scholarly journals Discussion: “An Exploratory Study of Taylor’s Tool-Life Equation by Power Transformations” (Wu, S. M., Ermer, D. S., and Hill, W. J., 1966, ASME J. Eng. Ind., 88, pp. 81–89)

1966 ◽  
Vol 88 (1) ◽  
pp. 89-92 ◽  
Author(s):  
William G. Hunter
Keyword(s):  
Tool Life ◽  
Exploratory Study ◽  
Power Transformations

An Exploratory Study of Taylor’s Tool-Life Equation by Power Transformations

1966 ◽  
Vol 88 (1) ◽  
pp. 81-89 ◽  
Author(s):  
S. M. Wu ◽  
D. S. Ermer ◽  
W. J. Hill
Keyword(s):  
Tool Life ◽  
Exploratory Study ◽  
General Class ◽  
Logarithmic Transformation ◽  
Carbide Tool ◽  
Independent Variables ◽  
Life Data ◽  
Power Transformations ◽  
Best Fit ◽  
Special Case

Transformations of both dependent and independent variables are employed to investigate the linearization of Taylor’s tool-life equation. This exploratory study indicates that a logarithmic transformation, which is a special case of the general class of power transformations, gives the best fit for HSS tool-life data. However, the study does not show that a logarithmic transformation is the best for carbide tool-life data. For a wide cutting range, where Taylor’s tool-life equation does not hold, a linear equation instead of a second-order relationship for the prediction of tool life can be determined by the proper transformation.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective
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