This paper addresses a design issue of “model complexity and performance trade-off” in the application of bandwidth extension (BWE) methods to the intra-frame predictive vector quantization problem of wideband speech. It discusses model-based linear and non-linear prediction methods and presents a comparative study of them in terms of prediction gain. Through experimentation, the general trend of saturation in performance (with the increase in model complexity) is observed. However, specifically, it is also observed that there is no significant difference between HMM and GMM-based BWE functions.

The observed relationships between the Asian summer monsoon and the sea surface temperature (SST) anomalies in the northwestern Pacific (NW Pacific) are verified using the intermediate complexity global climate model (GCM) (Planet Simulator: PLASIM). The climate responses over Asia for the monsoon season to forcing from NW Pacific SST anomalies are simulated in the GCM with the enhanced SST anomalies in the NW Pacific for the pre-monsoon season compared to climatological SST. During the pre-monsoon season, the enhanced SST anomalies result in an increase in lower-level convection and precipitation in the NW Pacific. A significantly weakened Indian summer monsoon is simulated for the enhanced SST experiment in the NW Pacific for the pre-monsoon season (p-value＜0.05). PLASIM dose a good job at representing the observed patterns of zonally averaged surface temperature, precipitation, and 850 hPa u-wind, although with some regional differences from observations (p-values of zonal correlation coefficients＜0.01).

Lee, Seungjin. 1999. Chaos-Complexity Theory in the Whole Language Context. Studies in Modern Grammar 15, 169-189. This paper attempts to suggest ways in which complexity theory can become a more explicit tool for understanding students` learning and design of learning processes. These are remarkably consistent with whole language approach in schools. Although complexity theory is based on mathematics and physics, many of these principles are equally relevant to a second language learning situation. Now that complexity theory is in its third decade in the West, and has been evolving, it seems that the time is right for a fuller look at the language teaching principle offered by chaos-complexity theory in the field of a second language learning. This paper reviews complex adaptive systems theory through neuroscience and brain research to learning theory and practice. The complexity theory originated not in linguistics but in the mathematical field, and it is interesting to observe that both complexity theory d whole language theory having taken different routes, came to many of the same conclusions about teaching students. Both complexity theory and whole language theory show a very high agreement on issues such as method, approach, affect, effect, role of the teacher, psychological needs of the language learner, and the philosophy of engaging the learner beyond the cognitive domain. By looking at the chaos and complexity theory for learning process, I discuss that learning occurs at the edge of chaos through equilibrium, whole-brain involvement, and "risk-taking". Finally, it seems that complexity and whole language theory affirm the recent shift toward a richer, more open, and more comfortable environment as the most effective way in which educators can optimize the natural human capacity for the learning process.