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Wyświetlanie 1-2 z 2
Tytuł:
Implicit solution of 1d nonlinear porous medium equation using the four-point Newton- EGMSOR iterative method
Autorzy:
Chew, J. V. L.
Sulaiman, J.
Powiązania:
https://bibliotekanauki.pl/articles/122819.pdf
Data publikacji:
2016
Wydawca:
Politechnika Częstochowska. Wydawnictwo Politechniki Częstochowskiej
Tematy:
porous medium equation
finite difference scheme
Newton method
Explicit Group
MSOR
równania różniczkowe cząstkowe
metoda różnic skończonych
metoda Newtona
Opis:
The numerical method can be a good choice in solving nonlinear partial differential equations (PDEs) due to the difficulty in finding the analytical solution. Porous medium equation (PME) is one of the nonlinear PDEs which exists in many realistic problems. This paper proposes a four-point Newton-EGMSOR (4-Newton-EGMSOR) iterative method in solving 1D nonlinear PMEs. The reliability of the 4-Newton-EGMSOR iterative method in computing approximate solutions for several selected PME problems is shown with comparison to 4-Newton-EGSOR, 4-Newton-EG and Newton-Gauss-Seidel methods. Numerical results showed that the proposed method is superior in terms of the number of iterations and computational time compared to the other three tested iterative methods.
Źródło:
Journal of Applied Mathematics and Computational Mechanics; 2016, 15, 2; 11-21
2299-9965
Pojawia się w:
Journal of Applied Mathematics and Computational Mechanics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of communication strategy training on EFL students performance in small-group discussions
Autorzy:
Benson, Stuart
Fischer, Danielle
Geluso, Joe
Von Joo, Lucius
Powiązania:
https://bibliotekanauki.pl/articles/780607.pdf
Data publikacji:
2013-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English as a foreign language
small-group discussions
communication strategies
explicit instruction
co-constructed learning
Opis:
In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants’ perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 2; 245-259
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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