<title>Lossy coding scheme of binary character patterns</title>

This paper presents Lossy Coding Scheme for Images by Using The Haar Wavelet Transform and The Theory of Cross-points Regions with Ideal Cross-points Regions (HWTICR). The base of this statement is the effect of Gray coding on cross-points which are neighbor to the points of grey levels 2n. After Gray coding these regions always contain only 1-bits or 0-bits depending on the number of each bit plane after bit plane decomposition. The optimization of probability in each bit plane has important effects on encoding and decoding processes of lossless image compression for data transmission. The framework itself is founded upon a wavelet transformed domain, the scheme will show how The Haar Wavelet Transform combines with the theory of Ideal Cross-points Regions to become a lossy coding scheme for images. The goal of the method is to build a lossy coding scheme for images with high compression ratio and low distortion factor in comparison with some other methods. Finally, some initial results of the scheme are also presented and compared to the other methods. The algorithm can be used in medical and photographic imaging.

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A constant key length coding scheme for linear quadtrees

International Journal of Geographical Information Systems ◽

10.1080/026937996138124 ◽

1996 ◽

Vol 10 (2) ◽

pp. 205-218

Author(s):

Henry Ker-Chang Chang ◽

Chung-Yu Liou

Keyword(s):

Coding Scheme ◽

Key Length

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Emotional Experiences of Students in the Classroom

European Psychologist ◽

10.1027/1016-9040/a000014 ◽

2010 ◽

Vol 15 (2) ◽

pp. 142-151 ◽

Cited By ~ 8

Author(s):

Wondimu Ahmed ◽

Greetje van der Werf ◽

Alexander Minnaert

Keyword(s):

Heart Rate ◽

Emotional Response ◽

Task Difficulty ◽

Physiological Reactivity ◽

Emotional Experiences ◽

Heart Rate Monitoring ◽

Coding Scheme ◽

Stimulated Recall ◽

Response Systems ◽

The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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