<title>Linear quadtree coding scheme with hierarchical structure and rotational operator</title>

The most advanced macromolecular materials are found in plants and animals, and certainly the connective tissues in mammals are amongst the most advanced macromolecular composites known to mankind. The efficient use of collagen, a fibrous protein, in the design of both soft and hard connective tissues is worthy of comment. Very crudely, in bone collagen serves as a highly efficient binder for the inorganic hydroxyappatite which stiffens the structure. The interactions between the organic fiber of collagen and the inorganic material seem to occur at the nano (scale) level of organization. Epitatic crystallization of the inorganic phase on the fibers has been reported to give a highly anisotropic, stress responsive, structure. Soft connective tissues also have sophisticated oriented hierarchical structures. The collagen fibers are “glued” together by a highly hydrated gel-like proteoglycan matrix. One of the simplest structures of this type is tendon which functions primarily in uniaxial tension as a reinforced elastomeric cable between muscle and bone.

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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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