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

Investigations into an optimal transmission scheme for a MIMO system operating in a ricain fading environment

This paper describes investigations into an optimal transmission scheme for a multiple input multiple output (MIMO) system operating in a Rician fading environment. The considerations are reduced to determining a covariance matrix of transmitted signals which maximizes the MIMO capacity under the condition that the receiver has perfect knowledge of the channel while the transmitter has the information about selected statistical quantities which are measured at the receiver. An optimal covariance matrix, which requires information of the Rice factor and the signal to noise ratio, is determined. The transmission scheme relying on the choice of the proposed covariance matrix outperforms the other transmission schemes which were reported earlier in the literature. The proposed scheme realizes an upper bound limit for the MIMO capacity under arbitrary Rician fading conditions. ©2005 IEEE

Measuring the use of information and communication technologies (ICTs) in the classroom

In 2003, the “ICT Curriculum Integration Performance Measurement Instrument” was developed froman extensive review ofthe contemporary international and Australian research pertaining to the definition and measurement of ICT curriculum integration in classrooms (Proctor, Watson, & Finger, 2003). The 45-item instrument that resulted was based on theories and methodologies identified by the literature review. This paper describes psychometric results from a large-scale evaluation of the instrument subsequently conducted, as recommended by Proctor, Watson, and Finger (2003). The resultant 20-item, two-factor instrument, now called “Learning with ICTs: Measuring ICT Use in the Curriculum,” is both statistically and theoretically robust. This paper should be read in association with the original paper published in Computers in the Schools(Proctor, Watson, & Finger, 2003) that described in detail the theoretical framework underpinning the development of the instrument.