Iterative pre-distortion of the non-linear satellite channel

Digital Video Broadcasting - Satellite - Second Generation (DVB-S2) is the current European standard for satellite broadcast and broadband communications. It relies on high order modulations up to 32-amplitude/phase-shift-keying (APSK) in order to increase the system spectral efficiency. Unfortunately, as the modulation order increases, the receiver becomes more sensitive to physical layer impairments, and notably to the distortions induced by the power amplifier and the channelizing filters aboard the satellite. Pre-distortion of the non-linear satellite channel has been studied for many years. However, the performance of existing pre-distortion algorithms generally becomes poor when high-order modulations are used on a non-linear channel with a long memory. In this paper, we investigate a new iterative method that pre-distorts blocks of transmitted symbols so as to minimize the Euclidian distance between the transmitted and received symbols. We also propose approximations to relax the pre-distorter complexity while keeping its performance acceptable

Western Kentucky University\u27s Student Enrollment: A Lunar Influence

Alternative model for predicting student enrollment while doing away with an athletic program

A Practical Introduction to Blended Learning

Blended learning has tremendous potential to re-shape teaching and learning methods in HE, and develop and engage active learners of the future. However, to busy academics who have little experience of blended learning and too many other duties to attend to, the idea of blended learning can seem overwhelming in knowing where to begin. The purpose of this workshop is to give time and space to teachers who would like to move away from traditional, didactic teaching methods to think about what blended learning techniques might be applicable to their situation with the help of others who are moving along the same path. The method utilised with be a flipped-classroom approach to give participants first-hand experience of blended and active learning. This workshop will consist of 3 components: 1. Pre-Workshop Self-Guided Activities We will create and facilitate a Moodle space comprising: blended learning tasks and flipped classroom course blocks; testimonials from staff on their use and integration of blended resources, e.g., using mini-lectures and Moodle workshops in flipped teaching, and providing feedback via Zoom. 2. Flipped Conference Workshop Session Facilitators will present an overview of the topic, and a summary of some ideas from the Moodle space, and identify key themes and blended learning goals for the workshop (10 minutes). Groups will self-organise according to the key themes (40 minutes). Participants will be invited to share their ideas on implementing blended techniques via an “Ideas & Roadblocks” format and communicate any difficulties they are currently trying to resolve. Groups will work with a staff-student pair of facilitators with designated expertise to identify potential solutions and sources of support in the development of participants’ intended blended learning goals. A summary outcome of each small group discussion will be posted on Moodle and presented at the end of the session (10 minutes). 3. Post-workshop Resource Repository After the workshop attendees will be encouraged to contribute to a repository of blended learning resources to ensure ongoing accessibility and development. Intended Learning Outcomes By taking part in this workshop participants will; • Obtain knowledge about some methods and techniques of blended and active learning that have been implemented at U of G • Explore how these examples may be applied to novel situations • Understand barriers and facilitators to the staff implementation of and the student experience of blended learnin

Impact of Realistic Propagation Conditions on Reciprocity-Based Secret-Key Capacity

Secret-key generation exploiting the channel reciprocity between two legitimate parties is an interesting alternative solution to cryptographic primitives for key distribution in wireless systems as it does not rely on an access infrastructure and provides information-theoretic security. The large majority of works in the literature generally assumes that the eavesdropper gets no side information about the key from her observations provided that (i) it is spaced more than a wavelength away from a legitimate party and (ii) the channel is rich enough in scattering. In this paper, we show that this condition is not always verified in practice and we analyze the secret-key capacity under realistic propagation conditions

Dynamic Spectrum Access: From the Concept to the Implementation

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