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When all the base regions were grounded or odd base regions (eg, B1, B3, B5), the HBM ESD results were 100 V HBM This is indicative of an emitter base failure level For the case when only the rst and the third base regions are grounded, the HBM ESD results increased to 1800 V (18 increase) As in Minear and Dodson s study [43,44], the response of the transistor varied between an emitter base HBM failure level and a collector-to-emitter HBM failure level Hence, the layout as well as the voltage state of the various regions can lead to different ESD results ESD design layout practices that can be learned from these results are: Different permutations and combinations of ordering the emitter, base, and collector exist in homo- and heterojunction bipolar transistor design..



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Basic foundations (2nd ed) New York: Wiley Exner, J E (1993) The Rorschach: A comprehensive system: Vol 1 Basic foundations (3rd ed) New York: Wiley..

corresponding to the channel capacity of a Gaussian white-noise channel with signal-to-noise ratio x (Figure 15.17). Then we write the bound on R1 as R1 C Similarly, R2 C P2 N (15.148) P1 . N (15.147)

Questions and Controversies Concerning Personality and Psychological Testing ARE PERSONALITY RESULTS ASSESSED THROUGH TESTING STABLE Traditionally,

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STD, and pregnancy prevention program for 9th and 10th grade students The intervention draws upon social-cognitive theory (Bandura, 1986), social in uence theory (Fisher, 1988), and models of school change, and includes a skillsbased classroom curriculum for students, formation of a team of peer educators to conduct out-of-classroom activities, parent education activities and newsletters, and improvement of the schools linkages with community resources This innovative study is a RCT involving 3,869 students from 20 schools In an initial report, using data from students who completed both the baseline and the initial follow-up (at 7 months), the results have been promising: The intervention enhanced 9 of 13 psychosocial variables including knowledge, self-ef cacy for condom use, normative beliefs and attitudes regarding condom use, perceived barriers to condom use, risk perceptions, and parent-child communication.

Notice that because treatment B(A) is nested in treatment A, the model equation does not contain an A B interaction term. This design enables a researcher to test two null hypotheses: H0: = 2 (Treatment A population means are equal.) H0: 11 = 12 or 23 = 24 (Treatment B(A) population means are equal.)

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The program also reduced the frequency of intercourse without a condom in the three months prior to the survey and increased use of condoms at last intercourse and the use of contraceptives at last intercourse (The latter outcome has less value for HIV prevention but does help to reduce unintended pregnancies) Although increased acceptance of sexual health programs in US schools promises to reduce HIV transmission domestically, it can be argued that the greatest need for education and risk reduction programs is in countries where HIV and AIDS are most prevalent Klepp, Ndeki, Leshabari, Hannan, and Lyimo (1997) described a study that tested the effects of the Ngao (Swahili for shield ) education program in Tanzania.

The program, in uenced by the theory of reasoned action (Fishbein & Middlestadt, 1989) and social learning theory (Bandura, 1986), was designed to reduce children s risk of infection and to improve their tolerance of and care for people with AIDS This RCT (baseline, intervention, 12-month follow-up) was conducted through public primary schools in two regions of Tanzania The schools were strati ed according to location and randomly assigned to intervention or comparison conditions The results revealed that the intervention group exhibited improved knowledge and more tolerant attitudes toward people with AIDS Fewer students from the intervention schools (7%) than from the comparison schools (17%) had had their sexual debut during the followup interval Schools provide an ideal venue for the promotion of healthy behavior because they allow access to young people before they establish risky habits.

Moreover, in countries where education is mandatory, schools can reach the vast majority of older children and adolescents without additional outreach expense Continuing controversy exists regarding.

FIGURE 11.12 10% outage capacity and cutoff rate with and without loading for CM1 (lines). 10 log10 Es =N0 required to achieve BERr10 5 for the 90% best channel realizations using convolutional and Turbo codes, with and without loading (markers).

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