Variable-coefficient fixed-length coding scheme for wavelet-based image communication over noisy channels

1996 ◽  
Author(s):  
Zhaohui Sun ◽  
Chang W. Chen ◽  
Kevin J. Parker
Keyword(s):  
Variable Coefficient ◽  
Noisy Channels ◽  
Image Communication ◽  
Fixed Length ◽  
Coding Scheme

scholarly journals ENTANGLEMENT-ASSISTED CLASSICAL INFORMATION CAPACITY OF THE AMPLITUDE DAMPING CHANNEL

2003 ◽  
Vol 17 (29n30) ◽  
pp. 1547-1552
Author(s):  
XIAN-TING LIANG
Keyword(s):  
Mutual Information ◽  
Information Capacity ◽  
Dense Coding ◽  
Noisy Channels ◽  
Amplitude Damping ◽  
Covariant Quantum ◽  
Classical Information ◽  
Coding Scheme ◽  
Amplitude Damping Channel ◽  
The Difference

In this paper, we calculate the entanglement-assisted classical information capacity of the amplitude damping channel and compare it with the particular mutual information which is considered as the entanglement-assisted classical information capacity of this channel in Ref. 6. It is shown that the difference between them is very small. In addition, we point out that using partial symmetry and concavity of mutual information derived from the dense coding scheme, one can simplify the calculation of entanglement-assisted classical information capacities for non-unitary-covariant quantum noisy channels.

A constant key length coding scheme for linear quadtrees

1996 ◽  
Vol 10 (2) ◽  
pp. 205-218
Author(s):  
Henry Ker-Chang Chang ◽  
Chung-Yu Liou
Keyword(s):  
Coding Scheme ◽  
Key Length

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
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.

Family Narrative Consortium Coding Scheme

1999 ◽  
Author(s):  
Barbara H. Fiese ◽  
Arnold J. Sameroff
Keyword(s):  
Coding Scheme ◽  
Family Narrative
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