The GPS Assimilator: a Method for Upgrading Existing GPS User Equipment to Improve Accuracy, Robustness, and Resistance to Spoofing

Preprint of the 2010 ION GNSS Conference Portland, OR, September 21–24, 2010A conceptual method is presented for upgrading existing GPS user equipment, without requiring hardware or software modifications to the equipment, to improve the equipment’s position, velocity, and time (PVT) accuracy, to increase its PVT robustness in weak-signal or jammed environments, and to protect the equipment from counterfeit GPS signals (GPS spoofing). The method is embodied in a device called the GPS Assimilator that couples to the radio frequency (RF) input of an existing GPS receiver. The Assimilator extracts navigation and timing information from RF signals in its environment—including non-GNSS signals—and from direct baseband aiding provided, for example, by an inertial navigation system, a frequency reference, or the GPS user. The Assimilator optimally fuses the collective navigation and timing information to produce a PVT solution which, by virtue of the diverse navigation and timing sources on which it is based, is highly accurate and inherently robust to GPS signal obstruction and jamming. The Assimilator embeds the PVT solution in a synthesized set of GPS signals and injects these into the RF input of a target GPS receiver for which an accurate and robust PVT solution is desired. A prototype software-defined Assimilator device is presented with three example applications.Aerospace Engineerin

Learning in the business start-up process

The start-up process is an important source for learning opportunities. The present study investigates different types of entrepreneurial learning in the start-up process. Combining contributions from psychology, sociology, organisational and entrepreneurship literature, an appropriate conceptual framework emerges, in which different types of entrepreneurial learning are distinguished. Based on this framework, and using panel data on start-up entrepreneurs, we empirically rediscovered this typology of entrepreneurial learning for The Netherlands. In addition, the identified types are�analysed further to explore additional characteristics.

Four dimensions to induce learning: The challenge profile.

Knowledge generation is critical for company survival and managers need to face a new role: becoming educators. This requires an understanding of how knowledge is generated and what triggers individual learning. We propose that each individual has a personal predisposition to use a particular learning profile. Our findings show the Educational Dimensions Portfolio (EDP) as a gallery of profiles that match each individual's problem-solving challenge. A manager-educator can use the EDP model for triggering individual learning. We have verified, using statistical methods, that there are four EDP dimensions. They are related to both David Kolb's and Peter Honey's learning styles. We have verified that each individual has a personal predisposition to use a particular profile. We call it the challenge profile. That specific combination provides the individual's gateway not only to his own learning but also to inducing learning in others.manager as educator; innovation; challenge; learning styles; knowledge management;

The Influence of Learning Styles on Learners in E-Learning Environments: An Empirical Study

The purpose of this study was to compare the effects of e-learning versus those of traditional instructor-based learning, on student learning, based on student learning styles. Another goal was to determine if e-learning is more effective for those with a particular learning style. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This post-test, intact-group design examined the dependent variable of student knowledge based on the learning style of each subject and the learning method to which each was exposed. The results revealed that for the instructor-based learning class (traditional), the learning style was irrelevant, but for the web-based learning class (e-learning), the learning style was significantly important. The results indicated that students with the Assimilator learning style (these learn best through lecture, papers and analogies) and the Converger learning style (these learn best through laboratories, field work and observations) achieved a better result with the e-learning (web-based) method.

Attempto - From Specifications in Controlled Natural Language towards Executable Specifications

Deriving formal specifications from informal requirements is difficult since one has to take into account the disparate conceptual worlds of the application domain and of software development. To bridge the conceptual gap we propose controlled natural language as a textual view on formal specifications in logic. The specification language Attempto Controlled English (ACE) is a subset of natural language that can be accurately and efficiently processed by a computer, but is expressive enough to allow natural usage. The Attempto system translates specifications in ACE into discourse representation structures and into Prolog. The resulting knowledge base can be queried in ACE for verification, and it can be executed for simulation, prototyping and validation of the specification.Comment: 15 pages, compressed, uuencoded Postscript, to be presented at EMISA Workshop 'Naturlichsprachlicher Entwurf von Informationssystemen - Grundlagen, Methoden, Werkzeuge, Anwendungen', May 28-30, 1996, Ev. Akademie Tutzin

Specifying Logic Programs in Controlled Natural Language

Writing specifications for computer programs is not easy since one has to take into account the disparate conceptual worlds of the application domain and of software development. To bridge this conceptual gap we propose controlled natural language as a declarative and application-specific specification language. Controlled natural language is a subset of natural language that can be accurately and efficiently processed by a computer, but is expressive enough to allow natural usage by non-specialists. Specifications in controlled natural language are automatically translated into Prolog clauses, hence become formal and executable. The translation uses a definite clause grammar (DCG) enhanced by feature structures. Inter-text references of the specification, e.g. anaphora, are resolved with the help of discourse representation theory (DRT). The generated Prolog clauses are added to a knowledge base. We have implemented a prototypical specification system that successfully processes the specification of a simple automated teller machine.Comment: 16 pages, compressed, uuencoded Postscript, published in Proceedings CLNLP 95, COMPULOGNET/ELSNET/EAGLES Workshop on Computational Logic for Natural Language Processing, Edinburgh, April 3-5, 199

The Effect of Cooperative Learning Model and Kolb Learning Styles on Learning Result of The Basics of Politics

The aims of this research were to determine the effect of cooperative learning model and learning styles on learning result. This quasi-experimental study employed a 2X2 treatment by level, involved  independent variables, i.e. cooperative learning model and learning styles, and learning result as the dependent variable. Findings signify that: (1) Students learning result who were taught by cooperative learning model type of GI  brings higher learning result compared to those that  based on  type STAD. (2) There is an effect of  interaction between cooperative model and learning styles on the students learning result. (3) The learning result of type of accommodator students who were taught by learning model type of GI showed higher result than those who were taught by type of STAD. (4) The assimilators learning result who were taught by type of GI obtained lesser result than those of STAD’s. Keywords: cooperative learning model type of GI, type of STAD, accommodator learning style, assimilator learning style, learning resul

Analysis of Problem Solving Ability in Applying Problem Based Learning Reviewed From the Learning Style

This research was a qualitative descriptive study. The Methods of data analysis used Miles and Huberman Method. The result of the research showed that: 1) students in Converger learning style could solve the problem by using Polya steps which also were able to take the right decision in solving the given problem and could use the impliat formula in question; 2) Students in Diverger learning style can solve the problem according to Polya steps because students with Diverger learning style able to connect information by themselves so it was easy in re-checking; 3) in understanding the problem of Accommodator students used the ongoing experience and trying to involve themselves in making this decision. It was caused Accommodator students were impatient in taking action without considering the logical in making a decision. Students of Accommodator were more likely to act based on their intuition / impulse; 4) students in Assimmilator learning styles solve problems by way of processing information and placing it into the logical and definite information, and in implementing the student plan with Assimilator learning style by understanding the plan that which had prepared before carrying out further action and thinking about various things in question more detail. Keywords: Problem solving ability, Klobs learning style, problem-based learning mode