A simple electromagnetic model for understanding the operation of a MIMO system

Recent years have witnessed intense research in multiple input multiple output (MIMO) wireless communications systems, which use multiple element antennas (MEA) for signal transmission and reception. In this paper, we have described a novel electromagnetic model to investigate the effect of mutual coupling, inter-element spacing and array geometry on the capacity of MIMO systems. Simulation results have been presented illustrating the application of the proposed model. The presented model concept stems from a hollow waveguide analogue. Using this model other aspects such as richness of scattering environment (spacing and clustering), the effect of hard versus soft scatterers and pin hole effect can be investigated.

Investigations into MIMO systems from an electromagnetic perspective

The paper presents investigations into multiple input multiple output wireless communication systems, which are carried out from an electromagnetic perspective. The first part of the paper focuses on signal propagation models, which can be used for determining the MIMO system capacity or its performance when various space-time coding schemes are applied. Two types of models are considered. In the first model, array antennas are treated in an exact electromagnetic manner but interactions with scattering objects are incorporated using an approximate single bounce scattering approach. The other model is a simple but exact electromagnetic (EM) model, which takes into account EM interactions between antennas and scatterers. In this model, parallel wire dipoles represent antennas as well as scatterers. The second part of the paper reports on investigations into two types of MIMO testbeds. The first one is a simple transmit/receive diversity tested while the other one is a full MIMO testbed. The paper briefly describes the results obtained during the undertaken investigations

Formalising progress properties of non-blocking programs

A non-blocking program is one that uses non-blocking primitives, such as load-linked/store-conditional and compare-and-swap, for synchronisation instead of locks so that no process is ever blocked. According to their progress properties, non-blocking programs may be classified as wait-free, lock-free or obstruction-free. However, a precise description of these properties does not exist and it is not unusual to find a definition that is ambiguous or even incorrect. We present a formal definition of the progress properties so that any confusion is removed. The formalisation also allows one to prove the widely believed presumption that wait-freedom is a special case of lock-freedom, which in turn is a special case of obstruction-freedom.

Implicit learning is not subject to blocking

Explicit (aware) learning has been shown to evidence certain characteristics, such as extinction, blocking, occasion setting, and reliance on context. These characteristics have not been assessed in implicit (unaware) learning. The current study investigated whether implicit learning is subject to blocking. Participants completed a cued reaction time task, where they watched rapid presentations of a random sequence of 8 pairs of shapes, and responded to two target shapes. One target was always preceded by a cue. The experimental group completed a pretraining phase where half the cue, one shape, was followed by the target. Both experimental and control groups completed a training phase where both elements of the cue, two shapes, were followed by the target. Both aware and unaware participants evidenced learning, whereby responding was faster for cued than uncued targets. Aware participants in the experimental group responded faster to targets preceded by the pretrained element than by the other element of the cue. Control and unaware experimental participants were faster to respond to targets preceded by either element of the cue. As blocking was only evident in aware participants, but implicit learning was observed in all participants, it is concluded that implicit learning is not subject to blocking.