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PRBS generators are used in telecommunication, such as in analog-to-information conversion, [2] but also in encryption, simulation, correlation technique and time-of-flight spectroscopy. The most common example is the maximum length sequence generated by a (maximal) linear feedback shift register (LFSR).
A major advance in the construction of pseudorandom generators was the introduction of techniques based on linear recurrences on the two-element field; such generators are related to linear-feedback shift registers. The 1997 invention of the Mersenne Twister, [9] in particular, avoided many of the problems with earlier generators.
Blumenfeld et al. elaborate on the processes of Project-based learning: "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans ...
The Mersenne Twister is a general-purpose pseudorandom number generator (PRNG) developed in 1997 by Makoto Matsumoto (松本 眞) and Takuji Nishimura (西村 拓士). [1] [2] Its name derives from the choice of a Mersenne prime as its period length.
The project method is a medium of instruction which was introduced during the 18th century into the schools of architecture and engineering in Europe when graduating students had to apply the skills and knowledge they had learned in the course of their studies to problems they had to solve as practicians of their trade, for example, designing a monument, building a steam engine. [1]
Design-based learning (DBL), also known as design-based instruction, is an inquiry-based form of learning, or pedagogy, that is based on integration of design thinking and the design process into the classroom at the K-12 and post-secondary levels.
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Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners.