Benefits and Challenges of Open Access Journals

#2 6-10 sentences reply
Personally I believe that open access journals are a true benefit
in the research world. Because of technology these days, we are
able to have greater access to information more so than ever
before. Two pros to having open access journals are world-wide
readership and an easier ability to review a journal article.
Because of the Internet open access journals can be read around
the world, and researchers from any country can benefit from
the work that has been done. The ability to have research at our
fingertips is beneficial for all parties involved. However,
disadvantages for open access online journal do exist. Because
research is available at a more convenient matter, it can be
easily taken advantage or for granted. Also, it opens the door
for research to become less "important".
Overall, I still believe that open access journals are more
benefical than traditional print journals.
REPLY TO THIS

#3 6-10 sentences reply
Based on your own knowledge and opinion, please describe at
least two pros and two cons of open access journals compared to
traditional print journals.
Pros:
1. journals include the free access to scientific papers regardless
of affiliation with a subscribing library
2. lower costs for research in academia and industry
Cons
1. open access journals is the possible damage to the peer
review system
2. open access journals can diminish the overall quality of
scientific journal publishing
Do you think that open access, online journals represent an
evolution or a commercialization of biomedical publishing?
Please justify your answer in 2-3 sentences.
Yes I think that open access online journals represent
commercialization of biomedical publishing because as
Bohannon’s article pointed out there is a large profit margin for
these online journals, by charging authors fees to become
published and it is evident from his sting operation that peer
reviews were not even being preformed and many of the open
access journals had fraudulent address. So basically authors are
paying to be published to improve their own credentials. As the
article point out, particularly in developing countries where
governments and universities are filling up with people with
bogus credentials. After reading the article my overall
consensus is this is a very lucrative market, which is directly
impacting the scientific community and the overall quality of
the research being conducted.

REPLY TO THIS
#2 6
-
10 sentences reply
Personally I believe that open access journals are a true
benefit in the research world. Because of technology these
days, we are able to have greater access to information more
so than ever before. Two pros to having open access journals
are world
-
wide re
adership and an easier ability to review a
journal article. Because of the Internet open access journals
can be read around the world, and researchers from any
country can benefit from the work that has been done. The
ability to have research at our finger
tips is beneficial for all
parties involved. However, disadvantages for open access
online journal do exist. Because research is available at a
more convenient matter, it can be easily taken advantage or
for granted. Also, it opens the door for research to
become
less "important".
Overall, I still believe that open access journals are more
benefical than traditional print journals.

REPLY TO THIS
PHY 206 Due: Friday November 8 2013
Homework Assignment 10
Problem 1.
A) Show that the length of the vector r̂ = cos(θ) x̂ + sin(θ) ŷ is
1.
B) Show that the length of θ̂ = −sinθ x̂ + cosθ ŷ is 1.
C) Show that r̂ and θ̂ are perpendicular.
D) Show that r̂ × θ̂ = ẑ.
E) Sketch r̂ and θ̂ at the points labeled A and B in the diagram

below.
B
A
y
x
Problem 2. Consider an object with a position vector given by
r~ = (0.4 m) cos (π/2 − (3/s) t) x̂ + (0.4m) sin(π/2 − (3/s) t) ŷ
A) What is the position of the object at time t = 0.
B) Looking down on the x-y plane, is this object moving
counterclockwise or clockwise?
C) Find the velocity of this object. Express your answer using
both using Cartesian coordinate unit vectors and in terms
of r̂ and/or θ̂.
D) Find the speed of the object.
E) Find the acceleration of this object. Express your answer
using both using Cartesian coordinate unit vectors and in terms
of r̂ and/or θ̂.
F) Find the magnitude of the acceleration of this object.
Problem 3. Consider an object with a position vector given by
r~ = −r sin(ω t) x̂ + r cos(ω t) ŷ
assume that r and ω are constant and positive.

A) Does this position vector represent motion on a circle?
Justify your answer.
B) Find the speed of the object.
Problem 4. A car traveling with a speed of 50 mi/hr barely loses
contact with the ground as it drives over the top of a circular
hill. Find the radius of the hill.
1
Problem 5. A person of mass 100 kg rides in a Ferris wheel of
radius 30 m. The Ferris wheel has a constant rotation rate (ω)
of 0.3 rad/s. The motion of the Ferris wheel compartment is
such that the person is always upright.
A) Find the normal force that the seat of the compartment exerts
on the person at the top of the circular path traced out
by the wheel.
B) Find the normal force that the seat of the compartment exerts
on the person at the bottom of the circular path traced
out by the wheel.
Problem 6. Find the number of rotations/day that a space station
of radius 20,000 m must make if people standing on the outer
rim of the space station experience a normal force of the same
size that they would feel on earth while standing on the ground.
r
ω

Problem 7. A ball of mass m = 0.5kg undergoes uniform circular
motion in a horizontal plane while hanging at the end of a
string of length 0.8 m. The string makes an angle of θ = 30◦
with the vertical.
A) Find the tension in the string.
B) Find the speed of the ball.
C) What would be the tension in the string if θ = 90◦?
Problem 8. A ball of mass 0.3 kg at the end of a rigid rod is
undergoing circular motion in a circle of radius 0.5 m. The
angular motion of the ball is described by the function,
θ = A + B t2 − C t4
where
A = π/3 B = 3 rad/s2 C = 2 rad/s4
A) Find the angular speed (ω) as a function of time.
B) Find the angular acceleration (α) as a function of time.
C) Find the net force on the ball at time t = 3 s.
Problem 9. (20 pts) A block of mass 1 kg is on a turntable 0.5 m
from the center of the turntable. The turntable starts from rest
and has a constant angular acceleration of 0.2 rad/s2. The
coefficient of static friction between the turntable and the block
is 0.6.
A) Find the angular speed of the turntable as a function of time.
B) Find the radial and tangential components of the acceleration

of the block as a function of time.
C) Find the radial and tangential components of the net force on
the block as a function of time.
D) What is the maximum force that static friction can provide
on the block?
E) When does the block start to slip?
F) How many rotations has the block gone through before it
starts to slip?
Extra Credit: (10 pts) At what speed can a car round a curve
banked at an angle of 8◦ and experience no frictional force if
the radius of curvature of the curve is 250 m?
2
BACKGROUND
Although autism spectrum disorder is not a new term to this
generation, it has not
been around for very long, in comparison with other
developmental diseases. Although
history may not tell you what we know the autism spectrum
disorder as today, we have
evolved so much from the prior definition of “A schizophrenic
patient who had

withdrawn into his own world” (“Autism History”, 2013).
Terms that define diseases can
turn out to be detrimental. It is so important to make sure that
the term coined is one that
will only allow positivity.
“Autism is the fastest growing serious developmental disability
in the U.S. among
all the 3-12 year old children in the country” ("KenCrest:
Autism Services - Autism
Services", n.d.). Throughout the past century, there have been
so many improvements in
both diagnosis and treatment for autism spectrum disorder. The
latest development was
in 2002 by Ole Ivar. According to “Autism History” Ole Ivar
was the first to introduce at
home therapy for children under the age of five. He was able to
follow this therapy for
years and show just how many developmental issues were
handled and how these
children with autism spectrum disorder were developing at a
semi-normal rate.
What is autism spectrum disorder?
“A range of complex neurodevelopment disorders, characterized
by social

impairments, communication difficulties and restricted
repetitive and stereotyped patterns
of behavior” (“Autism Fact Sheet: National Institute of
Neurological Disorders and
Stroke (NINDS)”, 2013). Although autism spectrum disorder is
a disease that affects the
brain, there are so many other areas that are affected that are
not necessarily just the
1
learning aspect for a child. Autism spectrum disorder not only
affects the way a child
learns, but it also affects the child’s social and emotional needs.
Social Issues
Social issues can arise at any age for the autism spectrum
disorder, but one main
factor that is prevalent in the early stages is “the lack of joint
attention skills or lack of
protodeclarative pointing” (Hall, 2010). The autism spectrum is
so large and so broad
that sometimes it is hard to diagnose or even see the signs of
the disease apparent in some

children and for others, it is so apparent that testing is hardly
needed except for a
formality.
“Children with autism experience the social work to be
unpredictable and
frightening” (Renyolds & Dombeck, 2006). Children with
autism apectrum disorder do
tend to be socially awkward no matter what area of the spectrum
they are on. To
diagnose on this reason alone would be completely
inappropriate because if a person is
socially awkward that does not necessarily denote that they lie
any where on the
spectrum.
Physical Signs of autism spectrum disorder
Autism spectrum disorder is not determined just by
characteristics of behavior,
but there are many other issues related to autism spectrum
disorder that can influence the
diagnosis. According to “Autism Society-Related Conditions”,
there are ten telltale signs
of the onset of Autism. Some of those signs are sleep problems,
seizures and low muscle

tone. Just because these signs may be apparent to some extent,
it does not mean that a
2
child has autism, many more studies and tests are needed to be
done in order to properly
diagnose a child.
Reading Comprehension Levels
Testing reading comprehension on any child with a cognitive
disease or without
can prove to be very challenging. One finding was that those
with Autism that were
tested demonstrated “A heterogeneous nature of reading skills”
(Nation, Clarke, Wright,
& Williams, 2006 p.11). Thus showing that children with
Autism because of the broad
spectrum also have a broad spectrum of reading levels based on
certain tests.
Patterns of higher word reading skills accompanied by poor
reading
comprehension is known as hyperlexia (Gately, 2008). This has
been a great finding in
the Autism spectrum due to the fact that these children are able

to see words and are able
to read them without necessarily knowing what they are or
having any prior knowledge
as to what they could be. “Direct instruction programs have had
success with children at
risk for school failure “(Carlson & Francis, 2002; Grossen,
2004), It is very important to
note that just because the comprehension levels may be
different, that there are definite
therapies and ways to increase the levels.
This systematic literature review therefore seeks to determine
whether Does the
reading comprehension level of children, both male and female,
age 9 years old that have
been diagnosed with autism for two or more years, level to be
75% of children, both male
and female, age 9 who have had no mental medical illness since
birth.
3
ELIGIABILITY CRITERIA
For this systematic literature review there are many criteria that
must be followed

in order to cite a reference. One of the first criteria is that it is
a credible source. No
blogs are used or personal opinions. The second criterion that
must be followed is that
the ages studied are that at the age of 9 years old; unless a
different age is being
mentioned in reference. This study is based on the
comprehension levels of 9 year olds
only. The third criterion is that the information provided was
updated no less than ten
(10) years previous to this study. For the reason that there is so
much research being
done, that if it was not updated recently the information may be
out of date and no longer
valid. The fourth criterion will be that all articles used will be
English only.
The table that will be used as a template to make sure that all
articles used follow
all of these criterions are as followed in table M.1
Table M.1
Article
Name:

Date
Accessed:
Credible
Source:
Participants
are 9 years
old:
Last
updated:
English:
SEARCH
When it comes to searching for articles, the above criteria are
followed as well as
some limitations. When using pubmed.ncbi.nlm.gov, there are a
few limitations that must
be followed when searching. The first limitation is defining the
amount of time that a
4
child at the age of nine (9) has been diagnosed with the disease.

For the purpose of this
review, children who have been diagnosed for at least two (2)
years will be used. Making
sure that those studied have been diagnosed for that amount of
time is time consuming.
An example of the search that will be used would be: “Autism,
9 years old, diagnosed 2
or more years”. Making sure that this is done all search sites is
very important or else the
review would not be valid.
STUDY DESIGNS
The study designs that will be represented are both longitudinal
studies, or those
that study participants over long periods of time, and cross
sectional studies, or those that
compare different groups at one time.
Longitudinal studies will be very beneficial for this systematic
review as seeing a
child that has been diagnosed for at least two years, to having
had the disease for more
than two years and how their reading comprehension levels have
changed. The benefit to
using cross sectional studies is being able to compare the

children with autism and the
children without autism at a given time. Being able to compare
children who have been
diagnosed with autism for a short amount of time, those that
have been diagnosed for a
very short amount of time-not to be less than two (2) years and
those children who have
not been diagnosed with autism.
ASSESSING FOR BIAS
5
There are many different tables that can be used and criteria
that can be followed
when it comes to assessing for bias for a systematic review. For
this review, the chosen
reasoning for bias are as follows: First, to assess the reliability
and validity of a source.
Making sure that the source is reliable and that the data is not
just thrown together by
someone who cannot back it up. Making sure that the authors
of the studies being used
have their accreditations in the field being used. The second is
to avoid the use of

conflict of interest. The citations being made, while they may
showcase certain
outcomes, it may be skewed based on the group or the websites
affiliations. The third
and final criteria to assess bias on an article would be to use
articles based on the
recommended criteria as stated in the eligibility criteria section.
The strength of articles being used may be hard to define
because they may have
the answers that the study needs, but criteria must be set for this
as well. One such
criteria is that of the sample being used. This study must make
sure that the participants
being studied are not small but not too large. Too large of a
study may have skewed
results as would too small of a study. Finding a happy medium
is difficult but for the
purpose of this study, making sure that the study has more than
30 participants but less
than one thousand is very important to make sure that the
results are not skewed.
6

A Brief History of the Post-Autistic Economics Movement.
(2007, August 7).
Retrieved September 25, 2013, from
http://www.paecon.net/HistoryPAE.htm
Autism Fact Sheet: National Institute of Neurological Disorders
and Stroke (NINDS).
(2013, August 21). Retrieved September 21, 2013, from
http://www.ninds.nih.gov/disorders/autism/detail_autism.html
Autism History. (2013, September 24). Retrieved from
http://www.news-
medical.net/health/Autism-History.aspx
Autism Society - Related Conditions. (n.d.). Retrieved from
http://www.autism-
society.org/about-autism/diagnosis/related-conditions.htm
Gately, S. E. (2008). Facilitating reading comprehension for
students on the autism
spectrum [Electronic version]. Teaching Exceptional Children,
40(3), 40-45.
Grossen, B. (2004). Success of a direct instruction model at a
secondary level school with
high risk students [Electronic version]. Reading & Writing
Quarterly, 20, 161-178.

Hall, L. J. (2010, July 20). Social-Emotional Issues in Autism
Spectrum Disorders |
Education.com. Retrieved September 27, 2013, from
http://www.education.com/reference/article/social-emotional-
issues-autism/ **
7
http://www.paecon.net/HistoryPAE.htm
http://www.education.com/reference/article/social-emotional-
issues-autism/
http://www.autism-society.org/about-autism/diagnosis/related-
conditions.htm
http://www.autism-society.org/about-autism/diagnosis/related-
conditions.htm
http://www.news-medical.net/health/Autism-History.aspx
http://www.news-medical.net/health/Autism-History.aspx
KenCrest: Autism Services - Autism Services. (n.d.). Retrieved
from
http://www.kencrest.org/autism-services/Autism-Services-.htm
Nation, K., Clarke, P., Wright, B., & Williams, C. (2006).
Patterns of reading ability in
children with autism spectrum disorder. Department of
Experimental Psychology, 7(9), 9-
25. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/16897396
Renyolds, T., & Dombeck, M. (2006, February 14). Social and

Behavioral Deficits -
Autism And Pervasive Developmental Disorders. Retrieved
September 26, 2013, from
http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=876
5
Home - PubMed - NCBI. (n.d.). National Center for
Biotechnology Information.
Retrieved October 7, 2013, from
http://www.ncbi.nlm.nih.gov/pubmed
8
file:///localusers/2010/HYPERLINK
http://www.ncbi.nlm.nih.gov/pubmed/16897396
file:///localusers/2010/HYPERLINK
Proposal Title:
Autism spectrum disorder
INTRODUCTION
YES
NO
Does the introduction explain why the study was done?
*
Is the introduction too long or too short (inadequate
background)?
*
Is the research question and/or hypothesis stated explicitly and
correctly?
*

Is it clear why this question/hypothesis is important?
*
METHODS
YES
NO
Would the project be completely reproducible using this section
alone?
*
Are the proposed methods understandable?
*
Based on your knowledge of this area, were the correct
outcomes examined?
*
Based on your knowledge of this area, are there other outcomes
that should have been examined but weren’t?
*
Are there any indications of “data dredging” or “fishing” (i.e.,
no prior hypothesis or research question)?
*
Based on your knowledge of this area, are the methods
described being used appropriately?
*
REFERENCES
YES
NO
Are they up-to-date relative to the topic being studied?
*

Have they all been cited and used correctly?
*
Are there other studies that should have been discussed and
referenced?
*
REVIEW SUMMARY
Originality
( Low ( Moderate ( High
Scientific importance (
Low ( Moderate ( High
Clinical/health/research/policy importance (
Clarity
( Low ( Moderate ( High
Grammar/editorial concerns (
COMMENTS:
This paper is done nicely and all relevant points are covered.
Adapted from the Peer Review Template, Society for Academic
Emergency Medicine.
To maintain the integrity of the double-blind peer review
process I also need to ask all of you to please NOT discuss your
peer review assignment with ANY of your classmates
under ANY circumstances. The homework template (see
attached files) has a series of Yes/No questions to help you
organize your thinking then a section for written comments at
the end.
Grading shall be as follows (5 points total):
· Responding to ALL questions in the Introduction, Methods,
References and Review Summary sections of the template (1/2
point per section; 2 points total)

· Providing at least three constructive comments on your
classmate's proposal (1 point per comment; 3 points total).
Constructive comments 1) are specific (ideally you should be
able to reference a specific page/paragraph), 2) do NOT just
point out flaws; if you are offering a criticism then please also
make a suggestion to help improve it and 3) are professional in
tone (snarky, mean or malicious comments will NOT be
tolerated; though I am less worried about this with this
particular class because all of you seem to be very kind to and
supportive of one another).
Points will be deducted as appropriate for each missing item
above. In addition:
· 1/4 point for each incomplete section will be deducted if the
Introduction, Methods, References or Review Summary sections
of the template are only partially completed.
· 1/2 point will be deducted for each comment that is vague or
criticizes without including a suggestion to help improve the
flaw. No points will be given for unprofessional comments
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