OSI-compatible protocols for mobile-satellite communications: The AMSS experience

The protocol structure of the international aeronautical mobile satellite service (AMSS) is reviewed with emphasis on those aspects of protocol performance, validation, and conformance which are peculiar to mobile services. This is in part an analysis of what can be learned from the AMSS experience with protocols which is relevant to the design of other mobile satellite data networks, e.g., land mobile

Performance of the ICAO standard core service modulation and coding techniques

Aviation binary phase shift keying (A-BPSK) is described and simulated performance results are given that demonstrate robust performance in the presence of hardlimiting amplifiers. The performance of coherently-detected A-BPSK with rate 1/2 convolutional coding are given. The performance loss due to the Rician fading was shown to be less than 1 dB over the simulated range. A partially coherent detection scheme that does not require carrier phase recovery was described. This scheme exhibits similiar performance to coherent detection, at high bit error rates, while it is superior at lower bit error rates

Performance of concatenated Reed-Solomon trellis-coded modulation over Rician fading channels

A concatenated coding scheme for providing very reliable data over mobile-satellite channels at power levels similar to those used for vocoded speech is described. The outer code is a shorter Reed-Solomon code which provides error detection as well as error correction capabilities. The inner code is a 1-D 8-state trellis code applied independently to both the inphase and quadrature channels. To achieve the full error correction potential of this inner code, the code symbols are multiplexed with a pilot sequence which is used to provide dynamic channel estimation and coherent detection. The implementation structure of this scheme is discussed and its performance is estimated

Systems validation: application to statistical programs

BACKGROUND: In 2003, the United States Food and Drug Administration (FDA) released a guidance document on the scope of "Part 11" enforcement. In this guidance document, the FDA indicates an expectation of a risk-based approach to determining which systems should undergo validation. Since statistical programs manage and manipulate raw data, their implementation should be critically reviewed to determine whether or not they should undergo validation. However, the concepts of validation are not often discussed in biostatistics curriculum. DISCUSSION: This paper summarizes a "Plan, Do, Say" approach to validation that can be incorporated into statistical training so that biostatisticians can understand and implement validation principles in their research. SUMMARY: Validation is a process that requires dedicated attention. The process of validation can be easily understood in the context of the scientific method

How to design and set up a clinical trial part 2 : protocols and approvals

Data from clinical trials involving human participants are essential in establishing an evidence base about the safety and effectiveness of our treatments. This second article describes the steps involved in designing and setting up a clinical trial, from writing a protocol to gaining the necessary approvals. Acquiring some knowledge about how to set up a clinical trial will allow the conscientious clinician to use the most relevant information to provide the highest possible standards of clinical care for his/her patients

Preferred reporting items for studies mapping onto preference-based outcome measures: The MAPS statement

'Mapping' onto generic preference-based outcome measures is increasingly being used as a means of generating health utilities for use within health economic evaluations. Despite publication of technical guides for the conduct of mapping research, guidance for the reporting of mapping studies is currently lacking. The MAPS (MApping onto Preference-based measures reporting Standards) statement is a new checklist, which aims to promote complete and transparent reporting of mapping studies. The primary audiences for the MAPS statement are researchers reporting mapping studies, the funders of the research, and peer reviewers and editors involved in assessing mapping studies for publication. A de novo list of 29 candidate reporting items and accompanying explanations was created by a working group comprised of six health economists and one Delphi methodologist. Following a two-round, modified Delphi survey with representatives from academia, consultancy, health technology assessment agencies and the biomedical journal editorial community, a final set of 23 items deemed essential for transparent reporting, and accompanying explanations, was developed. The items are contained in a user friendly 23 item checklist. They are presented numerically and categorised within six sections, namely: (i) title and abstract; (ii) introduction; (iii) methods; (iv) results; (v) discussion; and (vi) other. The MAPS statement is best applied in conjunction with the accompanying MAPS explanation and elaboration document. It is anticipated that the MAPS statement will improve the clarity, transparency and completeness of reporting of mapping studies. To facilitate dissemination and uptake, the MAPS statement is being co-published by eight health economics and quality of life journals, and broader endorsement is encouraged. The MAPS working group plans to assess the need for an update of the reporting checklist in five years' time. This statement was published jointly in Applied Health Economics and Health Policy, Health and Quality of Life Outcomes, International Journal of Technology Assessment in Health Care, Journal of Medical Economics, Medical Decision Making, PharmacoEconomics, and Quality of Life Research

Religious resources in public school instruction

Thesis (Ed.M.)--Boston University, 1946. This item was digitized by the Internet Archive

Teaching not knowing: Reflections on a writing practice

Donald M. Murray (1994) proposes that the practice of teaching composition engages us in a process of teaching not knowing. In this inquiry, I draw from theories in composition, psychology, epistemology, ethics, and communication to portray and describe this practice in my high school classroom. Studying my students\u27 writing processes and our interactions in writing conferences, I describe a philosophical stance that approaches teaching writing as improvisational, dialogic and relational. This reflection explores the conditions and attitudes which enhance our capacities to teach writing processes and adopts discourse outside of composition theory that may inform our practices in teaching writing. This study suggests that a professional practice, unique and constantly in process, focuses beyond the application of techniques to ethical relations with persons. The implications of teaching not knowing offer insight into ways of being with students which foster their capacity for agency and their potential for learning. The teaching of writing, and the meanings engendered in our professional discourse, extend far beyond what some consider the basics, to an understanding of persons, of relations that invite learning, and of intuitive practices developed within a reflective practitioner\u27s daily experience