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Classical short-time Fourier constructions lead to a signal decomposition with a fixed time-frequency resolution. However, having signals with varying features, such time-frequency decompositions are very restrictive. A more flexible and adaptive sampling of the time-frequency plane is achieved by the nonstationary Gabor transform. Here, the resolution can evolve over time or frequency, respectively, by using different windows for the different sampling positions in the time or frequency domain (Multiwindow-frames). This adaptivity in the time-frequency plane leads to a sparser signal representation.
In terms of audio inpainting, i.e., filling in blanks of a depleted audio signal, sparsity in some representation space profoundly influences the quality of the reconstructed signal. We will compare this quality using different nonstationary Gabor transforms and the regular Gabor transform with different types of audio signals.
Ever since the introduction of frames in 1952 [4], the connection between frame theory and decompositions of certain operators, particularly the identity operator, into rank-ones began to be elaborated. Abandoning the idea of restricting to tight frame-like expansions, with respect to systems arising from a single template function, one is led to the concept of resolutions of the identity, with respect to more general systems than the usual rank-one expansions of the identity.
In this study, we will investigate various notions of possible generalizations of optimality criterions for rank-M frames and corresponding multipliers. Explicitly, we will lay stress on continuous M-frames, arising from irreducible group representations of locally compact groups, have a look at its connection to time-frequency analysis and comment on adequate notions of optimality.
Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering
(2014)
Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course.
The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged.
The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.
Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach.
In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced.