A Linear Multi-User Detector for STBC MC-CDMA Systems based on the Adaptive Implementation of the Minimum-Conditional Bit-Error-Rate Criterion and on Genetic Algorithm-assisted MMSE Channel Estimation

The implementation of efficient baseband receivers characterized by affordable computational load is a crucial point in the development of transmission systems exploiting diversity in different domains. In this paper, we are proposing a linear multi-user detector for MIMO MC-CDMA systems with Alamouti’s Space-Time Block Coding, inspired by the concept of Minimum Conditional Bit-Error-Rate (MCBER) and relying on Genetic-Algorithm (GA)-assisted MMSE channel estimation. The MCBER combiner has been implemented in adaptive way by using Least-Mean-Square (LMS) optimization. Firstly, we shall analyze the proposed adaptive MCBER MUD receiver with ideal knowledge of Channel Status Information (CSI). Afterwards, we shall consider the complete receiver structure, encompassing also the non-ideal GA-assisted channel estimation. Simulation results evidenced that the proposed MCBER receiver always outperforms state-of-the-art receiver schemes based on EGC and MMSE criterion exploiting the same degree of channel knowledge (i.e. ideal or estimated CSI)

A Near-Optimum Multiuser Receiver for STBC MC-CDMA Systems Based on Minimum Conditional BER Criterion and Genetic Algorithm-Assisted Channel Estimation

The implementation of efficient baseband receivers characterized by affordable computational load is a crucial point in the development of transmission systems exploiting diversity in different domains. This would be a crucial point in the future development of 4G systems, where space, time, and frequency diversity will be combined together in order to increase system throughput. In this framework, a linear multiuser detector for MC-CDMA systems with Alamouti's Space-Time Block Coding (STBC), which is inspired by the concept of Minimum Conditional Bit Error Rate (MCBER), is proposed. The MCBER combiner has been implemented in adaptive way by using Least-Mean-Square (LMS) optimization. The estimation of Channel State Information (CSI), necessary to make practically feasible the MCBER detection, is aided by a Genetic Algorithm (GA). The obtained receiver scheme is near-optimal, as both LMS-based MCBER and GA-assisted channel estimation perform closely to optimum in fulfilling their respective tasks. Simulation results evidenced that the proposed receiver always outperforms state-of-the-art receiver schemes based on EGC and MMSE criterion exploiting the same degree of channel knowledge

Evaluation of Maine Technology Institute Programs For Awards Ending July 1, 2006 - June 30, 2008

The Maine Technology Institute (MTI) is charged by the Legislature to conduct an evaluation of its programs every two years addressing issues of the effectiveness of MTI’s grant programs in fostering technology-based economic development. MTI has engaged the Maine Center for Business and Economic Research (MCBER) at the University of Southern Maine to conduct this evaluation. This is the fourth valuation report prepared by MCBER; previous reports were released in 2003, 2005, and 2007. This report covers all MTI grants that were completed between July 1, 2006 and June 30, 2008, except for grants d th Cl t E h t P G t d th under the Cluster Enhancement Program. Grants under that program will be evaluated in the next evaluation prepared by MCBER to be released in 2010. All dates in this report refer to the fiscal year (July-June) in which a grant closed

What are the characteristics of a good teacher?

This paper presents the findings of a study conducted in 2011 with the students studying English at the School of Languages at Sabanci University (SU) and the participants (English teachers, academicians, and English teacher candidates) who attended our presentation “what are the characteristics of a good teacher?” presented at the 15th International INGED Conference, “Taking it to the Limits” held on 20 October, 2011 on their perceived characteristics of the exemplary teacher. The idea to conduct such a study came about upon observation of teachers’ unease about the evaluation forms that students complete at the end of each semester. Teachers’ perceptions of effective teaching seemed to differ from those of students. Therefore, we decided to prepare various instruments to identify and measure students’ perceptions of the characteristics of exemplary language teachers and teachers’ perceptions of the characteristics of the exemplary language teacher and compare the results. In light of this aim, 31 intermediate 1 and 2 level students were asked to provide a written response to the prompt “Describe your perception of the good English teacher” to explore the characteristics they find exemplary in their (past and present) language teachers’ teaching practices. The participants attending our session at the INGED conference were also presented the same prompt at the beginning of our presentation and asked for a written response. The participants kept their responses until the end of the presentation in case they wanted to make any changes or additions. We hope that the findings in this paper encourage teachers to ‘re-contemplate’ their own teaching methodology and its impacts on students’ learning processes, and, if necessary, make changes to their teaching to promote students’ language competence and performance

Right at the start : a research and development agenda for teacher induction

Recent developments in teacher induction in both England and Scotland are bringing long overdue improvements, but there is a range of issues in need of further exploration if policy is to be developed. Current evaluations have begun to reveal the absence of some important conceptual aspects of induction in the somewhat hasty implementation. Some of these have been well rehearsed in the literature over the years but have generally failed to make any impact hitherto in induction policy. This paper picks up and discusses some of the conceptual tensions and weaknesses that have, or are likely to, become practical issues of quality, in both Scottish and English induction policies. These include the use of competence-based descriptions, the non-formal dimension of learning to teach, open narrative and focused approaches to classroom observation and feedback, individualism and a pupil perspective. The array of concepts is organised into a constructive, topical agenda which, it is argued, bring a much needed formative dimension to research and development in this crucial area of professional learning

Successful teachers in schools in challenging circumstances

Full report of research project - August 2004 (49 pages). The project aim was to find out what makes a teacher successful and effective in schools in challenging circumstances, and what teachers thought constitutes challenging circumstances