Diagnostics Examples from Third-Generation Light Sources

This lesson discusses many examples of how the signals from the beam monitors are used to diagnose the beam in circular, third-generation synchrotron light sources. During the school, diagnostic examples in other machines (e.g. colliders, CTF3, linacs and free-electron lasers (FEL), and medical accelerators) were given in other lectures. This lesson assumes that the signal generation in the instrument itself is already known; the main focus lies on the dependence of the signals on various machine parameters and their interpretation to diagnose the machine parameters and conditions.Comment: 22 pages, contribution to the CAS - CERN Accelerator School: Beam Instrumentation, 2-15 June 2018, Tuusula, Finlan

Beam Loss Monitors

This lecture covers the fundamental aspects of the measurement of beam losses including their use for beam diagnostic and safety issues. The detailed functionality and detection principle of various common beam loss monitors are also presented, with a focus on their intrinsic sensitivity.Comment: 39 pages, contribution to the CAS - CERN Accelerator School: Beam Instrumentation, 2-15 June 2018, Tuusula, Finlan

Beam halo and bunch purity monitoring

Beam halo measurements imply measurements of beam profiles with a very high dynamic range; in transverse and also longitudinal planes. This lesson gives an overview of high dynamic range instruments for beam halo measurements. In addition halo definitions and quantifications in view of beam instrumentation are discussed.Comment: 29 pages, contribution to the CAS - CERN Accelerator School: Beam Instrumentation, 2-15 June 2018, Tuusula, Finland. arXiv admin note: text overlap with arXiv:1303.676

Specific instrumentation and diagnostics for high-intensity hadron beams

An overview of various typical instruments used for high-intensity hadron beams is given. In addition, a few important diagnostic methods are discussed which are quite special for these kinds of beams.Comment: 58 pages, contribution to the CAS - CERN Accelerator School: Course on High Power Hadron Machines; 24 May - 2 Jun 2011, Bilbao, Spai

A Guide to Disability Statistics from the Survey of Income and Program Participation

This paper discusses the utility of the SIPP in disability analyses, including a summary of descriptive statistics on people with disabilities from multiple SIPP panels, including the most recent SIPP panel (2001). The findings provide insights into the various health, employment, income, and program participation outcomes that may be associated with different definitions of disability and illustrates the potential for using SIPP data in further disability analyses. Our descriptive findings highlight the differences in the demographic composition and outcomes across disability definitions, underscoring the importance of carefully selecting an appropriate disability conceptualization in generating disability statistics

Real Trends or Measurement Problems? Disability and Employment Trends from the Survey of Income and Program Participation

This paper addresses important concerns in using statistical data to track outcomes of people with disabilities and provides new evidence of employment trends of people with disabilities using alternative disability conceptualizations from the Survey of Income and Program Participation (SIPP). This analysis comes at an important time because some researchers have criticized the data and definitions used to measure these trends. At the extreme, some have concluded that such analyses should cease because of major limitations in measuring disability that exists in current surveys (especially the SIPP). Because the SIPP has been used extensively to examine outcomes of people with disabilities, it is important to understand these data criticisms and test whether the trends from the SIPP mirror those in other data sources. We conclude that the different empirical results found by researchers are not caused by "problems" with the data but rather with the assumptions researchers make when using the data. We illustrate the importance of exercising caution when developing disability questions and measuring disability trends in existing data sources. While some measures of limitations may be problematic, we find that the relatively broad measures used in several disability studies provide reasonable estimations of important subgroups of people with disabilities. We also show that the timing and structure of specific questions affects disability prevalence rates and influences observed outcomes. When we use comparable definitions across panels, we consistently find that employment rates of men with disabilities have fallen from 1990 to 1996 and employment rates of women with disabilities have remained flat. The consistency of these findings across a variety of measures illustrates an important and disturbing trend of downward employment rates for people with disabilities. These findings are particularly disturbing because they suggest that the gap in employment rates between those with and without disabilities is growing

Choices, Challenges, and Options: Child SSI Recipients Preparing for the Transition to Adult Life

For young people receiving Supplemental Security Income (SSI), a means-tested cash benefit for children with disabilities, the transition into young adulthood is complicated for several reasons. Health issues, service needs, and lack of access to supports can complicate planning and preparing for future schooling, work, and independent living. These issues are especially pressing at age 18 because, following legislative changes in 1996, child SSI recipients have their benefits redetermined under the adult disability criteria. Some child SSI beneficiaries lose eligibility at this redetermination because they do not meet the adult SSI disability criteria. This paper uses newly released data from the Social Security Administration (SSA), the National Survey of Children and Families (NSCF), to study this transition period for cohorts of child SSI recipients just prior to and after the age 18 redetermination. To date, information on the transition experiences of child SSI recipients has been hampered by data limitations. Our analysis addresses this gap by providing detailed information on an array of program, school, training, rehabilitation, and employment issues facing youth during this transition period

More Work Focused Disability Program? Challenges and Options

This paper presents options for incorporating a strong return-to-work focus in the disability eligibility requirements for the Social Security Administration's (SSA) disability programs. In developing options, we first review alternative disability concepts from other private and public disability programs that focus on an individual's residual capacity to work, rather than an inability to work. We then examine the potential implications of applying different components of these alternative conceptualizations to the current disability eligibility requirements. Our analysis illustrates that policy makers must struggle with the real costs of creating a more expansive set of disability eligibility criteria that focus on work (which will significantly increase the size of the caseload), with the other costs of having an all-or-nothing disability definition

Summary Review of Data Sources for School to Work Transitions by Youth with Disabilities - Policy Brief

This brief summarizes our findings from a review of potential data sources to examine school-to-work transitions by youth with disabilities (Wittenburg and Stapleton, 2000). Our objective was to identify data sources for future school-to-work analyses that contain longitudinal information on youth with disabilities. We conclude that the following data sources are most promising based on our selection criteria: Survey of Income and Program Participation (SIPP); National Longitudinal Study of Adolescent Health (Add Health); Rehabilitation Services Administration (RSA) 911 Database and RSA’s Longitudinal Study of Vocational Rehabilitation (VR); state administrative data (multiple states); National Educational Longitudinal Study of 1988 (NELS:88); National Longitudinal Transition Study of Special Education Students (NLTS); National Longitudinal Transition Study of Special Education Students-2 (NLTS-2); and National Longitudinal Survey of Youth: 1997 (NLSY:97)