To be different from traditional algorithms for concept lattice constructing, a method based on nth-order context kernel is suggested in this paper. The context kernels support generating small lattices for sub-contex...To be different from traditional algorithms for concept lattice constructing, a method based on nth-order context kernel is suggested in this paper. The context kernels support generating small lattices for sub-contexts split by a given context. The final concept lattice is reconstructed by combining these small lattices. All relevant algorithms are implemented in a system IsoFCA. Test shows that the method yields concept lattices in lower time complexity than Godin algorithm in practical case.展开更多
In this study, we present a miniOS kernel implemented via analysis of the context switching, the scheduler, and the memory management of the original OS kernel for an embedded system based on ARM core. Since this is a...In this study, we present a miniOS kernel implemented via analysis of the context switching, the scheduler, and the memory management of the original OS kernel for an embedded system based on ARM core. Since this is a large subject, we have limited our scope to them only that made up an embedded operating system. The implemented miniOS kernel is composed only by them, to the exclusion of all other functions of the original kernel. Our goal is to modify the OS kernel depending on the product function. The implementation method of the miniOS kernel can be applicable to any OS being mounted based on the ARM core. Modifying the kernel depending on the product function can improve the OS booting speed as well as save the system memory. The functions of the scheduler, the context switching, and the memory management are described with the source in each section. The miniOS kernel was implemented in the Assembly and C language and was verified through the build and the test. The results are shown in the Section 5.展开更多
生活化是英语阅读教学的方式之一。文章以“What Do You Feel Like Watching Today?”一课为例,从六个角度探究初三英语阅读教学生活化路径。首先,确立生活化教学目标,包括提升语言应用能力、自主学习能力及培养文化思维品质。在此基础...生活化是英语阅读教学的方式之一。文章以“What Do You Feel Like Watching Today?”一课为例,从六个角度探究初三英语阅读教学生活化路径。首先,确立生活化教学目标,包括提升语言应用能力、自主学习能力及培养文化思维品质。在此基础上,以创设生活情境、联系生活预测、深入文本内核感悟生活真谛、迁移运用知识以及布置生活作业等生活化路径,激发学生的学习兴趣和动力,启发学生的思维,提升学生的阅读理解能力。展开更多
基金Supported by the National Natural Science Foun-dation of China (60275022) the Natural Science Foundation ofHenan Province (0311011700)
文摘To be different from traditional algorithms for concept lattice constructing, a method based on nth-order context kernel is suggested in this paper. The context kernels support generating small lattices for sub-contexts split by a given context. The final concept lattice is reconstructed by combining these small lattices. All relevant algorithms are implemented in a system IsoFCA. Test shows that the method yields concept lattices in lower time complexity than Godin algorithm in practical case.
文摘In this study, we present a miniOS kernel implemented via analysis of the context switching, the scheduler, and the memory management of the original OS kernel for an embedded system based on ARM core. Since this is a large subject, we have limited our scope to them only that made up an embedded operating system. The implemented miniOS kernel is composed only by them, to the exclusion of all other functions of the original kernel. Our goal is to modify the OS kernel depending on the product function. The implementation method of the miniOS kernel can be applicable to any OS being mounted based on the ARM core. Modifying the kernel depending on the product function can improve the OS booting speed as well as save the system memory. The functions of the scheduler, the context switching, and the memory management are described with the source in each section. The miniOS kernel was implemented in the Assembly and C language and was verified through the build and the test. The results are shown in the Section 5.
文摘生活化是英语阅读教学的方式之一。文章以“What Do You Feel Like Watching Today?”一课为例,从六个角度探究初三英语阅读教学生活化路径。首先,确立生活化教学目标,包括提升语言应用能力、自主学习能力及培养文化思维品质。在此基础上,以创设生活情境、联系生活预测、深入文本内核感悟生活真谛、迁移运用知识以及布置生活作业等生活化路径,激发学生的学习兴趣和动力,启发学生的思维,提升学生的阅读理解能力。
