Improved Linear Transmit Processing for Single-User and Multi-User MIMO Communications Systems

In this paper, we propose a novel linear transmit precoding strategy for multiple-input, multiple-output (MIMO) systems employing improper signal constellations. In particular, improved zero-forcing (ZF) and minimum mean square error (MMSE) precoders are derived based on modified cost functions, and are shown to achieve a superior performance without loss of spectrum efficiency compared to the conventional linear and nonlinear precoders. The superiority of the proposed precoders over the conventional solutions are verified by both simulation and analytical results. The novel approach to precoding design is also applied to the case of an imperfect channel estimate with a known error covariance as well as to the multi-user scenario where precoding based on the nullspace of channel transmission matrix is employed to decouple multi-user channels. In both cases, the improved precoding schemes yield significant performance gain compared to the conventional counterparts.

From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media

Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media could play an important role in promoting informed participation in the public debate about issues relating to science, technology and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited. This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of study designed to achieve this end-result. Teachers views of knowledge, skills and attitudes required to engage critically with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities for interdisciplinary collaboration and illustrates the developmental nature of the topic.