UNIVERSAL INVARIANT ECHOCOMPENSATION METHOD IN DUPLEX COMMUNICATION SYSTEMS

2021 ◽  
Author(s):  
В.В. ЛЕБЕДЯНЦЕВ ◽  
И.И. ПАВЛОВ ◽  
С.С. АБРАМОВ ◽  
М.В. ЛЕБЕДЯНЦЕВ ◽  
М.С. ПАВЛОВА ◽  
...  
Keyword(s):  
Communication Systems ◽  
Amplitude Characteristic ◽  
Projective Group ◽  
Universal Method ◽  
Theoretical Justification ◽  
Linear And Nonlinear ◽  
Separation Devices ◽  
Transmission Direction

Предлагается универсальный метод эхокомпенсации в дуплексных системах связи, инвариантный относительно амплитудной характеристики паразитного эхотракта устройств разделения направлений передачи. Теоретическое обоснование метода базируется на отображении линейных и нелинейных измерений сигналов передатчика в эхотракте проективной группой преобразований и использовании инварианта этой группы для расчета копий сигналов передатчика на выходе эхотракта. It is proposed the universal method of echocompensation in duplex communication systems, which is invariant with respect to the amplitude characteristic of the parasitic echo path of transmission direction separation devices. The theoretical justification of the method is based on the mapping of linear and nonlinear measurements of the transmitter signals in the echo path by a projective group of transformations and using the invariant of this group to calculate copies of the transmitter signals at the output of the echo path.

Representation of information in SEM by equal signal lines

1978 ◽  
Vol 36 (1) ◽  
pp. 144-145
Author(s):  
E. Rau ◽  
N. Karelin ◽  
V. Dukov ◽  
M. Kolomeytsev ◽  
S. Gavrikov ◽  
...  
Keyword(s):  
Electronic System ◽  
Space Distribution ◽  
Specimen Surface ◽  
Universal Method ◽  
Base Level ◽  
Signal Value ◽  
Information Signal ◽  
Fixed Base ◽  
Scanning Line ◽  
Amplitude Analyzer

There are different methods and devices for the increase of the videosignal information in SEM. For example, with the help of special pure electronic [1] and opto-electronic [2] systems equipotential areas on the specimen surface in SEM were obtained. This report generalizes quantitative universal method for space distribution representation of research specimen parameter by contour equal signal lines. The method is based on principle of comparison of information signal value with the fixed levels.Transformation image system for obtaining equal signal lines maps was developed in two versions:1)In pure electronic system [3] it is necessary to compare signal U (see Fig.1-a), which gives potential distribution on specimen surface along each scanning line with fixed base level signals εifor obtaining quantitative equipotential information on solid state surface. The amplitude analyzer-comparator gives flare sport videopulses at any fixed coordinate and any instant time when initial signal U is equal to one of the base level signals ε.

Plant peptide hormone signalling

2015 ◽  
Vol 58 ◽  
pp. 115-131 ◽  
Author(s):  
Ayane Motomitsu ◽  
Shinichiro Sawa ◽  
Takashi Ishida
Keyword(s):  
Communication Systems ◽  
Cell Communication ◽  
Peptide Hormone ◽  
Peptide Hormones ◽  
Target Cells ◽  
Signalling Molecules ◽  
Receptor Complexes ◽  
Environmental Responses ◽  
Plant Life Cycle ◽  
Multicellular Organisms

The ligand–receptor-based cell-to-cell communication system is one of the most important molecular bases for the establishment of complex multicellular organisms. Plants have evolved highly complex intercellular communication systems. Historical studies have identified several molecules, designated phytohormones, that function in these processes. Recent advances in molecular biological analyses have identified phytohormone receptors and signalling mediators, and have led to the discovery of numerous peptide-based signalling molecules. Subsequent analyses have revealed the involvement in and contribution of these peptides to multiple aspects of the plant life cycle, including development and environmental responses, similar to the functions of canonical phytohormones. On the basis of this knowledge, the view that these peptide hormones are pivotal regulators in plants is becoming increasingly accepted. Peptide hormones are transcribed from the genome and translated into peptides. However, these peptides generally undergo further post-translational modifications to enable them to exert their function. Peptide hormones are expressed in and secreted from specific cells or tissues. Apoplastic peptides are perceived by specialized receptors that are located at the surface of target cells. Peptide hormone–receptor complexes activate intracellular signalling through downstream molecules, including kinases and transcription factors, which then trigger cellular events. In this chapter we provide a comprehensive summary of the biological functions of peptide hormones, focusing on how they mature and the ways in which they modulate plant functions.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

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