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The capture range of a FLL is typically much larger than that of a PLL, but the FLL cannot lock to phase Therefore, a FLL is often used to pull the NCO frequency into the capture range of the PLL, at which time the FLL is turned off and the PLL is turned on A typical FLL design is shown in Fig 316 The FLL generates a loop error signal eFLL that is approximately proportional to the rotation rate of the baseband signal phasor and is derived from the vector cross-product of successive baseband phasors [I t t ; Q t t ] and [I t ; Q t ], where t is a xed delay, typically 1 5 ms More precisely, eFLL Q t I t t I t Q t t : 3:14.

4 Redox Reactions in Non-Aqueous Solvents Tab. 4.2 Standard potentials of Mn+/M electrodes in various solvents [Values referred to SHE in water (V, 25 8C)]

coauthored publications. Special thanks to Ikuko Motoike for correcting the original version of the chapter.

ROOM TEMPERATURE (e)

One can rewrite the formula in a more convenient way consistent with the earlier de nition of expectation and variance (see equation A.8): cov[x,y] x,y = E[xy] x (A.14)

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51 B Smyth and M T Keane, Remembering to forget: a competence-preserving case deletion policy for case-based reasoning systems, in Proceedings of the Fourteenth International Joint Conference on Arti cial Intelligence (IJCAI-95), Montreal, Quebec, Canada, Morgan Kaufmann, San Francisco, pp 377 382, 1995 52 Q Yang and J Zhu, A case-addition policy for case-base maintenance, Computational Intelligence, vol 17, no 2, pp 250 262, 2001 53 D Leake and D Wilson, Remembering why to remember: performance-guided case-base maintenance, in Proceedings of the Fifth European Workshop on Case-Based Reasoning (EWCBR-00), Trento, Italy, Springer-Verlag, Berlin, pp 161 172, 2000 54 B Smyth and E McKenna, Building compact competent case-bases, in Proceedings of the Third International Conference on Case-Based Reasoning (ICCBR-99), Seeon Monastery, Munich, Springer-Verlag, Berlin, pp 329 342, 1999 55 B Smyth and E.

an intellectual understanding of culture, but also actually to focus on peer interactions, and how teachers can act as good role models. Thus, the social relations among the pupils and the values embedded in the youth culture are integrated parts of the learning environment. A Swedish study showed that 75% of the pupils wanted to be remembered as a popular student, and only 10% for their technical skills (Haugen, 1994). This highlights that schools are an important arena for social, not just intellectual, learning (Weare, 1992). This arena for social and relational learning may become increasingly important given the change in living conditions. For instance, the widespread access to Internet, computer games and the decrease in practical work may promote an anomic and introverted adolescent culture (Kraut et al., 1998; Stein, 1997). For some, this may result in poor socialisation and poor social skills, which may create feelings of helplessness and despair. In addition, their increasing exposure to the mass media places them easily in the passive role of the spectators and exposes them to con icting views and values. To counteract these negative in uences is a general aspect of promoting health, but the school may have a special responsibility and a unique possibility to teach young people how to cope with and ght negative cultural messages.

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McKenna, Footprint-based retrieval, in Proceedings of the Third International Conference on Case-Based Reasoning (ICCBR-99), Seeon Monastery, Munich, Springer-Verlag, Berlin, pp 343 357, 1999 56 B Smyth and E McKenna, An ef cient and effective procedure for updating a competence model for case-based reasoners, in Proceedings of the Eleventh European Conference on Machine Learning, Barcelona, Spring-Verlag, Berlin, pp 357 368, 2000 57 B Smyth and E McKenna, Incremental footprint-based retrieval, in Proceedings of ES-00, Cambridge, Spring-Verlag, Berlin, pp 89 101, 2000 58 B Smyth and E McKenna, Competence guided instance selection for case-based reasoning, in Instance Selection and Construction: A Data Mining Perspective (H Liu and H Motoda, (eds), Kluwer Academic, Norwell, MA, pp1 18, 2000 59 B Smyth and E McKenna, Competence models and the maintenance problem, Computational Intelligence, vol 17, no 2, pp 235 249, 2001 60 B Smyth and P McClave, Similarity vs.

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