3,711 research outputs found
Student proposals for design projects to aid children with severe disabilities
Citation: Warren, S. (2016). Student proposals for design projects to aid children with severe disabilities.Children with severe disabilities have unique individual needs. Technology-based designs intended to quantify the well-being of these children or assist them with learning or activities of daily living are often by nature "one of" designs tightly matched to these needs. For children with severe autism, such designs must be incorporated into their environments in unobtrusive ways to avoid upsetting or distracting these children. This design space and its affiliated challenges offer a rich environment for engineering students to exercise their design creativity. This paper presents an end-of-semester exercise for a Kansas State University Introduction to Biomedical Engineering class, where students propose senior-design projects geared toward children with severe disabilities. The goal of the exercise is to integrate concepts related to biomedical devices, design factors, care delivery environments, and assistive technology into a proposed design with clear practical benefit that can be implemented in prototype form by a senior design team over the span of about two semesters. The deliverable for the design exercise is a four-page paper in two-column IEEE format that adheres to a pre-specified structure. To focus these design-project ideas, students are asked to offer their thoughts within the framework of needs specified by clinical staff at Heartspring in Wichita, KS, a facility that serves severely disabled children, where nearly all of the full-time residents are autistic, and most are nonverbal. In addition to the educational benefits offered by this experience, the author's intent is to help spur ideas for new senior design projects that can be supported with resources from existing NSF-funded grants which provide equipment and materials for such endeavors. Six semesters worth of design ideas are presented here, along with the results of assessment rubrics applied to the final papers. The class is populated by students from various departments within the Kansas State University College of Engineering, so design proposals are varied and incorporate low-level to system-level solutions. Some of these design ideas have been adopted by design teams, whereas others await attention. © American Society for Engineering Education, 2016
Supersymmetric Ward Identities and NMHV Amplitudes involving Gluinos
We show how Supersymmetric Ward identities can be used to obtain amplitudes
involving gluinos or adjoint scalars from purely gluonic amplitudes. We obtain
results for all one-loop six-point NMHV amplitudes in \NeqFour Super
Yang-Mills theory which involve two gluinos or two scalar particles. More
general cases are also discussed.Comment: 32 pages, minor typos fixed; one reference adde
The Uses and Effectiveness of Computers in Educational Administration
The purpose of this study was to assess the uses and effectiveness of computers in educational administration. Principals from the high schools of Washington State\u27s Mid-Valley AA League responded to a questionnaire regarding the uses of computers in their buildings and the perceived effectiveness of computers used for administrative tasks. Survey results indicated that the majority of high schools in the Mid-Valley AA League have used computers for common administrative tasks, and principals found that these tasks were accomplished more effectively with a computer
THE ROLE OF MARKET PRICE-WEIGHT RELATIONSHIPS IN OPTIMAL BEEF CATTLE BACKGROUNDING PROGRAMS
Livestock Production/Industries,
Progress on indium and barium single ion optical frequency standards
We report progress on 115In+ and 137Ba+ single ion optical frequency
standards using all solid-state sources. Both are free from quadrupole field
shifts and together enable a search for drift in fundamental constants.Comment: 2 pages, 1 figure, submitted to IEEE/LEOS Summer 2005 Topicals
conference proceeding
Geography mentors’ written lesson observation feedback during initial teacher education
This paper explores geography mentors’ written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge discussed in written lesson observation feedback given to beginning geography teachers? In what ways does research feature in the written lesson observation feedback given to beginning geography teachers? The paper offers one response to calls from geography education researchers for greater attention to be given to subject-specific issues in lesson feedback during ITE, set within wider discourses around research-engagement. The argument is made through empirical evidence suggesting an absence of explicit engagement with research in written lesson observation feedback, a position in principle for increasing the interactions between research and practice in teacher education, and analysis of the specific areas highlighted in the written lesson observation feedback. Suggestions are made for improving the attention given to geography and research evidence in lesson feedback, and to support these aims three possible priority areas for geography education research are offered: progress; explanation; and terminology
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