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Resource placement should be utilized for development of reading skills as well as to support other academic areas that require reading skills as a prerequisite In addition, language therapy as a related service should be considered These recommendations are offered with regard to instruction: Given Juliana s pattern of strengths and weaknesses, it is recommended that academic instruction in reading/writing instruction emphasize the use of multisensory approaches In order to enhance Juliana s learning/retention, new material should be presented in an organized format that is meaningful to her The material to be learned should be pretaught, broken down into smaller components/steps, and presented in a highly structured format with frequent repetition to facilitate new learning Instruction should be supplemented with visual aids, demonstrations, and experiential/procedural learning whenever possible.

(6.18)

As Juliana progresses in school, she would bene t greatly from being taught how to use mnemonic strategies when learning new material and studying for tests These include but are not limited to: Rehearsal showing Juliana how to repeat information verbally, to write it, and look at it a nite number of times Transformation instructing Juliana in how to convert dif cult information into simpler components that can be remembered more easily Elaboration showing Juliana how to identify key elements of new information and to create relationships or associations with previously learned material Chunking instructing Juliana in how to group or pare down long strings of digits or different items into more manageable units and thereby facilitate encoding and retention Imagery showing Juliana how to visualize and make a mental picture of information to be learned.

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When studying for tests or doing multiple homework assignments on the same day, similar subject material should be separated in order to lessen interference Finally, Juliana will require periodic review of previously learned material in order to enhance long-term retention In light of Juliana s language disorder, teachers, therapists, and parents should keep in mind several general rules while interacting with her: Eye contact should be ensured A prompt to look at the speaker before directions are presented will be helpful Instructions and directions should be kept short, simple, and concrete Requests should be limited to single commands, and instructions should be presented several times if necessary..

adds the object to a list maintained by the active scheduler of eventhandling active objects on that thread.

We can analyze a combiner tree, such as is shown in Fig. 6.7, as a cascade by using total powers in all of the legs at each interface as the variables at that point in the cascade. Thus each power divider is represented as an attenuator with gain (in a matched circuit) of pout g= , (6.14) pin where pin is the total power at all q inputs and pout is the total power at all 2q outputs (e.g., q = 1 for the rst divider). Ideally, the attenuation is 0 dB and g = 1. The combined M ampli ers (M = 8 in Fig. 6.7) have M times the input power and M times the equivalent input noise of a single ampli er; so the combined noise gure is the same as that of a single ampli er. The combined output signal power and the combined output power at each intermod are all M times greater than for a single ampli er; so the intercept points for an nth-order nonlinearity are pIPn,combined = M pIPn,amp . (6.15)

Bach, 105 Bachevalier, 94 Bachman, 477, 515 Baddeley, 47, 51, 74, 75, 76, 87 Bagner, 480 Bailet, 242, 245 Bailey, A., 92, 93 Bailey, D. B. J., 396 Baker, L., 76, 77, 78 Baker, M. J., 107 Baker, S., 53, 54 Bakker, 70 Ball, J., 191 Ball, L., 340 Ballantyne, 241, 274 Ballas, 276, 279, 280 Bandstra, 359, 367, 368 Bangs, 133 Baptista-Neto, 250 Barakat, 218, 220, 526 Barbagallo, 464 Barbarin, 279 Barbieri, 337 Bard, 359, 366, 367, 368 Barkley, 124, 126, 127, 128, 520 Barnes, 42, 185 Barnett, 525 Barnette, 274 Baron, 1, 118 Baron-Cohen, 90, 91, 102, 149, 153, 154, 155, 156, 158, 178 Barr, C. L., 148 Barr, H. M., 367 Barrera, 319 Barrois, 51 Barry, 66 Bartlett, 63, 66 Barton, B., 437, 438 Barton, M., 92 Baskin, 449 Batchelor, 8, 10, 194 Bates, 275, 276 Batista, 463, 464 Batshaw, 387

7 Protection Functions and their Applications 71 Phase overcurrent protection (ANSI code 50 or 51) 72 Earth fault protection (ANSI code 50 N or 51 N, 50 G or 51 G) 73 Directional overcurrent protection (ANSI code 67) 731 Operation 74 Directional earth fault protection (ANSI code 67 N) 741 Operation 742 Study and setting of parameters for a network with limiting resistance earthing 743 Study and setting of parameters for an unearthed network 75 Directional earth fault protection for compensated neutral networks (ANSI code 67 N) 76 Differential protection 761 High impedance differential protection 7611 Operation and dimensioning of elements 7612 Application of high impedance differential protection 7613 Note about the application of high impedance differential protection 762.

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