Multi-Array 5G V2V Relative Positioning: Performance Bounds

We study the performance bounds of vehicle-to-vehicle (V2V) relative positioning for vehicles with multiple antenna arrays. The Cram\'{e}r-Rao bound for the estimation of the relative position and the orientation of the Tx vehicle is derived, when angle of arrival (AOA) measurements with or without time-difference of arrival (TDOA) measurements are used. In addition, geometrically intuitive expressions for the corresponding Fisher information are provided. The derived bounds are numerically evaluated for different carrier frequencies, bandwidths and array configurations under different V2V scenarios, i.e. overtaking and platooning. The significance of the AOA and TDOA measurements for position estimation is investigated. The achievable positioning accuracy is then compared with the present requirements of the 3rd Generation Partnership Project (3GPP) 5G New Radio (NR) vehicle-to-everything (V2X) standardization

The impact of cultural dissonance and acculturation orientations on immigrant students' academic performance

Indexación: Scopus; Scielo; Redalyc.Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. e aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment, and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all studentsSe han hallado diferencias significativas entre el rendimiento académico de los inmigrantes y el de los estudiantes nativos. Sin embargo, hay una escasa evidencia acerca de los aspectos psicosociales de este fenómeno. El objetivo de este estudio fue examinar el impacto de un conjunto de variables psicosociales: disonancia cultural y orientaciones de aculturación en el rendimiento académico percibido de adolescentes inmigrantes de primera generación de centros de Educación Secundaria en el Norte de España. Los resultados mostraron que alrededor del 46% de la variabilidad en el rendimiento era explicada por la disonancia cultural entre escuela y hogar. Cualquier contexto de educación multicultural ha de tomar en consideración el ajuste psicosocial, dada su influencia en el rendimiento académico de los estudiantes.http://www.redalyc.org/jatsRepo/647/64753989003/index.htm