A low-complexity self-calibrating adaptive quadrature receiver

In this paper digital part of a self-calibrating quadrature-receiver is described, containing a digital calibration-engine. The blind source-separation-based calibration-engine eliminates the RF-impairments in real-time hence improving the receiver's performance without the need for test/pilot tones, trimming or use of power-hungry discrete components. Furthermore, an efficient time-multiplexed calibration-engine architecture is proposed and implemented on an FPGA utilising a reduced-range multiplier structure. The use of reduced-range multipliers results in substantial reduction of area as well as power consumption without a compromise in performance when compared with an efficiently designed general purpose multiplier. The performance of the calibration-engine does not depend on the modulation format or the constellation size of the received signal; hence it can be easily integrated into the digital signal processing paths of any receiver.

The National Teaching Fellowship Scheme in England and Northern Ireland

In the 1990s, the Higher Education Funding Councils of England and the equivalent body in Northern Ireland (DEL NI) took a positive step by supporting the development of initiatives that promoted and supported innovation and the recognition of excellence in learning and teaching in Higher Education. One of the earliest manifestations of this support was the National Teaching Fellowship Scheme which celebrates its tenth anniversary this year, making this a timely opportunity to consider the personal and professional impact this scheme has had on the quality of teaching throughout the Higher Education sector.

Engendering a culture of quality enhancement in teaching and learning: lessons learned

Enhancing the quality of learning and teaching in higher education has been on the English national agenda for more than a decade. The Government and funding organisations have enabled universities to focus on creating a culture of excellence in learning and teaching and continuing academic and professional development. This paper describes some of the strategies that have promoted a culture of quality teaching in higher education in England and how one organisation, the University of Westminster has implemented those strategies to engender a culture of quality enhancement and continuing professional development.