We consider the prospects for detecting effects due to the Higgs exchange diagram in high energy µ + µ − , e + e − , and τ + τ − collisions producing a pair of W bosons. The processes l + l − → W + W − (with l = µ, e, τ ) are analyzed, analytically and via numerical simulations, to determine the center of mass energy, √ s H , where the effects from Higgs exchange become relevant. The scaling of √ s H with the mass of the incoming leptons is also studied. Special consideration is given to the W + W − → l ± ν l jj final state after experimental acceptance cuts are imposed. Angular cuts are shown to be able to significantly lower √ s H .

This paper presents a unique approach to introduction of the photovoltaic course and corresponding laboratory into the Electrical Engineering Technology program at the two-year college level implemented at Erie Community College in Buffalo, NY. This approach uses the middle ground between the extremely technical courses for photovoltaic systems at four-year colleges and universities and the more simplified approach to photovoltaic systems at the trade level targeting PV installers. It balances the necessity of rigorous theoretical overview of PV components and their behavior under different weather and load conditions, with requirements of significant hands-on course/lab component, and with strict budgetary constraints common to two-year schools. The course methodology, its presentation, and laboratory design are briefly outlined in this paper.

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is an instructor of electrical engineering technology at Erie Community College. She received her Ph.D. in physics from the State University of New York at Buffalo. Her teaching interests involve PV systems, circuit analysis, digital electronics, PLCs, and electrical motors and machines, as well as college and technical physics courses.

Background: Automatic conversation analysis presents a useful aid for diagnosis and management of people with cognitive impairments, having already successfully differentiated between people with Alzheimer's disease (AD) and healthy controls. Current clinical brief cognitive tests such as Addenbrooke's Cognitive Examination are influenced by age, education and practice effects but it is unknown how these factors influence automated analysis of speech. This study characterised the effects of age, education and repetition on measures of speech and language of cognitively healthy ageing adults. Method: Audio recordings of memory related questions and verbal fluency tasks from 37 cognitively healthy adults' conversations with CognoSpeak were analysed (mean age 73.11 ± 7.97). Linguistic analysis comprised of pause to speech ratio (pause length/speech length), age of acquisition of words, phonemes per minute, words per minute and total word count. Spearman's correlations assessed relationships with age and education. 6 participants repeated testing at an average of 4.05 and 12.25 months later. Friedman's ANOVA and post-hoc related-samples Wilcoxon signed ranks tests assessed longitudinal changes. Result: Pause to speech ratio was significantly higher for recent memory questions than remote memory. Age of acquisition was significantly higher for phonemic fluency than semantic fluency. A moderate negative correlation was found for age with ACE-R score and phonemic fluency. A strong positive correlation was found with education and ACE-R score, and a moderate positive correlation with education and words per minute. No further relationships for age or education were found. Semantic fluency showed practice effects, whereas linguistic measures did not. Further follow-up data will be available by July 2021. Conclusion: These results support the theory of semantic memory preservation with age. It is indicated that age, education and time do not have large effects on linguistic measures, giving conversation analysis a practical advantage over the ACE-R for longitudinal monitoring of people with Mild Cognitive Impairment or Subjective Cognitive Impairment.