disadvantage for children with concurrent LI and ADHD and, in this particular study, indicated an advantage for sentence complexity and vocabulary diversity.

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This study examined the congruence between standardized testing and parental report in measuring language improvement in children at risk for ADHD after intervention. Twelve children ages 5 to 7 received speech-language therapy over an eight-week period. A standardized test and a parental report were administered pre and post intervention for comparison. Results indicated language improvement in both measures, with parental report more congruent with standardized testing pre intervention than post intervention. Implications for relying on parental reports for measuring intervention effectiveness are discussed.