Edith Cowan University

About: Edith Cowan University is a education organization based out in Perth, Western Australia, Australia. It is known for research contribution in the topics: Population & Tourism. The organization has 4040 authors who have published 13529 publications receiving 339582 citations. The organization is also known as: Edith Cowan & ECU.

A digital pixel sensor array with programmable dynamic range

Abstract: This paper presents a digital pixel sensor (DPS) array employing a time domain analogue-to-digital conversion (ADC) technique featuring adaptive dynamic range and programmable pixel response The digital pixel comprises a photodiode, a voltage comparator, and an 8-bit static memory The conversion characteristics of the ADC are determined by an array-based digital control circuit, which linearizes the pixel response, and sets the conversion range The ADC response is adapted to different lighting conditions by setting a single clock frequency Dynamic range compression was also experimentally demonstrated This clearly shows the potential of the proposed technique in overcoming the limited dynamic range typically imposed by the number of bits in a DPS A 64 /spl times/ 64 pixel array prototype was manufactured in a 035-/spl mu/m, five-metal, single poly, CMOS process Measurement results indicate a 100 dB dynamic range, a 41-s mean dark time and an average current of 16 /spl mu/A per DPS

Children's Memory of an Occurrence of a Repeated Event: Effects of Age, Repetition, and Retention Interval across Three Question Types

Abstract: Children's memory of the final occurrence of a repeated event was examined whereby each occurrence had the same underlying structure but included unpredictable variations in the specific instantiations of items across the series. The event was administered by the children's teachers at the kindergarten or school. The effects of repetition (single vs. repeated event), age (4-5 vs. 6-8-year-olds), retention interval (1 week vs. 6 weeks), and the frequency of specific instantiations of items were examined across 3 question types. Repetition increased the number of items recalled on a level that was common to all occurrences in response to general probes and reduced the likelihood that children would report details that did not occur in the event. However, repetition also reduced the number of correct responses about which instantiation was included in the occurrence and decreased the consistency of responses across repeated questioning. Most errors were intrusions of details from other occurrences; usually references to instantiations of items that had occurred frequently throughout the series. The younger children showed a poorer ability to discriminate between the occurrences than the older children, but age differences were less evident at the longer retention interval. The results are discussed in relation to current theories of memory and children's eyewitness testimony.

School Restructuring and the Dilemmas of Principals’ Work

Abstract: The complexity of principals work is often characterized in terms of dilemmas. In this paper three are identified. The autonomydilemma concerns providing strong and shared leadership. The efficienc...

Nanocarbon-based catalytic ozonation for aqueous oxidation: Engineering defects for active sites and tunable reaction pathways

Abstract: Catalytic ozonation relies on the direct oxidation by ozone (O3) and indirect oxidation by reactive oxygen species (ROS) produced from activated ozone molecules, and the technique has been recogniz...