Third-order Intermodulation Reduction in Mobile Power Amplifiers by the First Stage Bias Control

In this paper, the third order intermodulation distortion (IMD3) of three-stage power amplifier (PA) is analyzed using the Volterra series. The analysis explains how the total IMD3 of the three-stage power amplifier can be reduced by the first-stage bias condition. The three-stage PA, which is fabricated using InGaP/GaAs hetero-junction bipolar transistor (HBT), operates with an optimized first driver stage bias for higher P1dB and good gain flatness. The power amplifier has been designed for 1626.5 MHz~1660.5 MHz satellite mobile communications. With π/4 DQPSK modulation signals, this PA can deliver a highly linear output power of 33 dBm from 3.6V supply voltage. At 33 dBm output power, it shows a gain of 31.9 dB, a power-added efficiency (PAE) of 39.8%, an adjacent channel power ratio (ACPR) of -28.2 dBc at a 31.25 KHz offset frequency

Multi-user lattice coding for the multiple-access relay channel

This paper considers the multi-antenna multiple access relay channel (MARC), in which multiple users transmit messages to a common destination with the assistance of a relay. In a variety of MARC settings, the dynamic decode and forward (DDF) protocol is very useful due to its outstanding rate performance. However, the lack of good structured codebooks so far hinders practical applications of DDF for MARC. In this work, two classes of structured MARC codes are proposed: 1) one-to-one relay-mapper aided multiuser lattice coding (O-MLC), and 2) modulo-sum relay-mapper aided multiuser lattice coding (MS-MLC). The former enjoys better rate performance, while the latter provides more flexibility to tradeoff between the complexity of the relay mapper and the rate performance. It is shown that, in order to approach the rate performance achievable by an unstructured codebook with maximum-likelihood decoding, it is crucial to use a new K-stage coset decoder for structured O-MLC, instead of the one-stage decoder proposed in previous works. However, if O-MLC is decoded with the one-stage decoder only, it can still achieve the optimal DDF diversity-multiplexing gain tradeoff in the high signal-to-noise ratio regime. As for MS-MLC, its rate performance can approach that of the O-MLC by increasing the complexity of the modulo-sum relay-mapper. Finally, for practical implementations of both O-MLC and MS-MLC, practical short length lattice codes with linear mappers are designed, which facilitate efficient lattice decoding. Simulation results show that the proposed coding schemes outperform existing schemes in terms of outage probabilities in a variety of channel settings.Comment: 32 pages, 5 figure

Having Second Thoughts? Let's hear it

Deep learning models loosely mimic bottom-up signal pathways from low-order sensory areas to high-order cognitive areas. After training, DL models can outperform humans on some domain-specific tasks, but their decision-making process has been known to be easily disrupted. Since the human brain consists of multiple functional areas highly connected to one another and relies on intricate interplays between bottom-up and top-down (from high-order to low-order areas) processing, we hypothesize that incorporating top-down signal processing may make DL models more robust. To address this hypothesis, we propose a certification process mimicking selective attention and test if it could make DL models more robust. Our empirical evaluations suggest that this newly proposed certification can improve DL models' accuracy and help us build safety measures to alleviate their vulnerabilities with both artificial and natural adversarial examples.Comment: 13 pages, 11 figures, 1 table, 2 supplementary tables and 1 supplementary figur

Eccomi pronto : implementation of a Socio-Emotional Development curriculum in a South Korean elementary school

‘Eccomi Pronto’ (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and selfdirection of students, resulted in pedagogically useful insights into the psychological functioning of students, and enhanced the quality of teacher-student interaction. However, statistically significant changes in students’ engaged, academic behavior (as measured by an 8-item survey) were not noted. Teachers reported that the core of the EP curriculum was appropriate for the South Korean educational context. Teachers also recommended modifications in the follow-up learning activities to make these activities more consistent with South Korean education practices.peer-reviewe