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where [P] is a diagonal matrix and the diagonal elements are given by P n n = exp jkxn xc jkyn yc with kxn and kyn as the wave numbers for the nth Floquet mode. Also show that a similar relation is valid for [S12 ], [S21 ], and [S22 ]. 7.8 7.9 Deduce(7.33). In analyzing a slot-coupled patch array, only one slot mode (TE01 ) is assumed for the slot field. The computed patch-side and feed-side admittances seen by the slot are 0 0143+j0 0175 mho and 0 00018 j0 00561 mho, respectively. The turn ratio of the equivalent transformer is 0.803. (a) Find the equivalent series impedance seen by the microstripline. (b) If the characteristic impedance of the microstripline is 50 , find the stub length (in microstripline guide wavelength) to compensate the reactive part of the impedance. Ignore the end effect of the stub. (c) Compute the percentage of the total radiated power that goes to the back-lobe radiation. Compute the gain loss due to back-lobe radiation. 7.10 A simplified model to incorporate the effect of vias of Figure 7.15 is to assume a lossless cavity with conducting walls through the vias. With this assumption, deduce the feed-side admittance seen by the slot, assuming that the slot has the TE01 mode only. 7.11 In problem 7.10, assume a slot length of 0.25 0 and width of the slot is 0.01 0 . The feed-side dielectric constant is 2.6. Feed-side dielectric thickness is 0.2 0 (which is equal to the distance between the two ground planes of the stripline feed). Obtain the feed-side reactance for the following two cases: (a) The dimension of the simplified cavity is 0.4 0 0.2 0 . (b) The dimension of the simplified cavity is 0.6 0 0.4 0 .

In many cases, the research evidence is further limited by treatment integrity, differences in treatments across studies, child characteristics, generalizability, and follow-up assessment (J M Campbell, 2003; Rao et al, 2008) For example, while many studies have been done with ABA or Lovaas-type interventions, there are often variations across studies Of the comprehensive interventions with the most support, many programs or approaches draw from ABA For example, differential reinforcement of appropriate and desired behaviors (Charlop-Christy, Carpenter, Le, LeBlanc, & Keller, 2002; Drasgow, Halle, & Phillips, 2001; Nuzzolo-Gomez, Leonard, Ortiz, Rivera, & Greer, 2002) and positive behavioral supports have been used to increase communication skills, increase social interactions, and decrease problem behaviors (Keen, Sigafoos, & Woodyatt, 2001) The approach may make use of discrete trial learning based on principles of operant conditioning (Lovaas, 1987), incidental teaching, and functional communication training (H Goldstein, 2002).

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labor-intensive and complex business processes. Today, sophisticated platforms exist for supply chain management, customer-relationship management, hiring, sales forecasting, and resource location, all of which are based on capturing and storing essential information for internal reporting. Suppliers and service providers now employ systems that are compatible with their buyers and clients so that, for example, UPS can interface its delivery system with its customers supply chain management system, saving time for the customer through greater convenience. The first waves of knowledge management (KM) theory treated knowledge as content, and the first technologies to implement the theory could best be described as elaborate digital containers and decanters. But just as the cave walls at Chauvet contained information that none of us today can interpret, the information many organizations collect is often beyond the interpretation abilities of their own employees. The tools that store and report the information have to somehow provide (or be used within) a context that gives meaning to the information. Information without context is not truly knowledge.

Across behavioral approaches, whether positive or aversive, or combination, the behavioral approach has been found to be more effective when the treatment is designed following functional assessment (J M Campbell, 2003) Age, treatment intensity, treatment duration, and cognitive level also have been identi ed as predictors in determining success (Luiselli, Cannon, Ellis, & Sisson, 2000; Rogers, 1998) Across the comprehensive programs, all of which have promising support, common elements incorporate these components While presenting a problem in comparison and replication across studies, particularly with single-subject design, another common component is that of tailoring the intervention to the speci c needs of the individual (J M Campbell et al, 2008) Additional interventions are available with varying levels of support Various modeling procedures have been used to increase communication and social interaction among children with ASDs, including adult-directed teaching strategies, with the adult providing verbal modeling or prompts (G.

Williams, Donley, & Keller, 2000), peer-mediated strategies with peers modeling and providing the prompts (H Goldstein, Kaczmarck, Pennington, & Shafer, 1992), and the use of video models (Schreibman, Whalen, & Stahmer, 2000) With some children, there is some indication that self-monitoring may be as effective as adult-directed training (Shearer, Kohler, Buchan, & McCullough, 1996) Involvement of various family members in the intervention has been found to increase effectiveness (M J Baker, 2000; Dunlap & Fox, 1999; Steibel, 1999) Finally, some studies have attempted to use the child s interests and preferred activities (Koegel, Koegel, & McNerney, 2001), as well as choices, to improve communication and social interaction (C M Carter, 2001; Ducharme, Lucas, & Pontes, 1994).

Speci c accommodations may include providing class notes or outlines, modifying tests to reduce the graphomotor component, allowing additional time for written work, and decreasing written work requirements (Mayes & Calhoon, 2008); the extent to which these accommodations would meet criteria for evidence based is unknown Inclusion often is advocated as an alternative to.

Rearranging Eq. (1), we obtain vi,2 = Rearranging Eq. (4), we obtain vo,2 = vo,3 S222 vi,3 . S212 (6)

4.3.1 Existing versus New Software Project When revising existing software projects, it is a common and critical mistake to overlook the project s past. The rst step in working on requirements for an upgraded version of an existing software product should be to review the functionality of the current version. This can be done by reviewing the user s guide, use cases, requirements, Vision and Scope documents, and other rele-

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