rel Designer’s Guide to Research

tep of the design process—research, with specific attention to how it can be conducted for the adaptive apparel market. Types of research addressed include market analysis, consumer research, and materials research. In the section on market analysis, we provide a brief historical overview of adaptive apparel, identify major categories of available adaptive apparel products, and point out gaps in the adaptive apparel market. Resources that will aid designers in their research process include sections on (a) descriptions of disabilities and their impact on dressing and clothing needs, (b) an illustrated glossary of clothing adaptations organized by wearer’s needs, and (c) a client communication guide. Finally, a section on selecting the right textile for adaptive apparel needs rounds out the research process.

lves market analysis research, consumer research, and materials research. The following sub-sections will briefly describe how research informs and guides the apparel design process.

will provide a brief overview of the history of adaptive apparel followed by brands that offer adaptive apparel and some specific adaptive apparel products, which are organized by adaptive need.

designed for people with special needs or older people with difficulty dressing. More than 40 million people in the U.S. have a disability. Specifically, approximately 14 million have difficulties with essential daily activities such as dressing. Considering the marginalized population, designing and developing specialized apparel products can meet their particular clothing needs. However, the apparel industry has believed that the adaptive apparel market represents a consumer market with limited buying power and designs that require significant customization to accommodate the consumer group with disabilities. Recently, Tommy Hilfiger® succeeded in providing mass-produced adaptive apparel products and overcame the limitations. As a result, Tommy Hilfiger® launched the first mainstream adaptive apparel line for children in 2016. The mainstream apparel brand made unique adaptations to its existing manufacturing processes to ensure adaptive design innovations. After the success of the children’s adaptive line, the brand expanded the adaptive line, including men and women.

ing awareness to include people with disabilities, other mainstream brands such as Target®, Nike®, or Zappos® entered this new market segment with their collections. Nike® introduced the Nike FlyEase shoe. Zappos® created the Zappos adaptive division for people with disabilities. Target® created the Cat & Jack children’s wear line and has expanded its adaptive offerings into other categories including men and women. Currently, the adaptive apparel market is considered a relatively new, yet quickly growing market, and is estimated to continue growing to roughly a $400 billion industry segment by 2026 (Gaffney, 2019).

ompletado y en donde la completaste?

Universidad Ana G. Méndez, el antiguo [inaudible], ahí hice trabajo social.

que pronombres usas?

peda y bueno la gente ya me conoce como Chulí…

d?

one Tissue and Axial Skeleton

ton

e Test on Week 4 Learning Objectives in Week 5, you will be able to:

e rigid internal framework of the body. It consists of the bones, cartilages, and ligaments. Bones support the weight of the body, allow for body movements, and protect internal organs. Cartilage provides flexible strength and support for body structures such as the thoracic cage, the external ear, and the trachea and larynx. At joints of the body, cartilage can also unite adjacent bones or provide cushioning between them. Ligaments are the strong connective tissue bands that hold the bones at a moveable joint together and serve to prevent excessive movements of the joint that would result in injury. Providing movement of the skeleton are the muscles of the body, which are firmly attached to the skeleton via connective tissue structures called tendons. As muscles contract, they pull on the bones to produce movements of the body. Thus, without a skeleton, you would not be able to stand, run, or even feed yourself!

of the skeletal system are the gross functions—those visible by observation. Simply by looking at a person, you can see how the bones support, facilitate movement, and protect the human body.

building provide a scaffold to support its weight, the bones and cartilage of your skeletal system compose the scaffold that supports the rest of your body. Without the skeletal system, you would be a limp mass of organs, muscle, and skin.

that complete defined tasks within a MATLAB code. Often represented as puzzle pieces in introductory programming guides, commands enable the code to interact with the user, finish tasks in response to user inputs, or serve as a road map within the code. By piecing together commands with instructions a “map” will be created which enables the code to complete the user’s desired operation. This chapter will introduce several functions which will be prevalent within ME 160 and will drastically expand the number of applications for MATLAB.

disp”) allows the user to instruct the program to display a message in the command window. The display command is an excellent way to give instructions or other information in the command window for the user of the code. This can include instructions about the code’s function that appear when the user runs the code, greetings for the user, error messages, or conclusions determined by the code.

in the following format in MATLAB. To use the display command, type disp followed by a set of parentheses with single quotations inside of them. Everything else in the quotations will be displayed in the command window by the program.

t command introduced is designed for inputs that are strictly numeric. There are many applications where the user would like to input a value that is not a number and instead is letters or words. Many programming languages refer to a series of characters that consist of letters as “strings”. MATLAB follows this convention and has modifications to the input command for string inputs. The example below shows that the input command can receive strings by modifying the end of the command with ‘s’ after a comma after the standard input prompt. Several examples in the MATLAB script shown below compares numeric and string inputs.

laceholder in the text output is specific to numeric variables. This means that it can only output numeric values. Alternative placeholders exist for different types of outputs that the user desires. The most common alternative to %f that may be encountered is %s, which outputs a string variable. String variables, as introduced previously, are letters or phrases assigned to a variable. Using %s allows users to output specific words within the defined output message. This is shown in the following example. Alternative placeholders can be viewed within the fprintf documentation on the MathWorks webpage that allows customization of everything from the decimal length in output to scientific notation to integer outputs.

on

uza; and William Beavis

n plant breeding is the development of the best marker-assisted breeding method for complex traits. At the present, marker-based approaches are limited in their ability to detect and quantify marker-trait relationships, in particular for traits that are under the influence of gene x gene and gene x environment interactions. Also, as you have learned in previous lessons of this course, QTL estimates are biased by population size and a limited set of environments, making QTL estimates less suitable for crop improvement. For this reason, simulation modeling is an emerging important tool to choose among proposed breeding methods because experimental evaluation of breeding methods is time and resource-limited. Another challenge is management of multiple breeding objectives for several complex traits, making it more likely that an operations research approach called multi-objective optimization will gain favor in crop breeding. Thus, this lesson will introduce operations research as a tool to address multiple crop breeding objectives.

as the predicted change in the mean value of a trait within a population as a result of selection. The ∆G equation (Fig. 3) allows the comparison of predicted effectiveness of particular breeding methods and helps breeders decide how resources should be allocated for achieving various breeding objectives.

ic plant breeding program involving mating, evaluation, selection, and testing of breeding materials resulting in commercialization of a cultivar. Such a program faces the challenges of time to commercialization of a cultivar, and resources allocated to obtain such cultivar from thousands of individuals.

m the 1940s, the yields of corn and soybean in the United States have continued to rise (Fig. 5) mainly due to improvement in crop genetics and agronomic practices.

treet; and Diana Lang

s a Viennese doctor who was trained in neurology and asked to work with patients suffering from hysteria, a condition marked by uncontrollable emotional outbursts, fears, and anxiety that had puzzled physicians for centuries. He was also asked to work with women who suffered from physical symptoms and forms of paralysis which had no organic causes. During that time, many people believed that certain individuals were genetically inferior and thus more susceptible to mental illness. Women were thought to be genetically inferior and thus prone to illnesses such as hysteria, which had previously been attributed to a detached womb traveling around in the body (the word “hyster” means “uterus” in Greek).

many soldiers came home with problems similar to hysteria. This called into questions the idea of genetic inferiority as a cause of mental illness. Freud began working with hysterical patients and discovered that when they began to talk about some of their life experiences, particularly those that took place in early childhood, their symptoms disappeared. This led him to suggest the first purely psychological explanation for physical problems and mental illness. What he proposed was that unconscious motives, desires, fears, and anxieties drive our actions. When upsetting memories or thoughts begin to find their way into our consciousness, we develop defenses to shield us from these painful realities, called defense mechanisms. Freud believed that many mental illnesses are a result of a person’s inability to accept reality.

nce of early childhood experiences in shaping our personality and behavior. In our natural state, we are biological beings. We are driven primarily by instincts. During childhood, however, we begin to become social beings as we learn how to manage our instincts and transform them into socially acceptable behaviors. The type of parenting the child receives has a very powerful impact on the child’s personality development. We will explore this idea further in our discussion of psychosexual development, but first, we must identify the parts of the “self” in Freud’s model, or in other words, what constitutes a person’s personality and makes us who we are.

al id and the rule-based superego, the ego is the rational part of our personality. It’s what Freud considered to be the self, and it is the part of our personality that is seen by others. Its job is to balance the demands of the id and superego in the context of reality; thus, it operates on what Freud called the “reality principle.” The ego helps the id satisfy its desires in a realistic way.

Suza

improvement of plants has been achieved by utilization of the genetic variability from naturally occurring mutations. Although naturally occurring mutations can still be a valuable source of novel genes, there are instances in which none of the available germplasm of a plant species has a trait needed by a breeder. For example, soybean breeders were interested in modifying soybean oil to improve its shelf-life. None of the cultivars or the thousands of plant introductions had the necessary trait. Through the use of mutagenesis, genes were developed that made it possible to develop cultivars with the improved oil characteristics.

rmation on the factors that a breeder must consider in designing and conducting a mutagenesis program. The following discussion is intended to provide examples of how these principles were applied in creating novel genes. The text provided in the shaded boxes has been provided to clarify and expand on general principles of mutagenesis and is not part of the text of those articles.

ow for the development the rice cultivar Calrose 76 was obtained from Crop Sci. 16:631-635 (1976), Crop Sci. 17:978 (1977) and Induced Plant Mutations in the Genomics Era:44-47 (2009).

ected for irradiation.

onal Materials

odule focuses on the development of a CV, an email template, and a personal statement. Here we will work through several rounds of revision based on peer and instructor feedback, as well as development in course workshops.

honest and a little bit vulnerable. This can make them challenging to write because we tend to become overly critical of our lives or consider profound or interesting experience to be relatively mundane. The personal statement should tell our story. It is an opportunity for us to provide a picture of who we are and why we would be a good fit for a particular position (be that graduate school, a research fellowship, or something else). Personal statements can take many forms and include lots of different kind of information and are typically 2–3 pages in length. It might cover our personal journey or could be an opportunity to go into greater depth on some elements of our CV. Personal life challenges or gaps in our record can be placed into greater context here and be used to showcase the learning and growth that has resulted from those circumstances. See for some brainstorming questions to help start a personal statement.

rsonal statement is the best way to start to visualize how to write one.

cations. A CV is essentially a curated list. Unlike for resumes, snappy bullet points are not needed to describe positions, however further description to items can be added if needed. The top of the CV should contain your name and contact information, followed by your education information. Subsequent ordering of the next sections depends on personal interests and the position to which you are applying. It can include sections such as work experience, research experience, teaching experience, leadership, mentoring, outreach or service activities, technical skills, awards and scholarships, and professional associations. These are just some example categories. You will not necessarily have all of these and you might have other categories not listed here. If you have not yet acquired many college level experiences, consider adding elements from high school. As you build your CV over the years, you may eventually cycle these off, but in the meantime they represent relevant recent experience. Often times you can find CVs online. They may be attached to a lab or personal website of a researcher. If there is a researcher you admire, do a little online sleuthing and see if you can find a copy of their CV. This will give you additional ideas on how you might format your own.

n email template to use to inquire about potential research positions. The email should provide a brief introduction, identify the position in which you are interested and why you are interested, and lightly touch on relevant experience you would bring to the position. Often students might attach their CV to this email upon sending it.

nd the age of eight or nine when the production of LH becomes detectable. The release of LH occurs primarily at night during sleep and precedes the physical changes of puberty by several years. In pre-pubertal children, the sensitivity of the negative feedback system in the hypothalamus and pituitary is very high. In other words, very low concentrations of androgens or estrogens will cause negative feedback onto the hypothalamus and pituitary, keeping the production of GnRH, LH, and FSH low.

puberty, two changes in sensitivity occur. The first is a decrease of sensitivity in the hypothalamus and pituitary to negative feedback, meaning that it takes increasingly larger concentrations of sex steroid hormones to stop the production of LH and FSH. The second change in sensitivity is an increase in sensitivity of the gonads to the FSH and LH signals, meaning the gonads of adults are more responsive to gonadotropins than the gonads of children. As a result of these two changes, the levels of LH and FSH slowly increase and lead to the enlargement and maturation of the gonads, which in turn leads to the secretion of higher levels of sex hormones and the initiation of spermatogenesis and folliculogenesis.

factors can affect the age of onset of puberty, including genetics, environment, and psychological stress. One of the more important influences may be nutrition; historical data demonstrate the effect of better and more consistent nutrition on the age of menarche in girls in the United States, which decreased from an average age of approximately 17 years of age in 1860 to the current age of approximately 12.75 years in 1960, as it remains today. Some studies indicate a link between puberty onset and the amount of stored fat in an individual. This effect is more pronounced in females but has been documented in both sexes. Body fat, corresponding with the secretion of the hormone leptin by adipose cells, appears to have a strong role in determining when menarche occurs. This may reflect, to some extent, the high metabolic costs of gestation and lactation. In individuals who are lean and highly active, such as gymnasts, there is often a delay in the onset of puberty.

e concentrations between the sexes also contribute to the development and function of secondary sexual characteristics.

typically the first change that is visible is the development of the breast tissue due to the unopposed low dose estrogen stimulation for about two years before the first menses. This is followed by the growth of axillary and pubic hair. A growth spurt normally starts at approximately age 9 to 11, and may last two years or more. During this time, there is weight gain and an increase in body fat distribution, especially in the hips and thighs. Height can increase 3 inches a year.

returned with a mouthful of worms. She placed them in the nest, and the four hungry robins gobbled up their dinner not leaving one scrap behind. After dinner, mother put her babies to bed. After they were fast asleep, mother stayed awake worrying about the lack of food. She felt, because she couldn’t supply an abundance of food for them, that they would be better off living some place else with a parent that would have more than enough food for them. Mother dozed off to sleep after thinking about this for a couple of hours.

out to find some breakfast before her babies woke up. Mother was unable to find any seeds and was only able to find 3 worms. She returned to the nest and woke up her babies. She told them that they would be having a small breakfast. By the time they were done eating, she had decided about sending her babies away. Mother looked at her babies with very sad eyes. She said, “My darlings, I have some serious news to share with you.” One of the babies said, “What is it, Momma?” Mother replied, “There is no more food here. I feel like a terrible mother because a good mother always has food for her babies, and well, I can’t find any more food for you. I have made the decision to send all of you together 30 miles away from here. You will start school and have a new home.” The babies said, “Oh, momma. What are we going to do without you? We are going to miss you so much!” Mother replied, “I will miss all of you very much, but it is for the best.”

k up all their belongings. They then flew out of the nest together. Mother led the way to their new home. When they arrived at their new nest, they were greeted by a friendly robin. They introduced themselves to one another, and then momma and her babies had to say their goodbyes. Mother said, “My darlings, I am going to miss you very much. I love you all, and hope that one day, we are able to be together again.” Her babies replied, “We love you momma!” Mother then flew back to her nest. She knew that she had made the right decision to leave her babies in their new home, but she felt so very lonely.

into their new home. They were fed a plentiful dinner of nuts, fruit, and seeds. They went to bed with full tummies and thinking of their momma. A couple of weeks passed by. The babies were enjoying school and being fed large meals every day. They missed their momma more than they thought that they would. They asked their new caretakers why their momma couldn’t just move in with them. The caretakers said, “Well, I don’t see why not.” The next day, momma bird came by to visit her babies. When she arrived, she was greeted by her babies. They excitedly shouted, “Momma, Momma! We don’t have to be separated anymore! You can move in here with us.” Mother was overwhelmed with joy. She said, “Oh my. It is like my dream has come true.” All six birds ate a bountiful meal together and everyone was happy to be all together again.

s of MATLAB codes that users can assign values to when writing scripts. This chapter will address uses of variables to solve algebraic operations and to analyze data. The following image shows an example of the format for creating a variable. In this example, the variable’s name is the letter ’n’ and the variable’s value is 6.02e23. A variable has value since MATLAB will know that everywhere in a script where ‘n’ is typed the value 6.02e23 is transferred. This functionality at its simplest form enables users to keep code clean by writing variables instead of a number repeatedly. Importantly, if the user changes the value of the variable where it is initially defined in a code, then the value changes everywhere else in a code.

igned the value of [latex]6.02{\times10}^{23}[/latex].

ssigned in the command window.

ssigned to them, they become useful tools for numeric operations, and data analysis, and will be critical in functions, which will be addressed next. The following

in MATLAB codes, values assigned to variables can be checked to verify if equations are operating how the user intended them to. For example, the user can manually calculate the expected values generated by an equation and can check actual values displayed in the workspace to ensure that a code functions as intended by the user.

our team needs to understand the customer’s experience(s) with existing products on the market. These competitors are then assessed using CRs. The idea is for your design team to understand the customer’s current experiences, or what products they are using to satisfy their requirements. This gives the opportunity for your design team to see what kind of product you can design to better satisfy the customer, so you can capture the market!

sign team also researched the competition and reviewed how they stacked up:

n about the cookie design team’s assessment: