Teaching telecommunication standards: bridging the gap between theory and practice

©2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity and compatibility, and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex, and minimalistic. This makes telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This article describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology, we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open source software and commercial of-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4G LTE standard education at Barcelona Tech.Peer ReviewedPostprint (author's final draft

Turbo Packet Combining for Broadband Space-Time BICM Hybrid-ARQ Systems with Co-Channel Interference

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Turbo Decoding and Detection for Wireless Applications

A historical perspective of turbo coding and turbo transceivers inspired by the generic turbo principles is provided, as it evolved from Shannon’s visionary predictions. More specifically, we commence by discussing the turbo principles, which have been shown to be capable of performing close to Shannon’s capacity limit. We continue by reviewing the classic maximum a posteriori probability decoder. These discussions are followed by studying the effect of a range of system parameters in a systematic fashion, in order to gauge their performance ramifications. In the second part of this treatise, we focus our attention on the family of iterative receivers designed for wireless communication systems, which were partly inspired by the invention of turbo codes. More specifically, the family of iteratively detected joint coding and modulation schemes, turbo equalization, concatenated spacetime and channel coding arrangements, as well as multi-user detection and three-stage multimedia systems are highlighted

Application of real-time engine simulations to the development of propulsion system controls

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Aerospace engineering educational program

The principle goal of the educational component of NASA CORE is the creation of aerospace engineering options in the mechanical engineering program at both the undergraduate and graduate levels. To accomplish this goal, a concerted effort during the past year has resulted in detailed plans for the initiation of aerospace options in both the BSME and MSME programs in the fall of 1993. All proposed new courses and the BSME aerospace option curriculum must undergo a lengthy approval process involving two cirriculum oversight committees (School of Engineering and University level) and three levels of general faculty approval. Assuming approval is obtained from all levels, the options will officially take effect in Fall '93. In anticipation of this, certain courses in the proposed curriculum are being offered during the current academic year under special topics headings so that current junior level students may graduate in May '94 under the BSME aerospace option. The proposed undergraduate aerospace option curriculum (along with the regular mechanical engineering curriculum for reference) is attached at the end of this report, and course outlines for the new courses are included in the appendix

AIRNET: A real-time comunications network for aircraft

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The Intellectual Training Environment for Prolog Programming Language

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