Relevant bibliographies by topics / Special classes

Academic literature on the topic 'Special classes'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Special classes"

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Badaev, S. A., B. S. Kalmurzayev, N. K. Mukash, and A. A. Khamitova. "Special classes of positive preorders." Sibirskie Elektronnye Matematicheskie Izvestiya 18, no. 2 (December 22, 2021): 1657–66. http://dx.doi.org/10.33048/semi.2021.18.125.

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VenkataLakshmi, C., and T. Vasanthi. "Some Special Classes of Semirings." International Journal of Applied Information Systems 6, no. 8 (February 6, 2014): 27–29. http://dx.doi.org/10.5120/ijais14-451093.

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Olson, D. M., G. A. P. Heyman, and H. J. Le Roux. "WEAKLY SPECIAL CLASSES OF HEMIRINGS." Quaestiones Mathematicae 15, no. 2 (April 1992): 119–26. http://dx.doi.org/10.1080/16073606.1992.9631678.

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Prasetyo, Puguh Wahyu, Indah Emilia Wijayanti, Halina France-Jackson, and Joe Repka. "Weakly Special Classes of Modules." Mathematics and Statistics 8, no. 2A (March 2020): 23–27. http://dx.doi.org/10.13189/ms.2020.081304.

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Jaeger, Richard M. "Nothing Special and Classes Dismissed." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 776–77. http://dx.doi.org/10.1037/025986.

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Shavgulidze, N. E. "Special classes of l-rings." Journal of Mathematical Sciences 166, no. 6 (April 23, 2010): 794–805. http://dx.doi.org/10.1007/s10958-010-9896-y.

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Lappan, Peter. "Special Classes of Normal Families." Computational Methods and Function Theory 8, no. 1 (May 22, 2007): 133–42. http://dx.doi.org/10.1007/bf03321676.

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Tapdigoglu Karaev, Mubariz, Mehmet Gurdal, and Ulas Yamanci. "Special operator classes and their properties." Banach Journal of Mathematical Analysis 7, no. 2 (2013): 74–85. http://dx.doi.org/10.15352/bjma/1363784224.

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Ruckle, William H., and Kensaku Kikuta. "SPECIAL CLASSES OF QUIET ACCUMULATION GAMES." Journal of the Operations Research Society of Japan 46, no. 4 (2003): 487–502. http://dx.doi.org/10.15807/jorsj.46.487.

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Burton-Szabo, Sally. "Special Classes for Gifted Students? Absolutely!" Gifted Child Today 19, no. 1 (January 1996): 12–50. http://dx.doi.org/10.1177/107621759601900106.

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Dissertations / Theses on the topic "Special classes"

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Pember, Mason James Wyndham. "Special surface classes." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648954.

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This thesis concerns deformations of maps into submanifolds of projective spaces and in par- ticular the deformable surfaces of Lie sphere geometry. Using a gauge theoretic approach we study the transformations of Lie applicable surfaces and characterise certain classes of surfaces in terms of polynomial conserved quantities. In particular we unify isothermic, Guichard and L-isothermic surfaces as certain Lie applicable surfaces and show how their well known trans- formations arise in this setting. Another class of surfaces that is highlighted in this thesis is that of linear Weingarten surfaces in space forms and their transformations.
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Loggie, William T. H. "Some special classes of modules." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360131.

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Fjær, Bjørnar Grip. "Speech adaptation of special voice classes." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for elektronikk og telekommunikasjon, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13646.

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Most automatic speech recognition systems are based on statistical models thatrequire training. While these types of systems have reached recognition ratesthat are sufficient for many purposes, they perform poorly for speaker typesthat are not present in the training material. Children are often absent fromtraining material for speech recognizers, and creating good training materialfor children can be difficult and expensive.To address this issue, this thesis focuses on using adult training material totrain a recognizer for children by adapting the training material duringtraining. Instead of performing speaker-dependent adaptation duringrecognition, where computational power may be scarce, and responsiveness may beessential, adaptation is performed during training towards a class of speakers.Using a combination of vocal tract length normalization (VTLN) and cepstralmean normalization during training, promising results have been obtained. In aconnected-digits task, a reduction in errors as high as 70% was shown, with areduction of almost 50% in a large vocabulary task. Using VTLN to warp thesame training material several times, combining these warped materials to trainone recognizer, a similar reduction in errors was shown, but with an increasedrobustness indicating a less speaker-dependent system. It is also shown that apiecewise linear warping method is better suited to warp adult speech to childspeech, than a bilinear warping method.
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Ziegler, Konstantin [Verfasser]. "Counting classes of special polynomials / Konstantin Ziegler." Bonn : Universitäts- und Landesbibliothek Bonn, 2015. http://d-nb.info/1077289596/34.

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Stewart, Anthony Graham. "Graph algorithms and complexity aspects on special graph classes." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12144/.

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Graphs are a very flexible tool within mathematics, as such, numerous problems can be solved by formulating them as an instance of a graph. As a result, however, some of the structures found in real world problems may be lost in a more general graph. An example of this is the 4-Colouring problem which, as a graph problem, is NP-complete. However, when a map is converted into a graph, we observe that this graph has structural properties, namely being (K_5, K_{3,3})-minor-free which can be exploited and as such there exist algorithms which can find 4-colourings of maps in polynomial time. This thesis looks at problems which are NP-complete in general and determines the complexity of the problem when various restrictions are placed on the input, both for the purpose of finding tractable solutions for inputs which have certain structures, and to increase our understanding of the point at which a problem becomes NP-complete. This thesis looks at four problems over four chapters, the first being Parallel Knock-Out. This chapter will show that Parallel Knock-Out can be solved in O(n+m) time on P_4-free graphs, also known as cographs, however, remains hard on split graphs, a subclass of P_5-free graphs. From this a dichotomy is shown on $P_k$-free graphs for any fixed integer $k$. The second chapter looks at Minimal Disconnected Cut. Along with some smaller results, the main result in this chapter is another dichotomy theorem which states that Minimal Disconnected Cut is polynomial time solvable for 3-connected planar graphs but NP-hard for 2-connected planar graphs. The third chapter looks at Square Root. Whilst a number of results were found, the work in this thesis focuses on the Square Root problem when restricted to some classes of graphs with low clique number. The final chapter looks at Surjective H-Colouring. This chapter shows that Surjective H-Colouring is NP-complete, for any fixed, non-loop connected graph H with two reflexive vertices and for any fixed graph H’ which can be obtained from H by replacing vertices with true twins. This result enabled us to determine the complexity of Surjective H-Colouring on all fixed graphs H of size at most 4.
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Bidkhori, Hoda. "Classification and enumeration of special classes of posets and polytopes." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/64602.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 91-93).
This thesis concerns combinatorial and enumerative aspects of different classes of posets and polytopes. The first part concerns the finite Eulerian posets which are binomial, Sheffer or triangular. These important classes of posets are related to the theory of generating functions and to geometry. Ehrenborg and Readdy [ER2] gave a complete classification of the factorial functions of infinite Eulerian binomial posets and infinite Eulerian Sheffer posets, where infinite posets are those posets which contain an infinite chain. We answer questions asked by R. Ehrenborg and M. Readdy [ER2]. We completely determine the structure of Eulerian binomial posets and, as a conclusion, we are able to classify factorial functions of Eulerian binomial posets; We give an almost complete classification of factorial functions of Eulerian Sheffer posets by dividing the original question into several cases; In most cases above, we completely determine the structure of Eulerian Sheffer posets, a result stronger than just classifying factorial functions of these Eulerian Sheffer posets. This work is also motivated by the work of R. Stanley about recognizing the boolean lattice by looking at smaller intervals. In the second topic concerns lattice path matroid polytopes. The theory of matroid polytopes has gained prominence due to its applications in algebraic geometry, combinatorial optimization, Coxeter group theory, and, most recently, tropical geometry. In general matroid polytopes are not well understood. Lattice path matroid polytopes (LPMP) belong to two famous classes of polytopes, sorted closed matroid polytopes [LP] and polypositroids [Pos]. We study several properties of LPMPs and build a new connection between the theories of matroid polytopes and lattice paths. I investigate many properties of LPMPs, including their face structure, decomposition, and triangulations, as well as formulas for calculating their Ehrhart polynomial and volume.
by Hoda Bidkhori.
Ph.D.
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Hurst, Leah P. "Tennessee's Administrators' and Supervisors' Level of Concern Toward Mainstreaming the Classes for Severely Mentally Retarded and the Classes for Multi-handicapped into the Regular School." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2738.

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The problem of this study was to determine the level of concern of supervisors and administrators in the state of Tennessee toward mainstreaming classes for the severely mentally retarded and the classes for the multi-handicapped into the regular schools. The Change Facilitators Stages of Concern Questionnaire (CFSoCQ) was the instrument selected as appropriate for the study. Permission was obtained from Dr. Gene Hall at the University of Florida to reproduce and administer the CFSoCQ. A stratified random sample was conducted as representative of the total population of superintendents, special education supervisors, special day school principals, high school principals, middle school principals, and elementary school principals in the state of Tennessee. A demographic data sheet and the CFSoCQ were mailed to 824 selected educators. A 21% return was obtained. The data sheet asked for the sex, current position in education, number of years in education, area of certification, last degree received, whether their system had a special day school, and whether their school had a class for either severely mentally retarded or multi-handicapped students. If they did have either a class for severely mentally retarded or a class for multi-handicapped, they were asked to also answer 15 additional questions concerning the class and its students. Twenty null hypotheses and 22 research questions were tested at the.05 level of significance, using a two-tailed test. The t test for independent samples was used to test for significance among the groups. The analysis of variance was used to test for significant differences between groups. The Newman-Keuls Procedure was selected to show where the significant difference existed. Two hypotheses were rejected. Major findings revealed that special education supervisors are aware of the need to mainstream classes for the severely mentally retarded and classes for the multi-handicapped into the regular schools.
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Funk, Holden E. "A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140473.

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The purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.

Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.

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Rosa, Maiandra Pavanello da. "Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12060.

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This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion.
A presente pesquisa teve como objetivo principal conhecer os fatores que contribuem para a permanência das classes especiais, em um atual contexto de políticas de inclusão escolar. Pretendeu-se conhecer também as características dos alunos que frequentam as classes especiais, as práticas pedagógicas desenvolvidas nestes contextos e a forma como os professores, que atuam nestas turmas, compreendem estes espaços e os alunos que as frequentam. Como opção metodológica, a partir de alguns autores como: Passos; Kastrup e Escóssia (2012; 2014) foi utilizado o Método da Cartografia, proposto por Deleuze e Guattari (1995), o qual compreende as bases da filiação teórica desta investigação com o pensamento sistêmico. A pesquisa se desenvolveu em duas classes especiais de uma Escola da Rede Estadual de Ensino do município de Santa Maria /RS. Para a produção de dados foi realizada análise dos documentos dos alunos presentes na escola, observações no contexto das classes especiais e entrevista semiestruturada com as professoras que atuam nestas turmas. A compreensão dos aspectos teóricos e políticos das classes especiais esteve apoiada nas contribuições dos autores: Caiado e Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) e Uhmann (2014). Para compreender a problemática do diagnóstico clínico na escola, baseou-se em autores como Bridi (2011) e Moysés (2001). Como base teórica para análise dos dados produzidos, utilizou-se o pensamento sistêmico, a partir das contribuições de Maturana e Varela (2001), Maturana (2002), Pellanda (2009) e Vasconcellos (2013). A partir da aproximação com o contexto pesquisado, identificou-se que todos os alunos que frequentam as duas classes especiais possuem diagnóstico clínico emitido por médicos de diferentes especialidades. A idade destes alunos é muito variável, entre nove (9) e dezessete (17) anos. Quanto ao percurso escolar dos alunos, alguns iniciaram seu percurso escolar no contexto das classes especiais e outros vieram transferidos do ensino regular, muitos destes após um histórico de reprovação e fracasso escolar. Em relação às práticas pedagógicas desenvolvidas nas duas turmas observou-se que estas são pouco desafiadoras. No decorrer das aulas há uma grande parcela de tempo destinado “atividades livres”, demonstrando uma fragilidade no planejamento pedagógico frente a propostas mais sistematizadas. Referente a forma como os professores compreendem as classes especiais e os alunos que as frequentam, observou-se que há uma visão reducionista das capacidades dos sujeitos, acreditando que estes necessitam das classes especiais, as quais trabalham valorizando as diversidades dos alunos. Com base no pensamento sistêmico, acredita-se que estes fatores funcionam como potentes dispositivos na permanência dos alunos em classes especiais, consequentemente, colaborando para a permanência destes espaços pedagógicos em tempos histórico e político de inclusão escolar.
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Huang, Lan-Ting. "Interaction around corrective feedback in elementary English classes in Taiwan." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/106815/.

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This is a multiple case study which investigates interaction around teachers’ corrective feedback on learners’ oral errors in three elementary English classrooms in Taiwan through classroom observations, teacher interviews, and learner interviews. In response to the problematic issues in existing corrective feedback research, this study has carried out an inductive microanalysis of the classroom data. The results indicate that current literature does not account for the complexity of the interaction around corrective feedback which is evidenced in the classroom data of this study. The findings of this study show a series of moves such as scaffolding, the use of nonverbal corrective feedback strategies, the use of objects as corrective feedback techniques, the use of clusters of corrective feedback strategies, deliberate language play by the learners, socialisation between the teacher and the learners as well as among learners as part of corrective feedback episodes. The findings of this study also reveal that corrective feedback can occur but takes a special shape in form-oriented classrooms. The features observed in the data of this study reflect a need to research into corrective feedback in elementary EFL classrooms as well as classrooms where the instruction focus of teachers is on linguistic forms.
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Books on the topic "Special classes"

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Special classes of semigroups. Dordrecht: Kluwer Academic Publishers, 2001.

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Nagy, Attila. Special Classes of Semigroups. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3316-7.

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Green, M. Special values of automorphic cohomology classes. Providence, Rhode Island: American Mathematical Society, 2014.

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Kandasamy, W. B. Vasantha. Special classes of set codes and their applications. Ann Arbor: Infolearnquest, 2008.

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Conference, on Operator Theory (11th 1986 Bucharest Romania). Special classes of linear operators and other topics. Basel: Birkhäuser, 1988.

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Kandasamy, W. B. Vasantha. Special classes of set codes and their applications. Ann Arbor: Infolearnquest, 2008.

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Arsene, Gr, ed. Special Classes of Linear Operators and Other Topics. Basel: Birkhäuser Basel, 1988. http://dx.doi.org/10.1007/978-3-0348-9164-6.

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Washington (State). Legislature. Legislative Budget Committee. Vocational education specialist and similar job classes salary setting process: Special study. Olympia: The Committee, 1987.

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Washington (State). Legislature. Legislative Budget Committee. Vocational education specialist and similar job classes: Salary setting process : special study. Olympia (506 E. 16th Ave., Olympia 98504): The Committee, 1987.

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Richmond, Robin C. Teachers, advice, support and children with special educational needs in junior classes. Birmingham: University of Birmingham, 1988.

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Book chapters on the topic "Special classes"

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Topping, Keith J. "Special Classes." In Educational Systems for Disruptive Adolescents, 61–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-11.

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Rapcsák, Tamás. "Special Function Classes." In Nonconvex Optimization and Its Applications, 231–51. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6357-0_13.

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Rahman, Md Saidur. "Special Classes of Graphs." In Basic Graph Theory, 111–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49475-3_9.

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Chadan, K., P. C. Sabatier, and R. G. Newton. "Special Classes of Potentials." In Inverse Problems in Quantum Scattering Theory, 95–111. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83317-5_7.

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Liesen, Jörg, and Volker Mehrmann. "Special Classes of Endomorphisms." In Springer Undergraduate Mathematics Series, 271–93. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24346-7_18.

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Neusel, Mara, and Larry Smith. "Special classes of invariants." In Invariant Theory of Finite Groups, 185–226. Providence, Rhode Island: American Mathematical Society, 2010. http://dx.doi.org/10.1090/surv/094/07.

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Abramovich, Y., and C. Aliprantis. "Special classes of operators." In Graduate Studies in Mathematics, 123–78. Providence, Rhode Island: American Mathematical Society, 2002. http://dx.doi.org/10.1090/gsm/050/04.

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Abramovich, Y., and C. Aliprantis. "Special classes of operators." In Problems in Operator Theory, 119–44. Providence, Rhode Island: American Mathematical Society, 2002. http://dx.doi.org/10.1090/gsm/051/04.

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Vasudeva, Harkrishan Lal. "Spectral Theory and Special Classes of Operators." In Elements of Hilbert Spaces and Operator Theory, 233–371. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3020-8_4.

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Nagy, Attila. "Preliminaries." In Special Classes of Semigroups, 1–33. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3316-7_1.

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Conference papers on the topic "Special classes"

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Hoang, Thanh Minh. "On the Matching Problem for Special Graph Classes." In 2010 IEEE 25th Annual Conference on Computational Complexity (CCC). IEEE, 2010. http://dx.doi.org/10.1109/ccc.2010.21.

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Hidayati, Richma, Nur Hidayah, and Sunaryono. "Analysis of Differences in Student Confidence in Special Classes and Regular Classes: A Comparative Study." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.061.

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Ariani, Alpha, Muchamad Wahyudi, and Rugaiyah Rugaiyah. "Special Teachers in Inclusive Classes: Assisting Patterns for Children with Special Needs in Inclusive Settings." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282112.

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Bykadorov, Igor. "AN APPROACH TO SOLVE SPECIAL CLASSES OF MULTI-EXTREMAL PROBLEMS." In IX Moscow International Conference on Operations Research (ORM2018). LLC MAKS Press, 2018. http://dx.doi.org/10.29003/m211.orm2018_v1/38-42.

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Ovaska, Saila, and Kari-Jouko Räihä. "Teaching privacy with ubicomp scenarios in HCI classes." In the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1738826.1738844.

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Popovici, Dan, Theodore E. Simos, George Psihoyios, and Ch Tsitouras. "Special Classes of Weakly Operator Harmonizable Stochastic Processes of Regular Type." In Numerical Analysis and Applied Mathematics. AIP, 2007. http://dx.doi.org/10.1063/1.2790171.

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Khomyn, Y., M. Maniuk, V. Khomyn, O. Paliychuk, I. Piatkovska, and O. Maniuk. "Application of special petrophysical algorithms for select classes of reservoir rocks." In Geoinformatics: Theoretical and Applied Aspects 2020. European Association of Geoscientists & Engineers, 2020. http://dx.doi.org/10.3997/2214-4609.2020geo144.

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BARBERIS, MARÍA LAURA. "HYPERCOMPLEX STRUCTURES ON SPECIAL CLASSES OF NILPOTENT AND SOLVABLE LIE GROUPS." In Proceedings of the Second Meeting. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812810038_0001.

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Gbur, Greg. "Simulating partially coherent fields and other special beam classes in turbulence." In Lasers and Applications in Science and Engineering, edited by Steve Mecherle and Olga Korotkova. SPIE, 2007. http://dx.doi.org/10.1117/12.709613.

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Sholikin and Widiyanto. "An Evaluation of Special Sports Classes at SMP N 2 Tempel." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009800306510657.

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Reports on the topic "Special classes"

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Delwiche, Michael, Yael Edan, and Yoav Sarig. An Inspection System for Sorting Fruit with Machine Vision. United States Department of Agriculture, March 1996. http://dx.doi.org/10.32747/1996.7612831.bard.

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Concepts for real-time grading of fruits and vegetables were developed, including multi-spectral imaging with structured illumination to detect and distinguish surface defects from concavities. Based on these concepts, a single-lane conveyor and inspection system were designed and evaluated. Image processing algorithms were developed to inspect and grade large quasi-spherical fruits (peaches and apples) and smaller dried fruits (dates). Adjusting defect pixel thresholds to achieve a 25% error rate on good apples, classification errors for bruise, crack, and cut classes were 51%, 42%, and 46%, respectively. Comparable results for bruise, scar, and cut peach clases were 48%, 22%, and 58%, respectively. Acquiring more than two images of each fruit and using more than six lines of structured illumination per fruit would reduce sorting errors. Doing so, potential sorting error rates for bruise, crack, and cut apple classes were estimated to be 38%, 38%, and 33%, respectively. Similarly, potential error rates for the bruitse, scar, and cut peach classes were 9%, 3%, and 30%, respectively. Date size classification results were good: 68% within one size class and 98% within two size classes. Date quality classification results were not adequate due to the problem of blistering. Improved features were discussed. The most significant contribution of this research was the on-going collaboration with producers and equipment manufacturers, and the resulting transfer of research ideas to expedite the commercial application of machine vision for postharvest inspection and grading of agricultural products.
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GONCHAROVA, OKSANA. ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS". SIB-Expertise, July 2021. http://dx.doi.org/10.12731/er0475.12072021.

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ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. The purpose of the guidelines is to ensure a clear organization of laboratory classes in the discipline, to create an opportunity for students who were absent from the laboratory class to independently perform the work, issue a report and protect the work in a timely manner.
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O'Neill, Francis, Kristofer Lasko, and Elena Sava. Snow-covered region improvements to a support vector machine-based semi-automated land cover mapping decision support tool. Engineer Research and Development Center (U.S.), November 2022. http://dx.doi.org/10.21079/11681/45842.

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This work builds on the original semi-automated land cover mapping algorithm and quantifies improvements to class accuracy, analyzes the results, and conducts a more in-depth accuracy assessment in conjunction with test sites and the National Land Cover Database (NLCD). This algorithm uses support vector machines trained on data collected across the continental United States to generate a pre-trained model for inclusion into a decision support tool within ArcGIS Pro. Version 2 includes an additional snow cover class and accounts for snow cover effects within the other land cover classes. Overall accuracy across the continental United States for Version 2 is 75% on snow-covered pixels and 69% on snow-free pixels, versus 16% and 66% for Version 1. However, combining the “crop” and “low vegetation” classes improves these values to 86% for snow and 83% for snow-free, compared to 19% and 83% for Version 1. This merging is justified by their spectral similarity, the difference between crop and low vegetation falling closer to land use than land cover. The Version 2 tool is built into a Python-based ArcGIS toolbox, allowing users to leverage the pre-trained model—along with image splitting and parallel processing techniques—for their land cover type map generation needs.
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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Weissinger, Rebecca. Evaluation of hanging-garden endemic-plant monitoring at Southeast Utah Group national parks, 2013–2020. Edited by Alice Wondrak Biel. National Park Service, October 2022. http://dx.doi.org/10.36967/2294868.

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Hanging gardens are the most common type of spring at Arches National Park (NP) and Natural Bridges National Monument (NM). They are also present at Canyonlands National Park, but hanging gardens are rare off the Colorado Plateau. Their cliffside setting provides stable access to water without flood disturbance. This combination provides unique habitat that is rich in endemic plant species. The diffuse, seeping emergence of water makes measuring springflow impossible at most sites. Park managers have an interest in monitoring hanging gardens—especially as the climate warms and aridity and water demand both increase. The Northern Colorado Plateau Net-work (NCPN) proposed methods for monitoring seven perennial endemic-plant species at hanging gardens as indicators of spring health and proxies for water availability. Because hanging gardens occur on bedrock outcrops, systematic or random sampling was not possible due to safety concerns and potential resource damage on steep, wet slopes. Examining eight years (2013–2020) of data, this report evaluates the suitability of endemic-plant count data at hanging gardens as a monitoring indicator. It also provides our first evaluation of status and trends at NCPN hanging gardens. The seven species included in monitoring were Rydberg’s thistle (Cirsium rydbergii), Kachina daisy (Erigeron kachinensis), alcove death camas (Zigadenus vaginatus), alcove bog orchid (Habenaria zothecina), cave primrose (Primula specuicola), alcove columbine (Aquilegia micrantha), and Eastwood’s monkeyflower (Mimulus eastwoodiae). Six of the seven species were found at each park. Up to 500 individuals of each species were counted at 42 hanging gardens in Arches NP, 14 hanging gardens in Natural Bridges NM, and 3 hanging gardens in Canyonlands NP. Larger populations were divided into count classes of 501–1,000, 1,001–10,000, and more than 10,000 individuals. Counts from two independent observers and from back-to-back years of sampling were compared for repeatability. Repeatability in count classes was less than 50% for Kachina daisy and Eastwood’s monkeyflower, which both propagate vegetatively via ramets and/or stolons. Repeatability was greater than 90% for only one species, Rydberg’s thistle. The remaining species were categorized in different classes between 15–40% of the time. Independent-observer comparisons were only available for 6.6% of the dataset, but these observations suggested that (1) observer bias was present and (2) the observer with more experience working in hanging gardens generally had higher counts than the observer with less experience in this system. Although repeatability was variable, it was within the range reported by other studies for most species. The NCPN, in discussion with park staff, has elected to make some modifications to the protocol but will continue using endemic plant counts as an indicator of hanging-garden health to maintain a biological variable as a complement to our physical-response data. This is due to their high value to park biodiversity and the difficulty of developing a more robust approach to monitoring in these sites. Endemic-plant monitoring will continue for the five species with the highest repeatability during pilot monitoring and will focus on detecting changes in smaller populations. Most hanging gardens have more than one endemic species present, so several populations can be tracked at each site. Our period of record is relatively brief, and the distribution of endemic-plant populations in different count classes at these sites has not yet shown any statistical trends over time. Be-cause of the large count classes, our methods are more sensitive to showing change in smaller populations (fewer than 500 individuals). Small populations are also of greatest concern to park managers because of their vulnerability to declines or extirpation due to drought. Over-all, more sites had endemic-plant populations of fewer than 100 individuals at the end...
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Ellis, Richard, and et al. SpecTel: A 10-12 meter class Spectroscopic Survey Telescope. Office of Scientific and Technical Information (OSTI), July 2019. http://dx.doi.org/10.2172/1568878.

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Ruiz, Pablo, Craig Perry, Alejando Garcia, Magali Guichardot, Michael Foguer, Joseph Ingram, Michelle Prats, Carlos Pulido, Robert Shamblin, and Kevin Whelan. The Everglades National Park and Big Cypress National Preserve vegetation mapping project: Interim report—Northwest Coastal Everglades (Region 4), Everglades National Park (revised with costs). National Park Service, November 2020. http://dx.doi.org/10.36967/nrr-2279586.

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The Everglades National Park and Big Cypress National Preserve vegetation mapping project is part of the Comprehensive Everglades Restoration Plan (CERP). It is a cooperative effort between the South Florida Water Management District (SFWMD), the United States Army Corps of Engineers (USACE), and the National Park Service’s (NPS) Vegetation Mapping Inventory Program (VMI). The goal of this project is to produce a spatially and thematically accurate vegetation map of Everglades National Park and Big Cypress National Preserve prior to the completion of restoration efforts associated with CERP. This spatial product will serve as a record of baseline vegetation conditions for the purpose of: (1) documenting changes to the spatial extent, pattern, and proportion of plant communities within these two federally-managed units as they respond to hydrologic modifications resulting from the implementation of the CERP; and (2) providing vegetation and land-cover information to NPS park managers and scientists for use in park management, resource management, research, and monitoring. This mapping project covers an area of approximately 7,400 square kilometers (1.84 million acres [ac]) and consists of seven mapping regions: four regions in Everglades National Park, Regions 1–4, and three in Big Cypress National Preserve, Regions 5–7. The report focuses on the mapping effort associated with the Northwest Coastal Everglades (NWCE), Region 4 , in Everglades National Park. The NWCE encompasses a total area of 1,278 square kilometers (493.7 square miles [sq mi], or 315,955 ac) and is geographically located to the south of Big Cypress National Preserve, west of Shark River Slough (Region 1), and north of the Southwest Coastal Everglades (Region 3). Photo-interpretation was performed by superimposing a 50 × 50-meter (164 × 164-feet [ft] or 0.25 hectare [0.61 ac]) grid cell vector matrix over stereoscopic, 30 centimeters (11.8 inches) spatial resolution, color-infrared aerial imagery on a digital photogrammetric workstation. Photo-interpreters identified the dominant community in each cell by applying majority-rule algorithms, recognizing community-specific spectral signatures, and referencing an extensive ground-truth database. The dominant vegetation community within each grid cell was classified using a hierarchical classification system developed specifically for this project. Additionally, photo-interpreters categorized the absolute cover of cattail (Typha sp.) and any invasive species detected as either: Sparse (10–49%), Dominant (50–89%), or Monotypic (90–100%). A total of 178 thematic classes were used to map the NWCE. The most common vegetation classes are Mixed Mangrove Forest-Mixed and Transitional Bayhead Shrubland. These two communities accounted for about 10%, each, of the mapping area. Other notable classes include Short Sawgrass Marsh-Dense (8.1% of the map area), Mixed Graminoid Freshwater Marsh (4.7% of the map area), and Black Mangrove Forest (4.5% of the map area). The NWCE vegetation map has a thematic class accuracy of 88.4% with a lower 90th Percentile Confidence Interval of 84.5%.
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Harmon, Mark E., Christopher W. Woodall, Becky Fasth, Jay Sexton, and Misha Yatkov. Differences between standing and downed dead tree wood density reduction factors: A comparison across decay classes and tree species. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northern Research Station, 2011. http://dx.doi.org/10.2737/nrs-rp-15.

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Feizollahi, F., and D. Shropshire. Waste Management Facilities Cost Information report for Greater-Than-Class C and DOE equivalent special case waste. Office of Scientific and Technical Information (OSTI), July 1993. http://dx.doi.org/10.2172/10145878.

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