A time-varying stochastic framework for modeling wireless channels     

J. Weaver  S. Primak 《Journal of The Franklin Institute》2007,344(1):22-35

Wireless communication channels can be complex and exhibit unpredictable behavior. This behavior can be successfully represented by stochastic processes undergoing random perturbation due to shifts in the underlying physical state of the channel. These state transitions manifest themselves as changes in channel power level measurements taken over time from a remote reference beacon. In this paper, we expand the application of switched process theory to develop models of maritime and land satellite communications using generalized switched Fokker-Planck equation techniques. This application yields a broad class of models that may be treated analytically and numerically. These models are ideal for system-level simulation due to high numerical efficiency and limited maintenance calculation requirements.  相似文献   

What role do students’ enjoyment and perception of ability play in social disparities in subject choices at university?     

Natasha Codiroli Mcmaster 《British Journal of Sociology of Education》2019,40(3):357-377

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.  相似文献   

Comparisons in perceived importance of and needs for maternal gestational weight information between african american and caucasian pregnant women     

Shieh C  Weaver MT 《The Journal of perinatal education》2011,20(2):100-107

This study compared the perceived importance of and needs for maternal gestational weight information between African American and Caucasian pregnant women. A secondary analysis of data from 113 pregnant women (82 African Americans and 31 Caucasians) attending an inner-city prenatal clinic was conducted for this study. Perceived importance of and needs for information were measured in five areas: (1) nutrition, (2) prenatal vitamins, (3) rest/activity balance, (4) exercise, and (5) appropriate weight gain. African American women demonstrated significantly higher perceived importance of and needs for information on rest/activity balance and appropriate weight gain than Caucasian women. Exercise information was rated lower in importance but was most needed by both African American and Caucasian women. Education programs about maternal gestational weight need to be cognizant of ethnic women's needs.  相似文献   

Marketing for Sport Business Success,B.L. Parkhouse,B.A. Turner,K.S. Miloch (Eds.), Kendall Hunt Publishers,Dubuque, IA (2012), 354 p,ISBN: 978-0-7575-7948-6     

Ellen J. Staurowsky  Karen Weaver  Brett Burchette 《Sport Management Review》2013,16(4):535-536

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Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Learning Environments Research》2022,25(3):823-840

Learning Environments Research - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The...  相似文献   

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills     

Jenessa L. Malin  Natasha J. CabreraMeredith L. Rowe 《Early childhood research quarterly》2014

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.  相似文献   

Extinction of enhanced latent inhibition     

Phil Reed  Pany Petrochilos  Natasha Upal  Martin Baum 《Learning & behavior》1997,25(3):283-290

Hungry rats were used in a classical conditioning procedure in which visual stimuli were paired with food. Conditions in which nonreinforced exposure to a nontarget stimulus was followed by exposure to a simultaneous compound nontarget/target stimulus (a blocking procedure) resulted in enhanced latent inhibition to the target relative to exposure to the nontarget, followed by exposure to the target stimulus alone. A third phase of nonreinforced exposure training, in which the target was exposed alone following the compound, reduced levels of latent inhibition relative to results obtained with the blocking procedure. Experiments also suggested that this was not the result of restoration of associability by the omission of an expected presentation of the nontarget stimulus in the final preexposure phase. These results suggest that enhanced latent inhibition is due to summation of a direct-target-no-event association and a second-order association of these elements via target-nontarget and nontarget-no-event association. Exposure to the target after compound exposure extinguished the target-nontarget association and reduced the sources of no-event learning for the target.  相似文献   

Transitive inference in pigeons: Simplified procedures and a test of value transfer theory     

Janice N. Steirn  Janice E. Weaver  Thomas R. Zentall 《Learning & behavior》1995,23(1):76-82

Minimal procedures for the demonstration of transitive inference (TI) in animals have involved the training of four simultaneous discriminations: for example, A+B?, B+C?, C+D?, and D+E?, followed by the demonstration of a preference for B over D on test trials. In Experiment 1, we found that TI in pigeons can be found with successive training involving A+B?, B+C?, A+C?, C+D?, D+E?, C+E?, and A+E?. In Experiment 2, we found that demonstration of TI did not require inclusion of experience with the nonadjacent stimulus pairs (A+C?, C+E?, A+E?). Experiment 3 provided a test of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). When pigeons were trained with stimulus pairs that did not permit the transitive ordering of stimuli, but did permit the differential transfer of value (e.g., A+B?, C?E+, C+D?, & A+E?), preference for B over D was still found. Analyses of the relation between direct experiences with reinforced and nonreinforced responding and stimulus preferences on test trials failed to support a reinforcement-history account of TI.  相似文献   

‘I Am the Hate that Dare Not Speak its Name’: Dealing with homophobia in secondary schools     

Natasha Adams  Tamsin Cox  Laura Dunstan 《Educational Psychology in Practice》2004,20(3):259-269

This paper describes the outcomes of a small‐scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two‐thirds of Equal Opportunities policies but was not mentioned specifically in any Anti‐Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clarification of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.  相似文献   

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools     

Jennifer Gore  Kathryn Holmes  Max Smith  Leanne Fray  Patrick McElduff  Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献