Dissertationen zum Thema „Match en T“
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Mughal, Aiman. „Statistical analysis of the coupling effects between tags in the RFID links“. Electronic Thesis or Diss., Université Gustave Eiffel, 2024. http://www.theses.fr/2024UEFL2002.
Der volle Inhalt der QuelleDifferent empirical studies show that the effect of mutual coupling and the random position and orientation of tag antennas in a reduced volume result in a degradation of key performance indicators of an RFID system such as the read-range and the read-rate. This thesis takes part in the performance analysis of such an RFID system by exploring the physical phenomena behind the degradation and by introducing statistical techniques into investigations. Prior to the group behaviour investigations, the sensitivity and the impedance of two RFID chips (Higgs-3 and Higgs-9) have been measured. Two RFID tags have been used, a commercial one (ALN-9662) associated with the Higgs-3 chip and a home-made tag, which has been fabricated in laboratory to match the Higgs-9 chip. The read range of both tags has measured along with their antenna impedance. The measurement results have been confronted to electromagnetic simulations. In order to study various cases involving randomly positioned tags, an electromagnetic model and simulation tools (HFSS and NEC) have been used and the conclusions are based on their results while cross-validated in a few cases by measurements. To simplify any further, the RFID tags are modelled by a set of half-wave dipoles, with and without T-match, and the reader is replaced by a plane wave. The objective is to confront the behaviour of a single isolated tag to that of the same tag while surrounded by other tags and to conclude on the impact of the antenna type, the density of tags, the terminating load and the wave polarisation on the output under observation. The RFID link is studied through its forward and reverse links and by using a conventional grid model for tags including coupling. A thorough power budget analysis is conducted and the absorbed power at the level of the loads (chips) and the reradiated power at the level of the antennas are assessed. Regarding the forward link, the ratio of the absorbed power by the chip of a surrounded tag to that of an isolated tag is called normalised absorbed power and constitutes a useful tool to estimate the percentage of inactivated tags in the set. Regarding the reverse link, the Radar Cross Section (RCS) of loaded antennas with short-circuit and matched loads have been studied. The differential RCS of the isolated tag and that of the surrounded one has also been evaluated and the impact of coupling on the backscattered power have been studied. As in a high-density random context, predicting the system performances in a realistic way with a deterministic approach is impossible, several configurations of randomly positioned and oriented tags and dipoles have been simulated and the conclusions are drawn using statistical analysis. In other words, at the end of this study, the performance degradation of a particular tag in a given configuration of surrounding tags needs to be evaluated individually but the statistical moments as well as cumulative distribution functions allow to predict the behaviour of a population tags under given conditions. This thesis helps the RFID designer to assess the performance of an RFID scenario and eventually adjust some input parameters such as the density of tags in order to attain the desired objectives
Kalayci, Sefa. „Design Of A Radio Frequency Identification (rfid) Antenna“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610554/index.pdf.
Der volle Inhalt der QuelleButt, Munam. „Systemization of RFID Tag Antenna Design Based on Optimization Techniques and Impedance Matching Charts“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23064.
Der volle Inhalt der QuelleZhou, Wang. „Saddlepoint approximations for student's t-statistic without moment conditions /“. View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?MATH%202004%20ZHOU.
Der volle Inhalt der QuelleJohnston, Christopher J., und Patricia Moyer-Packenham. „A Comprehensive Model for Examining Pre-Service Teachers' Knowledge of Technology Tools for Mathematical Learning: The T-MATH Framework“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82604.
Der volle Inhalt der QuellePorto, Wanderlan Santos. „T? estin An?mnesis? uma an?lise da an?mnesis no m?non de Plat?o“. Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16467.
Der volle Inhalt der QuelleCoordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Cette th?se a pour objectif principal examiner comment les M?non, Platon listes l'an?mnesis avec les autres th?ories qui sont abord?s dans ce dialogue et, par cons?quent, essayer de comprendre ce que c'est. Cette recherche vise dans un premier temps situ?es dans d'autres dialogues de Platon la survenance du terme anamn?sis ? veifique les points qui relient ces oeuvres ? clarifier la compr?hension d'un plus appropri? dans le M?non. Jetez-y aussi, quels sont les ?l?ments de la platonicienne th?orie de la connaissance sera reliant le dialogue afin de prouver que le M?non, qui est la question centrale aret?, garde un conflit dans la sophistique et la philosophie. Ce choc entre ce qui se passe papapep indirectement par l'interm?diaire de son M?non enseign?, et Socrates qui conteste la th?se de l'?thique et le relativisme ?pist?mologique. Nous voyons aussi, de quelle mani?re le dialogue est donn?e de prendre une voie d'acc?s au savoir qui est configur? comme s?rs, ? savoir an?mn?sis. L'interrogatoire de M?non depuis le d?but dans les appels d'enqu?ter ?ristique cet int?r?t, que lorsqu'ils sont confront?s ? des int?r?ts les am?nerait ? l'?tat apor?tique initial et qui est progressivement remplac? par l'aporie fondamental de connaissance, ce n'est point pour aporie la compr?hension de an?mnesis. En prenant la dialectique comme m?thode d'enqu?te dans le dialogue, il est n?cessaire de la part de Socrates et M?non, de quitter le didaskein et en profiter pour math?sis que la construction des connaissances. Il ouvre de mani?re un des principaux enjeux dans ce travail examine si le an?mnesis permettre l'acc?s aux moyens et si elle a un statut similaire ? mn?me. ? un moment o? Socrate explique dans le dialogue qui est le an?mnesis par monstration monstration fait avec esclave de M?non il est l'utilisation d'?l?ments mythiques que, selon notre analyse, permettre ? comprendre le sens de dialogue les connaissances qui montre l'opportunit? d'apprendre, qui est la an?mnesis
Esta disserta??o tem como principal objetivo analisar de que modo no M?non, Plat?o relaciona a an?mnesis a outras no??es que neste di?logo s?o discutidas e, deste modo, tentar compreender o que ela ? . Esta investiga??o visa inicialmente situar em outros di?logos plat?nicos a ocorr?ncia do termo an?mnesis para que verifique-se os aspectos que interligam estas obras a fim de precisar a compreens?o do sentido mais adequado no M?non. Verificar-se-? tamb?m, quais elementos da teoria do conhecimento plat?nica v?o se interligando no di?logo de modo a revelar que o M?non, que tem como quest?o central a aret?, resguarda um conflito entre a sof?stica e a filosofia. Tal embate acontece indiretamente entre G?rgias atrav?s do seu ensinado M?non, e S?crates que nega as teses do relativismo ?tico e epistemol?gico. Observamos tamb?m, de que forma se d? a assun??o de uma via de acesso ao conhecimento que se configura como mais segura, a saber, a an?mnesis. O questionamento de M?non desde o in?cio do di?logo nos instiga a inquirir esse interesse er?stico, que ao ser confrontado com os interesses socr?ticos levaria-os ao estado apor?tico inicial e que paulatinamente ? substitu?do pela aporia fundamental do conhecimento, esta aporia ? ponto de partida para a compreens?o da an?mnesis. Ao assumir-se a dial?tica como m?todo investigativo surge a necessidade por parte de S?crates e de M?non, de abandonar o didaskein e assumir a math?sis como possibilidade de constru??o do conhecimento. Abre-se assim uma das quest?es principais que este trabalho analisa, ? se a an?mnesis ? possibilidade acesso ?s Formas e se a mesma possui um estatuto similar a mn?me. No momento em que S?crates explicita no di?logo o que ? a an?mnesis, atrav?s da mostra??o feita com o escravo de M?non, h? a utiliza??o filos?fica de elementos m?ticos que, segundo nossa an?lise, permitem a compreens?o efetiva do sentido da constru??o dialogada do conhecimento que exterioriza o que se deseja aprender, ou seja: o que ? a an?mnesis
Holmberg, Andreas. „Experimental Determination of Aeracoustic Sources in Low Mach Number Internal Flows“. Licentiate thesis, KTH, MWL Strömningsakustik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-26133.
Der volle Inhalt der QuelleQC 20101118
Experimental characterization of aero-acoustic sources
Bertrand, Frédéric. „Plans sphériques de force t et applications en statistique“. Phd thesis, Université Louis Pasteur - Strasbourg I, 2007. http://tel.archives-ouvertes.fr/tel-00188330.
Der volle Inhalt der QuelleBruch, Tamara Elaine Carroll Alicia. „The evolution of the South Eliza Frances Andrews, General William T. Sherman, and green interpretations of the Civil War /“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1677.
Der volle Inhalt der QuelleLiendo, Alvaro. „T-variétés affines : actions du groupe additif et singularités“. Phd thesis, Grenoble, 2010. http://www.theses.fr/2010GRENM015.
Der volle Inhalt der QuelleAT -variety is an algebraic variety endowed with an effective action of an algebraic toms T. This thesis is devoted to the study of two aspects of normal affine T-varieties: the additive group actions and the characterization of singularities. Let X=spec A be a normal affine T-variety and let D be a homogeneous locally nilpotent derivation on the normal affine Z"n-graded domain A, so that D generates an action of the additive group on X. We provide a complete classification of pairs (X,D) in three cases: for toric varieties, in the case where the complexity is one, and in the case where D is of fiber type. As an application, we compute the homogeneous Makar-Limanov (ML) invariant of such varieties. We deduce that any variety with trivial ML-invariant is birationally decomposable as Y\times P"2, for sorne variety Y. Conversely, given a variety Y, there exists an affine T-variety X with trivial ML invariant birational to Y\times P"2. Ln the second part concerning singularities of a T-variety X we compute the higher direct images of the structure sheaf of a desingularization of X. As a consequence, we give a criterion as to when a T-variety has rational singularities. We also provide a condition for a T-variety to be Cohen¬Macaulay. As an application, we characterize quasihomogeneous elliptic singularities of surfaces
Liendo, Alvaro. „T-variétés affines : actions du groupe additif et singularités“. Phd thesis, Université de Grenoble, 2010. http://tel.archives-ouvertes.fr/tel-00592274.
Der volle Inhalt der QuelleGomez, Aparicio Maria Paula. „Propriété (T) et morphisme de Baum-Connes tordus par une représentation non unitaire“. Phd thesis, Université Paris-Diderot - Paris VII, 2007. http://tel.archives-ouvertes.fr/tel-00274378.
Der volle Inhalt der QuelleSoit G un groupe localement compact et (rho,V) une représentation de dimension finie non nécessairement unitaire de G.
Dans le Chapitre 1, nous avons défini un renforcement de la propriété (T) en considérant des produits tensoriels par rho de représentations unitaires de G. Nous avons alors défini deux algèbres de Banach de groupe tordues, Amax(rho) et A(rho), analogues aux C*-algèbres de groupe, C*(G) et C*r(G), et nous avons défini la propriété (T) tordue par rho en termes de Amax(rho). Nous avons ensuite montrer que la plupart des groupes de Lie semi-simples réels ayant la propriété (T) ont la propriété (T) tordue par n'importe quelle représentation irréductible de dimension finie.
Les Chapitres 2 et 3 sont consacrés au calcul de la K-théorie des algèbres tordues. Pour ceci, Nous avons défini deux applications d'assemblage tordues du membre de gauche du morphisme de Baum-Connes, noté Ktop(G), dans la K-théorie des algèbres tordues. Nous avons ensuite montrer, dans le Chapitre 3, que ce morphisme de Baum-Connes tordu est bijectif pour une large classe de groupes vérifiant la conjecture de Baum-Connes.
Dans le Chapitre 4, nous avons montré que le domaine de définition naturel d'un analogue en K-théorie du produit tensoriel par une représentation de dimension finie est la K-théorie des algèbres tordues et non pas la K-théorie des C*-algèbres de groupe.
Hernandez, David. „Représentations des algèbres affinisées quantiques : q, t-caractères et produit de fusion“. Phd thesis, Université Pierre et Marie Curie - Paris VI, 2004. http://tel.archives-ouvertes.fr/tel-00007188.
Der volle Inhalt der QuelleMoody, III John Wesley. „Demon of the Lost Cause: General William Tecumseh Sherman and the Writing of Civil War History“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/history_diss/12.
Der volle Inhalt der QuelleRABELO, Manuel Ricardo dos Santos. „A constru??o do conhecimento em matem?tica atrav?s de estrat?gias diferenciadas em um curso t?cnico em agropecu?ria“. Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2197.
Der volle Inhalt der QuelleMade available in DSpace on 2018-02-07T18:03:12Z (GMT). No. of bitstreams: 1 2016 - Manuel Ricardo dos Santos Rabelo.pdf: 1301532 bytes, checksum: 9e93dab4c197d7e8c11715a4ea105991 (MD5) Previous issue date: 2016-10-17
This research developed in PPGEA / UFRRJ as dissertation, we made a reflection on the teaching and learning of school mathematics emphasizing some teaching experiences that value abstraction, memorization, with content outside the reality of students, and in this context we enter the vocational education field in Brazil this perspective, think of as research problem: what strategies can be used for the teaching and learning of school mathematics contribute to the improvement of knowledge of the field professional? To contribute to this problem, identify the main difficulties encountered in the teaching and school mathematics learning in the professional technical course and research some methods in which these processes can significantly occur. We work with two groups of technical progress in agriculture, a control and the other experimental, that this work will treat as a field class to accomplish comparisons. We applied to two classes a pre-test to identify some difficulties in relation to the geometry of content and arithmetic, a questionnaire diagnosis and post-test. We also point may need to know what knowledge the students had about multiplication and division. The diagnostic questionnaire allowed us to check, missing school students, a considerable amount worked and some considered the school mathematics teaching offered in decontextualized and fragmented way. We performed for the two lecture classes with the help of video lesson. Then and only for the country group proposed a field of activity in which they measured the dimensions of the ponds and flowerbeds of the institute, they found the area available for planting as well as the outline of the region and measured the spacing between the vegetables planted in the flower bed . This activity aroused enough student interest and questions. After this activity, we applied one after posttest results of a questionnaire. We verified that followed the lectures of field classes improve the students' knowledge. We emphasize that we can make a difference to improve school mathematics teaching, with dynamic lectures and contextualized when accompanied by practical classes held outside the classroom context. We alert for the importance to the technical experience school mathematics in professional activities making it significant.
Nesta pesquisa desenvolvida no PPGEA/UFRRJ, como disserta??o de mestrado, fizemos uma reflex?o sobre o ensino e a aprendizagem da matem?tica escolar enfatizando algumas experi?ncias docentes que valorizam a abstra??o, a memoriza??o, com conte?dos fora da realidade dos alunos, e neste contexto inserimos o ensino profissional do campo, no Brasil Nesta perspectiva, concebemos como problema de pesquisa: quais estrat?gias podem ser usadas para que o ensino e a aprendizagem da matem?tica escolar contribuam para a melhoria do conhecimento do profissional do campo? Para contribuir com este problema, identificamos as principais dificuldades encontradas nos processos de ensino e de aprendizagem de matem?tica escolar no curso t?cnico profissional e pesquisamos algumas metodologias em que estes processos possam ocorrer de forma significativa. Trabalhamos com duas turmas do curso t?cnico em agropecu?ria, uma de controle e outra experimental, que neste trabalho trataremos como turma de campo, para realizarmos compara??es. Aplicamos ?s duas turmas um pr?-teste, para identificar algumas dificuldades em rela??o aos conte?dos de geometria e aritm?tica, um question?rio diagn?stico e um p?s-teste. Destacamos, ainda, ser necess?rio saber quais conhecimentos os alunos tinham sobre multiplica??o e divis?o. O question?rio diagn?stico nos permitiu verificar, alunos ausentes da escola, uma quantidade consider?vel trabalhava e alguns consideravam o ensino da matem?tica escolar ofertado de forma descontextualizado e fragmentado. Realizamos para as duas turmas aula te?rica com aux?lio de videoaula. Em seguida e somente para a turma de campo propusemos uma atividade de campo, na qual eles mediram as dimens?es dos viveiros e canteiros do instituto, acharam a ?rea dispon?vel para plantio assim como o contorno da regi?o e mediram o espa?amento entre as hortali?as plantadas no canteiro. Esta atividade despertou bastante o interesse dos alunos e questionamentos. Ap?s esta atividade, aplicamos um p?s-teste seguido de um question?rio de resultados. Verificamos que aulas te?ricas seguidas de aulas de campo melhoram o conhecimento dos alunos. Ressaltamos que, podemos fazer diferen?a para melhorar o ensino de matem?tica escolar, com aulas te?ricas din?micas e contextualizadas quando acompanhada da aula pr?tica, realizada fora do contexto da sala de aula. Alertamos para a import?ncia de um t?cnico vivenciar a matem?tica escolar em atividades profissionais tornando-a significativa.
Knopp, Shawn Michael. „An examination of the works of Dance Sinfonia by Dennis W. Fisher, Linden Lea, by Ralph Vaughan Williams, arranged by John W. Stout, Strawflower, by Ralph Hermann, Emperata Overture, by Claude T. Smith, and Foshay Tower Washington Memorial March, by John Philip Sousa, edited by Daniel Dorff“. Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1635.
Der volle Inhalt der QuelleIbrahim, Jean-Paul. „Grandes déviations pour des modèles de percolation dirigée et des matrices aléatoires“. Phd thesis, Université Paul Sabatier - Toulouse III, 2010. http://tel.archives-ouvertes.fr/tel-00577242.
Der volle Inhalt der QuelleHirsch, Gérard. „Équations de relation floue et mesures d'incertain en reconnaissance de formes“. Nancy 1, 1987. http://www.theses.fr/1987NAN10030.
Der volle Inhalt der QuelleCoulibaly, Ibrahim. „Contributions à l'analyse numérique des méthodes quasi-Monte Carlo“. Phd thesis, Université Joseph Fourier (Grenoble), 1997. http://tel.archives-ouvertes.fr/tel-00004933.
Der volle Inhalt der QuelleChen, Huang-hsi, und 陳光熙. „A Study of MATCH-T for Close Range Photogrammetry 3D Measurement“. Thesis, 1996. http://ndltd.ncl.edu.tw/handle/43220716148708209745.
Der volle Inhalt der QuelleWerhun, Cherie D. „The limitations of stereotype threat: Not all math and science women are threatened by stereotypes“. 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=478986&T=F.
Der volle Inhalt der QuelleMalarczuk, Todd. „Exploring student attitudes toward an instructional strategy based on a Japanese model of mathematics education“. 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442029&T=F.
Der volle Inhalt der QuelleLehan, Andrew Robert. „Development of a Slab-on-Girder Wood-concrete Composite Highway Bridge“. Thesis, 2012. http://hdl.handle.net/1807/32480.
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