878 resultados para Second Order Damped Response System


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In this Letter, we theoretically and numerically analyze the performance of coherent optical transmission systems that deploy inline or transceiver based nonlinearity compensation techniques. For systems where signal-signal nonlinear interactions are fully compensated, we find that beyond the performance peak the signal-to-noise ratio degradation has a slope of 3 dBSNR/dBPower suggesting a quartic rather than quadratic dependence on signal power. This is directly related to the fact that signals in a given span will interact not only with linear amplified spontaneous emission noise, but also with the nonlinear four-wave mixing products generated from signal-noise interaction in previous (hitherto) uncompensated spans. The performance of optical systems employing different nonlinearity compensation schemes were numerically simulated and compared against analytical predictions, showing a good agreement within a 0.4 dB margin of error.

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We experimentally investigate three Raman fibre laser based amplification techniques with second-order bidirectional pumping. Relatively intensity noise (RIN) being transferred to the signal can be significantly suppressed by reducing first-order reflection near the input end. © 2015 OSA.

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We propose and experimentally demonstrate a new method to extend the range of Brillouin optical time domain analysis (BOTDA) systems. It exploits the virtual transparency created by second-order Raman pumping in optical fibers. The idea is theoretically analyzed and experimentally demonstrated in a 50 km fiber. By working close to transparency, we also show that the measurement length of the BOTDA can be increased up to 100 km with 2 meter resolution. We envisage extensions of this technique to measurement lengths well beyond this value, as long as the issue of relative intensity noise (RIN) of the primary Raman pump can be avoided. © 2010 Optical Society of America.

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Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice.

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An examination of the efficacy of religious studies scholarship through a Kuhnian lens.

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This paper discusses how numerically imprecise information can be modelled and how a risk evaluation process can be elaborated by integrating procedures for numerically imprecise probabilities and utilities. More recently, representations and methods for stating and analysing probabilities and values (utilities) with belief distributions over them (second order representations) have been suggested. In this paper, we are discussing some shortcomings in the use of the principle of maximising the expected utility and of utility theory in general, and offer remedies by the introduction of supplementary decision rules based on a concept of risk constraints taking advantage of second-order distributions.

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Cognitive radio (CR) was developed for utilizing the spectrum bands efficiently. Spectrum sensing and awareness represent main tasks of a CR, providing the possibility of exploiting the unused bands. In this thesis, we investigate the detection and classification of Long Term Evolution (LTE) single carrier-frequency division multiple access (SC-FDMA) signals, which are used in uplink LTE, with applications to cognitive radio. We explore the second-order cyclostationarity of the LTE SC-FDMA signals, and apply results obtained for the cyclic autocorrelation function to signal detection and classification (in other words, to spectrum sensing and awareness). The proposed detection and classification algorithms provide a very good performance under various channel conditions, with a short observation time and at low signal-to-noise ratios, with reduced complexity. The validity of the proposed algorithms is verified using signals generated and acquired by laboratory instrumentation, and the experimental results show a good match with computer simulation results.

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We develop the a-posteriori error analysis of hp-version interior-penalty discontinuous Galerkin finite element methods for a class of second-order quasilinear elliptic partial differential equations. Computable upper and lower bounds on the error are derived in terms of a natural (mesh-dependent) energy norm. The bounds are explicit in the local mesh size and the local degree of the approximating polynomial. The performance of the proposed estimators within an automatic hp-adaptive refinement procedure is studied through numerical experiments.

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"CM-1033."

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We shall consider the weak formulation of a linear elliptic model problem with discontinuous Dirichlet boundary conditions. Since such problems are typically not well-defined in the standard H^1-H^1 setting, we will introduce a suitable saddle point formulation in terms of weighted Sobolev spaces. Furthermore, we will discuss the numerical solution of such problems. Specifically, we employ an hp-discontinuous Galerkin method and derive an L^2-norm a posteriori error estimate. Numerical experiments demonstrate the effectiveness of the proposed error indicator in both the h- and hp-version setting. Indeed, in the latter case exponential convergence of the error is attained as the mesh is adaptively refined.

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Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. ^ This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. ^ A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. ^ The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice. ^

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Both basic and applied research on the construction, implementation, maintenance, and evaluation of classification schemes is called classification theory. If we employ Ritzer’s metatheoretical method of analysis on the over one-hundred year-old body of literature, we can see categories of theory emerge. This paper looks at one particular part of knowledge organization work, namely classification theory, and asks 1) what are the contours of this intellectual space, and, 2) what have we produced in the theoretical reflection on con- structing, implementing, and evaluating classification schemes? The preliminary findings from this work are that classification theory can be separated into three kinds: foundational classification theory, first-order classification theory, and second-order classification theory, each with its own concerns and objects of study.