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The aim of this paper is to obtain an extensive experimental characterization of a DC magnetron sputtering device used for plasma processing of materials.

Models and measurements are combined for an interdisciplinary characterization of a DC magnetron sputtering device. Langmuir probes are used for the plasma characterization; the magnetic field is measured by using Hall probes and the data are used to validate a magnetostatic three‐dimensional numerical analysis of the device; precision mechanical measurements are done for the target erosion profile and the results are related to a simple estimation formula; a simple model is proposed for the target heating.

Data on magnetic and electric fields, electron temperature and density, plasma potential and target erosion are provided. An estimation of the target heating is proposed. Finally, an application concerning thin film deposition is reported.

Measurement of the target surface temperature for the validation of the proposed target heating estimation has not been done.

In the field of the electromagnetic processing of materials, the reported extensive device characterization is a valuable set of information for an optimized utilization of DC magnetron sputtering devices.

The abuse of alcohol and other drugs (AOD) has become one of the most important social problems in modern society. AOD abuse causes untold personal anguish to the abusers and their families, is associated with high levels of crime, and the health consequences include death and disability. Billions are spent on treatment, prevention, and incarceration. The papers in this special issue focus on two key issues in the study of AOD abuse: etiology and treatment. Etiology is a key factor because it is the foundation for prevention and treatment programs. If the etiology of AOD abuse can be unraveled, abuse can be prevented and treatment can be effectively targeted. But, effective treatment also requires an understanding of how treatment works.

Consumer researchers are interested in the degree to which global convergence is occurring along with various consumer behaviour dimensions and to what extent the consumption patterns in different parts of the world are becoming similar. With increasing internationalisation and cultural cross‐fertilisation, the industrialised societies of the world are converging in many ways. Shifts in alcoholic beverage consumption patterns in Europe over the past 50 years may represent a case in point. As traditional cultural boundaries become blurred, consumer preferences for wine appears to be driven less by long‐standing local and regional traditions, and more by growing acceptance of a wider choice. The disparity of wine consumption among the 12 countries studied has also decreased. Other powerful forces are likely to accelerate the pace of convergence in the future.

Plasma technology has become of great interest in a wide variety of industrial and domestic applications. Moreover, the application of plasma in the domestic field has increased in recent years due to its applications to surface treatment and disinfection. In this context, there is a significant need for versatile power generators able to generate a wide range of output voltage/current ranging from direct current (DC) to tens of kHz in the range of kVs. The purpose of this paper is to develop a highly versatile power converter for plasma generation based on a multilevel topology.

This paper proposes a versatile multilevel topology able to generate versatile output waveforms. The followed methodology includes simulation of the proposed architecture, design of the power electronics, control and magnetic elements and test laboratory tests after building an eight-level prototype.

The proposed converter has been designed and tested using an experimental prototype. The designed generator is able to operate at 10 kVpp output voltage and 10 kHz, proving the feasibility of the proposed approach.

The proposed converter enables versatile waveform generation, enabling advanced studies in plasma generation. Unlike previous proposals, the proposed converter features bidirectional operation, allowing to test complex reactive loads. Besides, complex waveforms can be generated, allowing testing complex patterns for optimized cold-plasma generation methods. Besides, unlike transformer- or resonant-network-based approaches, the proposed generator features very low output impedance regardless the operating point, exhibiting improved and reliable performance for different operating conditions.

The aim of the work was to obtain an auxiliary instrument able to give the magnetic configuration of a magnetron sputtering device for operation with targets, magnetic and non magnetic, with different heights, starting from a device with no detailed information of the source.

An inverse problem has been dealt with. A 2D numerical analysis has been performed, which utilizes as a starting point a model identified with a simple analytical procedure based on measurements.

A satisfactory equivalent model has been identified, and validated in several different conditions.

The proposed approach can be applied when no detailed information of the source is available, in the case of a cathode without a ferromagnetic yoke.

The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.

This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.

This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.

The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.

Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.

The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.

This chapter explores how robots can be used to design science, technology, engineering and mathematics (STEM) learning that is inclusive and engaging for adolescents with autism spectrum disorder (ASD). The importance of purposefully designed and problematic learning experiences is explored along with an examination of the role and function of meaningful discursive situations and inclusive contexts for learning. The goal of the chapter is to provide a context for readers interested in integrating the use of robots with adolescents with ASD, but it is also of use to those more broadly interested in the use of robots as learning tools. Recommendations for successful use are provided along with a discussion of how to start. This chapter is of interest to K-12 educators and others interested in the use of robots to create opportunities for students to understand the nature of doing STEM in an inclusive environment.

Technology has become a very important aspect of our sacred existence as humans. It has penetrated all sections of our society – it is now an enrichment tool for our economy, politics, education, and society. While these enrichments are naturally inclusive, this chapter focuses on the use of technology in enhancing the education of students, especially those with disabilities. Things that were once inaccessible are now accessible to students with disabilities through the use of technology. These students might have some atypical traits; however, they are humans who can learn and function in our society when provided with appropriate learning tools such as technology. With technology, these students' learning and social activities can be enhanced, modified, adapted, and adjusted so that they can maximize their fullest potential. This is the premise of this chapter; and it sets the stage for the other chapters.

The purpose of this paper is to consider the accessibility of Apple’s iPad. The discussion focusses on the accessibility of this technology to children and young people with cerebral palsy (CP), reviewing a range of literature. Terms including “inclusion” are debated alongside the practicalities associated with implementing assistive technologies in educational settings. The benefits of technology for those with CP are explored, with examples including augmentative and alternative communication systems. The current suitability of the iPad for children and young people with CP is discussed, alongside ways in which eye-gaze technology may be employed to increase inclusivity.

The paper provides a consideration of multiple methods for evaluating the inclusivity of mainstream technologies. It is contended that the universal design for learning (UDL) principles are likely to be the most appropriate, due to their applicability to educational settings. Furthermore, the UDL principles acknowledge the heterogeneity of those with CP, and this is suggested to be useful due to its ability to be integrated alongside some of the principles of assistive technology.

The discussion contends that Apple’s iPad may be redesigned in order to meet the needs of users with CP. Eye-gaze technology is suggested as one way to include this group of users, due to the altered interface interaction. Despite some challenges with the eye-gaze technology, the paper suggests that this alteration to the iPad may result in increased accessibility not only for those with CP, but also others with fine motor difficulties. It is concluded that the integration of eye-gaze technology with Apple’s iPad may be a potential avenue for future investigation.

By altering the interface interaction on Apple’s iPad, the device may be more accessible to users with fine motor difficulties, such as those with CP. It is suggested that the paper may inspire future research concerning the practicalities of integrating eye-gaze technology on a small, portable device.

Those who are of lower socioeconomic status are less likely to have access to assistive technologies; the cost of Apple’s devices is relatively higher than those produced by other technology companies, confining their availability to wealthier consumers. This may also lead to a divide in inclusive technical capital (Hayhoe, 2015), whereby wealthier users may have an increased potential to access inclusive assistive technologies and thus increase their capital.

The paper integrates a discussion of the UDL principles with their application to both assistive technologies and educational settings. It is speculated that this paper may be valuable to those researching in the field of assistive technologies, who may build upon the present discussion with a research study. It is also anticipated that the consideration of the use of the iPad for children and young people with CP may be of use to those working in education who wish to integrate technology into the education of those with a range of special educational needs.