OC-48、OC-192芯片和系统设计师面临挑战

当今，从事OC-48、OC-192技术的设计师在设计基于因特网协议(IP协议)的下一代系统时，因系统含有诸如ASIC、网络处理器(NP)、高速跟踪器等元件，以及分组SONET物理层(PoS-PHY)接口规范等的演变，而一直面临挑战。抖动和扭斜失真等现象的存在给诸如系统分组接口第4层(SPI-4)和通用交换接口(CSIX)等总线结构本已拥挤的时序容限，以及四元数据率静态RAM传送表访问时间带来极大混乱。再加上诸如低压差分信号(LVDS)、高速收发逻辑和短线串行终端逻辑等超低电压峰-峰信号技术的引入，使数据出错的可能性变得异常之高。而利用仿真技…     

Juvenile competence to stand trial evaluations: A survey of current practices and test usage among psychologists.

What is the current standard of practice for evaluations of juvenile competence to stand trial (JCST)? The present study surveyed psychologists regarding the practices used when conducting JCST evaluations. Respondents rated the importance of 17 elements that might be included in a JCST evaluation report. Of these elements, 7 were considered essential by 70% or more of respondents, with 9 additional elements rated as either essential or recommended. A majority of respondents felt that the use of psychological and forensic instruments was important. A list of tests used is provided, and the implications for the development of standards and policy are discussed to provide practitioners with additional knowledge that will help to further the state of the discipline. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing word fragment completion and cued recall with letter cues.

Cued recall with word stems as cues and fragment completion rely on different types of letter cues and also differ in the explicit–implicit nature of the retrieval orientation. Despite these differences, variables effective in one task may be effective in the other because both rely on letter cues. Two variables known to affect cued recall were manipulated: Lexical set size (number of words that fit the letter cue) and meaning set size (number of associates generated to the studied words). Across four experiments, subjects in each task were less likely to recover targets from larger lexical sets. However, meaning set size affected cued recall but not fragment completion. These results indicate that fragment completion and letter-cued recall are based on lexical search but that cued recall also involves a semantic search component. Furthermore, type of retrieval cue had a greater effect than type of retrieval orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determination of the uranium enrichment with the NaIGEM code

The traditional method used to non-destructively determine the uranium enrichment with an NaI detector is based on the “enrichment meter principle” (Progress report LA-4605-MS, Los Alamos National Laboratory, NNM, 1970, p. 19), which involves measuring the intensity of the 186 keV line of ²³⁵U by selecting two regions of interest for the peak and the background. This type of method suffers from several limitations, the most limiting of which are the impossibility to make wall thickness correction or to take the inference of foreign radioisotopes into account. The NaIGEM software (A guide for using NaIGEM code, version 1.5 for DOS and Windows, 2001; Nucl. Instr. and Meth. A 458 (2001) 196) was developed to overcome these limitations by calculating the 186 keV line intensity with a fitting procedure. The code was tested in different measurement conditions on the wide variety of certified samples, in particular, on reprocessed uranium and on depleted material with thick steel filters interposed between the source and the detector. The results are presented to illustrate the performance and limitations of the tested version (A guide for using NaIGEM code, version 1.5 for DOS and Windows, 2001). The general performance is good except in the case of low-enriched uranium in thick containers.     

Data Squashing by Empirical Likelihood

Data squashing was introduced by W. DuMouchel, C. Volinsky, T. Johnson, C. Cortes, and D. Pregibon, in Proceedings of the 5th International Conference on KDD (1999). The idea is to scale data sets down to smaller representative samples instead of scaling up algorithms to very large data sets. They report success in learning model coefficients on squashed data. This paper presents a form of data squashing based on empirical likelihood. This method reweights a random sample of data to match certain expected values to the population. The computation required is a relatively easy convex optimization. There is also a theoretical basis to predict when it will and won't produce large gains. In a credit scoring example, empirical likelihood weighting also accelerates the rate at which coefficients are learned. We also investigate the extent to which these benefits translate into improved accuracy, and consider reweighting in conjunction with boosted decision trees.     

From covariation to causation: A causal power theory.

Because causal relations are neither observable nor deducible, they must be induced from observable events. The 2 dominant approaches to the psychology of causal induction—the covariation approach and the causal power approach—are each crippled by fundamental problems. This article proposes an integration of these approaches that overcomes these problems. The proposal is that reasoners innately treat the relation between covariation (a function defined in terms of observable events) and causal power (an unobservable entity) as that between scientists' law or model and their theory explaining the model. This solution is formalized in the power PC theory, a causal power theory of the probabilistic contrast model (P. W. Cheng & L. R. Novick, 1990). The article reviews diverse old and new empirical tests discriminating this theory from previous models, none of which is justified by a theory. The results uniquely support the power PC theory. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Responses of practicing psychologists to a web site developed to promote empirically supported treatments.

Increased adoption of empirically supported treatments (ESTs) has been hindered in part by inadequate and inconvenient access to EST information and training. To improve diffusion of ESTs, the authors developed a Web application to provide practitioners with concise information by disorder on ESTs. The resulting site, therapyadvisor.com, was evaluated by 239 practicing psychologists to assess the usefulness of the site and explore possible interactions of EST attitudes on ratings of usefulness and impact. Two thirds of participants indicated using ESTs in practice, and limited time and resources were cited as primary barriers to EST adoption. The Web application was rated positively by most participants and was reported to increase awareness of and commitment to try ESTs among approximately 60% of participants. The results of this project support the feasibility of a Web application to increase diffusion and promote further adoption of ESTs. Technological and e-learning advances are promising directions for encouraging the adoption of ESTs specifically and evidence-based practice generally, particularly among busy practitioners who have inadequate time and resources for more traditional forms of dissemination and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differentiating anxiety and depression in older adults with generalized anxiety disorder.

To examine affect and cognition in differentiating anxiety and depression, 83 older participants with generalized anxiety disorder completed the Cognitive Checklist (CCL) and the Positive and Negative Affect Schedule (PANAS). A 3-factor solution was found for the PANAS: positive affect (PA), anxiety and anger (Negative Affect 1 [NA-1]), and guilt and shame (Negative Affect 2 [NA-2]). A 2-factor structure was noted for the CCL. Correlations with anxiety and depression measures suggested that the CCL Depression (CCL-D) subscale showed stronger correlations with depression, whereas the CCL Anxiety subscale did not uniquely correlate with anxiety. The NA-1 subscale correlated positively with measures of depression and anxiety, whereas the PA subscale showed negative correlations. Hierarchical regression suggested that the CCL-D subscale was a significant predictor of self-reported depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial and ethnic identity: Developmental perspectives and research.

Developmental research is reviewed to evaluate how race, ethnicity, racial identity, and ethnic identity are defined and investigated for minority populations. First reviewed is how these terms are used in developmental and counseling research. Early practices limited these terms to their demographic denotations (e.g., heritage), but more recent practices have expanded to include socially constructed connotations. Second, developmental research was used to evaluate key assumptions in theories of racial and ethnic identity development, with an emphasis on recent longitudinal studies. Research supports some, but not all, of these developmental predictions. Longitudinal research supported the progressive nature of ethnic and racial identity development and that exposure to racism appears to stimulate further identity development during adolescence. In contrast, available evidence does not support the claims of a developmental hierarchy for racial ideologies and that identity crises are normative. Adjustment was not predicted by a single racial or ethnic identity ideology, but research suggested that the adolescent's sociocultural identity and socialization should be tailored to the nature of the racial and ethnic context for development. Implications for counseling research and practice are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)