Z-相容连续Domain及其相关性质

对一般子集系统Z,引入了Z-相容连续Domain的概念.在Z-相容连续Domain中引入Z-相容基和局部Z-相容基,利用Z-相容基和局部Z-相容基来刻画Z-相容连续Domain.并且给出了Z-相容连续Domain上的Z-相容Scott拓扑和Z-相容Lawson拓扑,讨论了它们之间的关系.     

Fractal Image Coding in Lapped Transform Domain

ＦｒａｃｔａｌＩｍａｇｅＣｏｄｉｎｇｉｎＬａｐｐｅｄＴｒａｎｓｆｏｒｍＤｏｍａｉｎＧａｏＸｉｑｉ（高西奇）ＨｏｎｇＢｏ（洪波）ＺｈａｎｇＨｕｉ（张辉）ＨｅＺｈｅｎｙａ（何振亚）（ＤｅｐａｒｔｍｅｎｔｏｆＲａｄｉｏＥｎｇｉｎｅｅｒｉｎｇ，Ｓｏｕｔｈｅ...     

伪相容连续Domain局部基的若干性质

本文引入了相容定向集的容元,容集,以及伪相容连续Domain的局部基的概念,在此基础上讨论了伪相容连续Domain中容元的局部基的特点,并对伪相容连续Domain的局部基的其他相关性质进行了探讨.     

Electrocardiogram Feature Extraction Technique Based on Wavelet Domain Lorentz Differential Deconvolution

Feature extraction of electrocardiogram(ECG) is oneof the mostimportanttasksin heart disease diagnosis .Gen-erally,these algorithms include length and energytransfor-mation[1],hidden Markov models[2],neural networks[3],and wavelet transform[4], etc . Howe…     

Computer‐supported Problem‐based Learning in the Research Methodology Domain

The purpose of this research was to look for possible benefits and drawbacks of the use of computer‐supported simulation in the teaching and learning of experimental research methodology and statistics. In the study three research methodology groups were compared. The results show that there were significant differences in favour of the computer‐supported simulation group, called the ALEL group. During the course the conversations of two students' in the ALEL group were audiotaped. Although the ALEL students performed better than the other students and showed an improvement during the course, the conversations analysed showed that their learning outcomes should be still better in order to meet the learning goals of the methodology and statistics curriculum. An inadequate knowledge base was shown in the post‐test and also in the discussions of the pair during the course.     

Boundary Element Method with Non—overlapping Domain Decomposition for Diffusion Equation

A boundary element method based on non-overlapping domain decomposition method to solve the time-dependent diffusion equations is presented.The time-dependent fundamental solution is used in the formulation of boundary integrals and the time integratioin process always restarts from the initial time condition.The process of replacing the interface values,which needs a summation of boundary integrals related to the boundary values at previous time steps can be treated in parallel parallel iterative procedure,Numerical experiments demonstrate that the implementation of the present alogrithm is efficient.     

Perceptual Image Coding Based on Visibility Threshold Model in Wavelet Transform Domain

根据人类视觉系统的特性，建立了小波变换域可视性门限模型，该模型定量地刻画了ＪＮＤ（ｊｕｓｔｎｏｔｉｃｅａｂｌｅｄｉｓｔｏｒｔｉｏｎ）轮廓．利用这个模型，我们设计了一个新的视觉量化器．量化的小波系数被组成若干８×８块，对此应用ＪＰＥＧ的熵编码器进行熵编码．因此，我们的图像编码格式的输出比特流与ＪＰＥＧ的输出比特流具有相同的结构，但同时消除了基于ＤＣＴ编码的方块效应     

On L∞Stability and Convergence of Fictitious Domain Method for the Numerical Solutionto Parabolic Di

ＯｎＬ∞ＳｔａｂｉｌｉｔｙａｎｄＣｏｎｖｅｒｇｅｎｃｅｏｆＦｉｃｔｉｔｉｏｕｓＤｏｍａｉｎＭｅｔｈｏｄｆｏｒｔｈｅＮｕｍｅｒｉｃａｌＳｏｌｕｔｉｏｎｔｏＰａｒａｂｏｌｉｃＤｉｆｅｒｅｎｔｉａｌＥｑｕａｔｉｏｎｗｉｔｈＤｅｒｉｖａｔｉｖｅＢｏｕｎｄａｒ...     

The Effects of Item Format and Cognitive Domain on Students’ Science Performance in TIMSS 2011

Research in Science Education - The purpose of this study was to examine eighth-grade students’ science performance in terms of two test design components, item format, and cognitive domain....     

A Novel Absorbing Boundary Condition for the Frequency—Dependent Finite—Difference Time—Domain Method

A new absorbing boundary condition(ABC) for frequency-dependent finite-difference time-domain algorithm for the arbitrary dispersive media is presented.The concepts of the digital systems are introduced to the (FD)^2TD method.On the basis of digital filter disigning and vector algebra,the absorbing boundary condition under arbitrary angle of incidence are derived.The transient electromagnetic problems in two-dimensions and three-dimensions are calculated and the validity of the ABC is verified.     

Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.