High-level address exploration for an error correction optical disk subsystem: improving design productivity

2002 ◽  
Author(s):  
F.S. Sudricz ◽  
W. De Kimpe ◽  
F. Catthoor ◽  
D. Verkest ◽  
P. Vandebroeck
Keyword(s):  
Error Correction ◽  
Optical Disk ◽  
Disk Subsystem ◽  
High Level

A High Performance Single Chip LSI for Error Correction of Optical Disk Memory

1989 ◽  
Vol 28 (S3) ◽  
pp. 315
Author(s):  
Katsumi Murai ◽  
Makoto Ichinose ◽  
Yuzuru Kuroki ◽  
Makoto Usui ◽  
Yuji Tagaki ◽  
...  
Keyword(s):  
Error Correction ◽  
High Performance ◽  
Optical Disk ◽  
Single Chip ◽  
Disk Memory

Higher capacity optical disk subsystem using a sampled servo format

1992 ◽  
Author(s):  
Shigetaro Iwatsu ◽  
Yasuhide Nishida ◽  
Toru Takeda
Keyword(s):  
Optical Disk ◽  
Disk Subsystem

scholarly journals Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context

2020 ◽  
Vol 4 (2) ◽  
pp. 183
Author(s):  
Herford Rei Biscayno Guibangguibang
Keyword(s):  
Error Correction ◽  
English Language ◽  
English Teachers ◽  
Language Anxiety ◽  
Self Assessment ◽  
Chi Square ◽  
Mainstream Classrooms ◽  
Error Corrections ◽  
English Major ◽  
High Level

This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers.  Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English. 

Analysis of error-correction constraints in an optical disk

1996 ◽  
Vol 35 (20) ◽  
pp. 3915 ◽  
Author(s):  
Jonathan D. Roberts ◽  
Alan Ryley ◽  
David M. Jones ◽  
David Burke
Keyword(s):  
Error Correction ◽  
Optical Disk ◽  
Analysis Of Error

scholarly journals SELF-ORGANIZED LEARNING IN MULTI-LAYER NETWORKS

1995 ◽  
Vol 04 (04) ◽  
pp. 433-451 ◽  
Author(s):  
RÜDIGER W. BRAUSE
Keyword(s):  
Information Processing ◽  
Associative Learning ◽  
Error Correction ◽  
Motor Skills ◽  
The Self ◽  
Common Error ◽  
Self Organized ◽  
Feature Processing ◽  
High Level ◽  
Different Levels

We present a framework for the self-organized formation of high level learning by a statistical preprocessing of features. The paper focuses first on the formation of the features in the context of layers of feature processing units as a kind of resource-restricted associative multiresolution learning We clame that such an architecture must reach maturity by basic statistical proportions, optimizing the information processing capabilities of each layer. The final symbolic output is learned by pure association of features of different levels and kind of sensorial input. Finally, we also show that common error-correction learning for motor skills can be accomplished also by non-specific associative learning.

Transcription factor/DNA interactions visualized by electron spectroscopic imaging

1992 ◽  
Vol 50 (1) ◽  
pp. 450-451
Author(s):  
David P. Bazett-Jones ◽  
Mark L. Brown
Keyword(s):  
Transcription Factor ◽  
Dna Sequences ◽  
Transcription Initiation ◽  
Molecular Mechanisms ◽  
Phosphorus Content ◽  
Spectroscopic Imaging ◽  
Electron Spectroscopic Imaging ◽  
Dna Backbone ◽  
Two Parameters ◽  
High Level

A multisubunit RNA polymerase enzyme is ultimately responsible for transcription initiation and elongation of RNA, but recognition of the proper start site by the enzyme is regulated by general, temporal and gene-specific trans-factors interacting at promoter and enhancer DNA sequences. To understand the molecular mechanisms which precisely regulate the transcription initiation event, it is crucial to elucidate the structure of the transcription factor/DNA complexes involved. Electron spectroscopic imaging (ESI) provides the opportunity to visualize individual DNA molecules. Enhancement of DNA contrast with ESI is accomplished by imaging with electrons that have interacted with inner shell electrons of phosphorus in the DNA backbone. Phosphorus detection at this intermediately high level of resolution (≈lnm) permits selective imaging of the DNA, to determine whether the protein factors compact, bend or wrap the DNA. Simultaneously, mass analysis and phosphorus content can be measured quantitatively, using adjacent DNA or tobacco mosaic virus (TMV) as mass and phosphorus standards. These two parameters provide stoichiometric information relating the ratios of protein:DNA content.

Advances in Stem Instrumentation for Biology

1990 ◽  
Vol 48 (1) ◽  
pp. 362-363
Author(s):  
J. S. Wall
Keyword(s):  
Scanning Transmission Electron Microscope ◽  
Carbon Films ◽  
Specimen Preparation ◽  
Material Deposition ◽  
Active User ◽  
Percent Improvement ◽  
Scanning Transmission ◽  
The Moment ◽  
Film Substrate ◽  
High Level

The forte of the Scanning transmission Electron Microscope (STEM) is high resolution imaging with high contrast on thin specimens, as demonstrated by visualization of single heavy atoms. of equal importance for biology is the efficient utilization of all available signals, permitting low dose imaging of unstained single molecules such as DNA.Our work at Brookhaven has concentrated on: 1) design and construction of instruments optimized for a narrow range of biological applications and 2) use of such instruments in a very active user/collaborator program. Therefore our program is highly interactive with a strong emphasis on producing results which are interpretable with a high level of confidence.The major challenge we face at the moment is specimen preparation. The resolution of the STEM is better than 2.5 A, but measurements of resolution vs. dose level off at a resolution of 20 A at a dose of 10 el/A2 on a well-behaved biological specimen such as TMV (tobacco mosaic virus). To track down this problem we are examining all aspects of specimen preparation: purification of biological material, deposition on the thin film substrate, washing, fast freezing and freeze drying. As we attempt to improve our equipment/technique, we use image analysis of TMV internal controls included in all STEM samples as a monitor sensitive enough to detect even a few percent improvement. For delicate specimens, carbon films can be very harsh-leading to disruption of the sample. Therefore we are developing conducting polymer films as alternative substrates, as described elsewhere in these Proceedings. For specimen preparation studies, we have identified (from our user/collaborator program ) a variety of “canary” specimens, each uniquely sensitive to one particular aspect of sample preparation, so we can attempt to separate the variables involved.

A Questionnaire Survey of Current Rehabilitation Practices for Adults With Normal Hearing Sensitivity Who Experience Auditory Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 738-761
Author(s):  
Tess K. Koerner ◽  
Melissa A. Papesh ◽  
Frederick J. Gallun
Keyword(s):  
Hearing Aids ◽  
Questionnaire Survey ◽  
Patient Population ◽  
Clinical Care ◽  
Normal Hearing ◽  
Auditory Training ◽  
Training Methods ◽  
Hearing Sensitivity ◽  
Considerable Benefit ◽  
High Level

Purpose A questionnaire survey was conducted to collect information from clinical audiologists about rehabilitation options for adult patients who report significant auditory difficulties despite having normal or near-normal hearing sensitivity. This work aimed to provide more information about what audiologists are currently doing in the clinic to manage auditory difficulties in this patient population and their views on the efficacy of recommended rehabilitation methods. Method A questionnaire survey containing multiple-choice and open-ended questions was developed and disseminated online. Invitations to participate were delivered via e-mail listservs and through business cards provided at annual audiology conferences. All responses were anonymous at the time of data collection. Results Responses were collected from 209 participants. The majority of participants reported seeing at least one normal-hearing patient per month who reported significant communication difficulties. However, few respondents indicated that their location had specific protocols for the treatment of these patients. Counseling was reported as the most frequent rehabilitation method, but results revealed that audiologists across various work settings are also successfully starting to fit patients with mild-gain hearing aids. Responses indicated that patient compliance with computer-based auditory training methods was regarded as low, with patients generally preferring device-based rehabilitation options. Conclusions Results from this questionnaire survey strongly suggest that audiologists frequently see normal-hearing patients who report auditory difficulties, but that few clinicians are equipped with established protocols for diagnosis and management. While many feel that mild-gain hearing aids provide considerable benefit for these patients, very little research has been conducted to date to support the use of hearing aids or other rehabilitation options for this unique patient population. This study reveals the critical need for additional research to establish evidence-based practice guidelines that will empower clinicians to provide a high level of clinical care and effective rehabilitation strategies to these patients.

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