Design Studies of a 3-MW, Multifrequency (170/204/236 GHz) DEMO Class Triangular Corrugated Coaxial Cavity Gyrotron

2019 ◽  
Vol 66 (1) ◽  
pp. 702-708
Author(s):  
S. Yuvaraj ◽  
M. V. Kartikeyan ◽  
M. K. Thumm
Keyword(s):  
Design Studies ◽  
Coaxial Cavity

Design Studies of Mini-Channel Cavity Cooling for a 170 GHz, 2 MW Coaxial-Cavity Gyrotron

2019 ◽  
Author(s):  
Parth C Kalaria ◽  
Philipp T Brucker ◽  
Sebastian Ruess ◽  
Stefan Illy ◽  
Konstantinos A Avramidis ◽  
...  
Keyword(s):  
Design Studies ◽  
Coaxial Cavity ◽  
Cavity Cooling

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Forms, Importance, and Ineffability of Factor Interactions to Define Personality Disorders: Comment on Lilienfeld et al. (2019)

2019 ◽  
Author(s):  
Stephen D Benning ◽  
Edward Smith
Keyword(s):  
Personality Disorders ◽  
False Positive Rate ◽  
Empirical Work ◽  
Design Studies ◽  
Linear Threshold ◽  
Positive Rate ◽  
Saturation Effects ◽  
Factor Interactions ◽  
Main Effects ◽  
Criterion Variables

The emergent interpersonal syndrome (EIS) approach conceptualizes personality disorders as the interaction among their constituent traits to predict important criterion variables. We detail the difficulties we have experienced finding such interactive predictors in our empirical work on psychopathy, even when using uncorrelated traits that maximize power. Rather than explaining a large absolute proportion of variance in interpersonal outcomes, EIS interactions might explain small amounts of variance relative to the main effects of each trait. Indeed, these interactions may necessitate samples of almost 1,000 observations for 80% power and a false positive rate of .05. EIS models must describe which specific traits’ interactions constitute a particular EIS, as effect sizes appear to diminish as higher-order trait interactions are analyzed. Considering whether EIS interactions are ordinal with non-crossing slopes, disordinal with crossing slopes, or entail non-linear threshold or saturation effects may help researchers design studies, sampling strategies, and analyses to model their expected effects efficiently.

Indian Horse

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Casey Shea Pollon
Keyword(s):  
University Students ◽  
Key Words ◽  
Point Of View ◽  
Main Element ◽  
Text And Image ◽  
Design Studies ◽  
Visual Form ◽  
Diploma Program

Type as Image: Eliciting Emotions is a project of VCDE233 Typography II (Constanza Pacher) and VCDI223 Design and Pre-Press Production (Jess Dupuis), both courses in the Design Studies Diploma Program at MacEwan University. Students were asked to capture the essence of the book Indian Horse, by Richard Wagamese, and translate it into a three-poster series using typography as the main element. Under the premise that the visual form is dictated by the content, students were encouraged to analyze plot, characters, point of view, imagery, tone, themes and symbolism to extract key words, sentences and passages as the basis for their designs. Students were asked to challenge literal interpretations by exploring the use of expressive typography and text and image relationships.

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