Digital Demodulator for BFSK waveform based upon Correlator and Differentiator Systems

The present article relates in general to digital demodulation of Binary Frequency Shift Keying (BFSK waveform) . New processing methods for demodulating the BFSK-signals are proposed here. Based on Sampler Correlator, the hardware consumption for the proposed techniques is reduced in comparison with other reported. Theoretical details concerning limits of applicability are also given by closed-form expressions. Simulation experiments are illustrated to validate the overall performance

Making Good on the Promise of International Law: The Convention on the Rights of Persons with Disabilities and Inclusive Education in China and India

The Convention on the Rights of Persons with Disabilities conceptualizes disability as a human rights issue and requires state parties to provide an inclusive education to all children with disabilities. However, China and India, the two most populous signatory countries, do not currently provide inclusive education—described by the Convention as nondiscriminatory access to general education, reasonable accommodation of disability, and individualized supports designed to fulfill the potential of individual children with disabilities. Though both India and China have laws that encourage the education of children with disabilities, neither country’s laws mandate inclusive education and neither country currently provides universal education to children with disabilities. Furthermore, both countries lack the funding and teaching force to enforce existing laws or provide inclusive education. Assuming that India and China intend to comply with the Convention, the United Nations must use the Convention to persuade China and India to also change domestic laws and facilitate the involvement of non-governmental organizations that can help increase and effectively use fiscal and human resources necessary to provide inclusive education to all students with disabilities

My Life Long Dream: My Teaching and Educational Journey

This ethnography follows my journey teaching kindergarten in the Ontario/Montclair neighborhood in San Bernardino. Its purpose is to understand the macro and micro levels of the community to inform my teaching practices and support my students and families. On a micro-level, I conducted case studies on three specific students. Data analysis of in-home interviews, personal interactions, and assessments allowed me to create action plans to best support these students’ academic, social, and emotional needs. On a macro level, I studied my students’ environments: community, school, and classroom. By analyzing whole class and individual student data and reflecting on my own development, I grew as a professional educator and became an effective and socially just teacher

Intersectionality Research Within Latinx Mental Health: Conceptual and Methodological Considerations

Intersectionality considers the meaning and consequences associated with multiple identities along interlocking systems of disadvantage and inequality (Cole, 2009; Crenshaw, 1991). In recent years, there has been increasing attention on examining the mental health outcomes associated with membership in multiple marginalized groups. Unfortunately, intersectionality research examining the unique experiences of Latinx groups remains scarce. The current article reviews theoretical and methodological considerations regarding intersectionality research within Latinx mental health. From a theoretical perspective, intersectionality brings a series of questions regarding the epistemological approaches to studying psychological phenomena. This, in turn, influ- ences the methodological strategies used to examine these processes. The discussion advances the ongoing discourse regarding the benefits and limitations of integrating intersectionality within research that provides further insight into our Latinx communities

Fractional Newton-Raphson Method Accelerated with Aitken's Method

The Newton-Raphson (N-R) method is characterized by the fact that generating a divergent sequence can lead to the creation of a fractal, on the other hand the order of the fractional derivatives seems to be closely related to the fractal dimension, based on the above, a method was developed that makes use of the N-R method and the fractional derivative of Riemann-Liouville (R-L) that has been named as the Fractional Newton-Raphson (F N-R) method. In the following work we present a way to obtain the convergence of the F N-R method, which seems to be at least linearly convergent for the case where the order $\alpha$ of the derivative is different from one, a simplified way to construct the fractional derivative and fractional integral operators of R-L is presented, an introduction to the Aitken's method is made and it is explained why it has the capacity to accelerate the convergence of iterative methods to finally present the results that were obtained when implementing the Aitken's method in F N-R method.Comment: Newton-Raphson Method, Fractional Calculus, Fractional Derivative of Riemann-Liouville, Method of Aitken. arXiv admin note: substantial text overlap with arXiv:1710.0763

Stimulus Control Exerted by Remember Cues Over Processing in Pigeons’ Short-Term Memory

The aim of the present research was to provide further evidence regarding the role of remember cues on pigeon short-term memory. The first two experiments were conducted to determine whether, using a single cuing procedure, control over delayed matching-to-sample (DMTS) performance could be demonstrated by establishing a no cue condition as an implicit cue to forget. In Experiment 1, subjects were provided with training in a procedure where both forget cue (F) and no cues indicated the omission of the comparison stimuli at the end of the delay interval. In Experiment 2, naive subjects were trained with remember (R) and F trials cued from the outset. In both experiments the cuing effect was evaluated with R, F, and no cue probe trials where the cues were presented in the beginning, middle, or end of a 3 sec delay interval. The results revealed that DMTS accuracy on F cued probe trials was significantly lower than that on R cued or no cue probe trials. Performance on R cued and no cue probe trials was statistically equivalent despite both the explicit training of the no cue condition to function as an implicit cue to forget (Experiment 1), and cuing R and F trials from the outset and presenting the no cue trials only during probe testing (Experiment 2). The main aim of the third experiment was to determine whether the attenuating effect of an R cue over a previously presented F cue was the result of conditioning history. The cuing effect was evaluated in three types of single cued trials (R, F, and no cue), and two types of double cued trials (forget-remember, FR, and forget-novel, FN). The results indicated identical performance in FR and FN cued probe trials, suggesting that the novelty of presenting two cues in the retention interval may play a role in determining DMTS performance in double cued probe trials. Performance on double cued and no cue probe trials did not significantly differ from R or F cued probe trials. The evidence is contrary to the hypothesis that, as a result of previous training, a no cue functions as an implicit remember cue