Information-theoretic Studies and Capacity Bounds: Group Network Codes and Energy Harvesting Communication Systems

Network information theory and channels with memory are two important but difficult frontiers of information theory. In this two-parted dissertation, we study these two areas, each comprising one part. For the first area we study the so-called entropy vectors via finite group theory, and the network codes constructed from finite groups. In particular, we identify the smallest finite group that violates the Ingleton inequality, an inequality respected by all linear network codes, but not satisfied by all entropy vectors. Based on the analysis of this group we generalize it to several families of Ingleton-violating groups, which may be used to design good network codes. Regarding that aspect, we study the network codes constructed with finite groups, and especially show that linear network codes are embedded in the group network codes constructed with these Ingleton-violating families. Furthermore, such codes are strictly more powerful than linear network codes, as they are able to violate the Ingleton inequality while linear network codes cannot. For the second area, we study the impact of memory to the channel capacity through a novel communication system: the energy harvesting channel. Different from traditional communication systems, the transmitter of an energy harvesting channel is powered by an exogenous energy harvesting device and a finite-sized battery. As a consequence, each time the system can only transmit a symbol whose energy consumption is no more than the energy currently available. This new type of power supply introduces an unprecedented input constraint for the channel, which is random, instantaneous, and has memory. Furthermore, naturally, the energy harvesting process is observed causally at the transmitter, but no such information is provided to the receiver. Both of these features pose great challenges for the analysis of the channel capacity. In this work we use techniques from channels with side information, and finite state channels, to obtain lower and upper bounds of the energy harvesting channel. In particular, we study the stationarity and ergodicity conditions of a surrogate channel to compute and optimize the achievable rates for the original channel. In addition, for practical code design of the system we study the pairwise error probabilities of the input sequences.

Fish tracking technology development. Phases 1 and 2, project definition desk study and equipment

The document reports on the major findings from a definition study to appraise the options to develop fish tracking equipment, in particular tags and data logging systems, in order to improve the effeciency of the Agency tracking studies and to obtain a greater understanding of fish biology. The definition study was in two parts. The first, Phase 1, collated and evaluated all the known tracking systems that may be suitable for studies of fish which are either produced commercially or have been constructed for specific in-house studies. Phase 2 was an evaluation of all the tracking equipment considered to merit further investigation in Phase 1. The deficiencies between existing and required technologies to improve the efficiency of Agency's tracking studies and to obtain a greater understanding of fish biology are also identified.

Learning from patterns during information technology configuration.

This paper asks how people can be assisted in learning from practice, as a basis for informing future action, when configuring information technology (IT) in organizations. It discusses the use of Alexanderian Patterns as a means of aiding such learning. Three patterns are presented that have been derived from a longitudinal empirical study that has focused on practices surrounding IT configuration. The paper goes on to argue that Alexanderian Patterns offer a valuable means of learning from past experience. It is argued that learning from experience is an important dimension of deciding “what needs to be done” in configuring IT with organizational context. The three patterns outlined are described in some detail, and the implications of each discussed. Although it is argued that patterns, per se, provide a valuable tool for learning from experience, some potential dangers in seeking to codify experience with a patterns approach are also discussed.

Innovations in learning and teaching approaches using game technologies - can "The Movies" teach how to make a movie?

The use of games technology in education is not a new phenomenon. Even back in the days of 286 processors, PCs were used in some schools along with (what looks like now) primitive simulation software to teach a range of different skills and techniques – from basic programming using Logo (the turtle style car with a pen at the back that could be used to draw on the floor – always a good way of attracting the attention of school kids!) up to quite sophisticated replications of physical problems, such as working out the trajectory of a missile to blow up an enemies’ tank. So why are games not more widely used in education (especially in FE and HE)? Can they help to support learners even at this advanced stage in their education? We aim to provide in this article an overview of the use of game technologies in education (almost as a small literature review for interested parties) and then go more in depth into one particular example we aim to introduce from this coming academic year (Sept. 2006) to help with teaching and assessment of one area of our Multimedia curriculum. Of course, we will not be able to fully provide the reader with data on how successful this is but we will be running a blog (http://themoviesineducation.blogspot.com/) to keep interested parties up to date with the progress of the project and to hopefully help others to set up similar solutions themselves. We will also only consider a small element of the implementation here and cover how the use of such assessment processes could be used in a broader context. The use of a game to aid learning and improve achievement is suggested because traditional methods of engagement are currently failing on some levels. By this it is meant that various parts of the production process we normally cover in our Multimedia degree are becoming difficult to monitor and continually assess.