Survey of Channel and Radio Propagation Models for Wireless MIMO Systems

This paper provides an overview of the state-of-the-art radio propagation and channel models for wireless multiple-input multiple-output (MIMO) systems. We distinguish between physical models and analytical models and discuss popular examples from both model types. Physical models focus on the double-directional propagation mechanisms between the location of transmitter and receiver without taking the antenna configuration into account. Analytical models capture physical wave propagation and antenna configuration simultaneously by describing the impulse response (equivalently, the transfer function) between the antenna arrays at both link ends. We also review some MIMO models that are included in current standardization activities for the purpose of reproducible and comparable MIMO system evaluations. Finally, we describe a couple of key features of channels and radio propagation which are not sufficiently included in current MIMO models

Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

The overarching aim of this study was to investigate students’ perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health sciences and engineering) of one university. The collection of data involved the administration of two surveys: one to assess students’ perceptions of the learning environment and another to assess students’ motivation and self-regulation in learning English as a second language. The results of analyses strongly supported the reliability and validity of the surveys when used at the university level in Jordan, thereby providing confidence in the results of the present study. Simple correlation and multiple regression analysis were used to examine the influence of students’ perceptions of the learning environment of English language classes on self-reports of motivation and self-regulation. Statistically significant (p < 0.05) simple correlations were found between students’ perceptions of their learning environment and their motivation and self-regulation. The regression weights (ß) indicated that scales of the learning environment were positively, statistically significantly (p < 0.05) and independently related to the motivation and self-regulation outcomes