LEADER 05397nam 2200685Ia 450 001 9910465588903321 005 20200520144314.0 010 $a1-299-28131-1 010 $a981-4434-80-9 035 $a(CKB)2560000000099539 035 $a(EBL)1143270 035 $a(OCoLC)830162019 035 $a(SSID)ssj0000913638 035 $a(PQKBManifestationID)11958064 035 $a(PQKBTitleCode)TC0000913638 035 $a(PQKBWorkID)10860749 035 $a(PQKB)11165404 035 $a(MiAaPQ)EBC1143270 035 $a(WSP)00002896 035 $a(Au-PeEL)EBL1143270 035 $a(CaPaEBR)ebr10674352 035 $a(CaONFJC)MIL459381 035 $a(EXLCZ)992560000000099539 100 $a20130319d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aChaos, CNN, memristors and beyond$b[electronic resource] $ea festschrift for Leon Chua /$feditors, Andrew Adamatzky, Guanrong Chen 210 $aSingapore ;$aLondon $cWorld Scientific$d2013 215 $a1 online resource (562 p.) 300 $aDescription based upon print version of record. 311 $a981-4434-79-5 320 $aIncludes bibliographical references. 327 $aPreface; CONTENTS; Part I. Cellular Nonlinear Networks, Nonlinear Circuits and Cellular Automata; 1. Genealogy of Chua's Circuit Peter Kennedy; 1. Introduction; 2. History; 3. Five-element Chua's Circuit; 3.1. Discrete circuit realization; 3.2. Piecewise-linear Chua diode; 3.2.1. Op amp-based negative impedance converters; 3.2.2. Current-mode negative impedance converters; 3.2.3. Transistor-based negative impedance converter and diodes; 3.3. Cubic nonlinearity; 3.4. Asymmetric nonlinearity; 3.5. Inductor; 3.5.1. Gyrator-based inductor; 3.6. Integrated circuit realization 327 $a4. Four-element Chua's Circuit5. Three-element Chaotic Circuit; 6. Summary; References; 2. Impasse Points, Mutators, and Other Chua Creations Hyongsuk Kim; 1. Introduction; 2. Impasse Points; 3. Mutators; 3.1. Realization of mutators; 3.2. Experimental verification of mutators; 4. Other Chua Creations; Acknowledgment; References; 3. Chua's Lagrangian Circuit Elements Orla Feely; 1. Introduction; 2. Chua's Presentation of Lagrangian Circuit Elements; 3. Summary; References; 4. From CNN Dynamics to Cellular Wave Computers Tamas Roska; 1. Introduction 327 $a2. Using Cellular Dynamics and Nonlinear Dynamical Circuits for Computation - A Prehistory3. The Standard CNN (Cellular Neural/Nonlinear Network) as the Practically Feasible Prototype Solution and Related Stability Issues; 4. Inventing the Stored Programmable Spatial-temporal Computer: The CNN Universal Machine (CNN-UM) and the Cellular Wave Computer; 5. Making the First Silicon Visual Microprocessors and its Computational Infrastructure - Other Physical Implementations; 6. Biological Relevance and Bio-inspiration 327 $a7. Some Fundamental Theorems - More than PDE, Equivalence to Fully-connectedness, Analytic Theory of CA, Godel Incompleteness8. Prototype Spatial-temporal CNN Algorithms and Novel Applications; 9. Physical and Virtual Cellular Machines with Kilo- and Mega-processor Chips and Related Topographic Algorithms; 10. Conclusions and Major New Challenges; Acknowledgment; References; 5. Contributions of CNN to Bio-robotics and Brain Science Paolo Arena and Luca Patane; 1. Introduction; 2. CNN-based CPGs for Locomotion Control in Bio-robots; 2.1. Basis of locomotion 327 $a2.2. The CNN neuron model for CPG: a slow-fast controllable limit cycle2.3. CPG in a reaction-diffusion CNN structure; 2.4. CPG in amulti-template-CNN; 3. A Brain for the Body:A CNN-based Spatio-temporal Approach; 3.1. Control architecture; 3.1.1. Sensory block; 3.1.2. Basic behaviors; 3.1.3. Representation layer; 3.1.4. Preprocessing block; 3.1.5. Perceptual core; 3.1.6. Selection network; 3.1.7. Motivation layer and learning process; 3.2. Simulation results; 3.2.1. Learning phase; 3.2.2. Testing phase; 3.2.3. Experimental results; 4. A Note on Winnerless Competition in CNNs; 5. Conclusions 327 $aAcknowledgement 330 $aThis invaluable book is a unique collection of tributes to outstanding discoveries pioneered by Leon Chua in nonlinear circuits, cellular neural networks, and chaos. It is comprised of three parts. The first - cellular nonlinear networks, nonlinear circuits and cellular automata - deals with Chua's Lagrangian circuits, cellular wave computers, bio-inspired robotics and neuro-morphic architectures, toroidal chaos, synaptic cellular automata, history of Chua's circuits, cardiac arrhythmias, local activity principle, symmetry breaking and complexity, bifurcation trees, and Chua's views on nonline 606 $aNeural networks (Computer science) 606 $aMemristors 606 $aChaotic behavior in systems 608 $aElectronic books. 615 0$aNeural networks (Computer science) 615 0$aMemristors. 615 0$aChaotic behavior in systems. 676 $a006.32 701 $aAdamatzky$b Andrew$0898136 701 $aChen$b G$g(Guanrong)$0903401 701 $aChua$b Leon O.$f1936-$0459925 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465588903321 996 $aChaos, CNN, memristors and beyond$92102022 997 $aUNINA LEADER 00980nam0-22003131i-450 001 990006638110403321 005 20230606101124.0 035 $a000663811 035 $aFED01000663811 035 $a(Aleph)000663811FED01 100 $a20001010d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aContratto collettivo e autonomia sindacale$fMario Rusciano 210 $aTorino$cEd. giuridiche$deconomiche$dscientifiche$d1984 215 $a168 p. , 24 cm 300 $aEstratto da : Trattato di diritto privato , diretto da P. Rescigno 610 0 $aContratti collettivi - Diritto 610 0 $aDiritto sindacale 700 1$aRusciano,$bMario$f<1942- >$022896 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006638110403321 952 $aX A 274$b27220$fFSPBC 952 $aFT PUB 70$b15509$fDECBC 959 $aFSPBC 959 $aDECBC 996 $aContratto collettivo e autonomia sindacale$968690 997 $aUNINA LEADER 05572 am 22006853u 450 001 9910166648503321 005 20230621135339.0 010 $a9781928396024$b(ebook) 010 $a9781928396017$b(PDF ebook) 035 $a(CKB)3710000001092114 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/39346 035 $a(EXLCZ)993710000001092114 100 $a20170313d2016uuuu fy| 0 101 0 $aeng 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aSelf-directed learning research $ean imperative for transforming the educational landscape /$fedited by Elsa Mentz, Izak Oosthuizen 210 $aDurbanville$cAOSIS$d2016 210 1$aCape Town, South Africa :$cAOSIS,$d2016. 215 $a1 online resource (xxxi, 298 pages) $cillustrations; digital, PDF file(s) 311 08$a1928396011 320 $aIncludes bibliographical references and index. 327 $a1. The feasibility of grafting self-directed learning theory onto the capability theory --2. The affordances of case-based teaching for self-directed learning: a case study with first-year student teachers --3. Students? accountability and responsibility in problem-based learning: enhancing self-directed learning --4. Student support through cooperative base groups and its contribution to the development of self-directed learning skills --5. A self-directed learning approach to large-group teaching: an evaluation --6. Geography student tutors? facilitative skills in a problem-based learning environment --7. The enactment of problem-based approaches in pre-service mathematics and the levels of performance of teacher students in problem projects --8. Pre-service teacher students? expectations of self-directed learning in an undergraduate blended-learning course --9. Academic writing supported by digital technologies and the INcwadi-Mkhaphi (book-guide) in isiZulu folk-poetry education --Appendix 1. 330 3 $aThis book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom. 606 $aSelf-managed learning 606 $aBlended learning 606 $aCase-based reasoning 606 $aGroup work in education 606 $aTeachers$xTraining of 606 $aZulu (African people)$xEducation 606 $aEducation$zSouth Africa 610 $alarge-group teaching 610 $acooperative learning 610 $aproblem-based learning 610 $aacademic writing 610 $acase-based teaching 610 $ablended learning 610 $aself-directed learning 610 $aAutodidacticism 610 $aAutonomy 610 $aMathematics 610 $aSouth Africa 610 $aZulu language 615 0$aSelf-managed learning. 615 0$aBlended learning. 615 0$aCase-based reasoning. 615 0$aGroup work in education. 615 0$aTeachers$xTraining of. 615 0$aZulu (African people)$xEducation. 615 0$aEducation 676 $a374.0019 700 $aOosthuizen$b Izak$4auth$01361994 702 $aMentz$b Elsa$f1959- 702 $aOosthuizen$b I. J. 801 2$bUkMaJRU 912 $a9910166648503321 996 $aSelf-directed learning research$93386204 997 $aUNINA