Performance comparisons between greedy and lagrange algorithms in adaptive MIMO MC-CDMA systems

This paper describes two algorithms for adaptive power and bit allocations in a multiple input multiple output multiple-carrier code division multiple access (MIMO MC-CDMA) system. The first is the greedy algorithm, which has already been presented in the literature. The other one, which is proposed by the authors, is based on the use of the Lagrange multiplier method. The performances of the two algorithms are compared via Monte Carlo simulations. At present stage, the simulations are restricted to a single user MIMO MC-CDMA system, which is equivalent to a MIMO OFDM system. It is assumed that the system operates in a frequency selective fading environment. The transmitter has a partial knowledge of the channel whose properties are measured at the receiver. The use of the two algorithms results in similar system performances. The advantage of the Lagrange algorithm is that is much faster than the greedy algorithm. ©2005 IEEE

Efficiency effects of agricultural economics research in the United States

Allocations of research funds across programs are often made for efficiency reasons. Social science research is shown to have small, lagged but significant effects on U.S. agricultural efficiency when public agricultural R&D and extension are simultaneously taken into account. Farm management and marketing research variables are used to explain variations in estimates of allocative and technical efficiency using a Bayesian approach that incorporates stylized facts concerning lagged research impacts in a way that is less restrictive than popular polynomial distributed lags. Results are reported in terms of means and standard deviations of estimated probability distributions of parameters and long-run total multipliers. Extension is estimated to have a greater impact on both allocative and technical efficiency than either R&D or social science research.

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings.