International Telemetering Conference Proceedings / October 28-31, 1996 / Town and Country Hotel and Convention Center, San Diego, California / An operational concept for how a Demand Access Multiple Assignment (DAMA) system could be configured for the NASA Space network is examined. Unique aspects of this concept definition are the use of the Multiple Access system within the Space Network to define an order wire channel that continuously scans the Low Earth Orbit space for potential users and the use of advanced digital signal processing technology to look for the Doppler-shifted carrier signal from the requesting satellite. After the reception of the signal, validation and processing of the request is completed. This paper outlines the concept and the ways in which the system could work.

In this paper, we propose a rate-compatible forward error-correcting (FEC) scheme based on low-density-parity check (LDPC) codes together with its software reconfigurable unified field-programmable gate array (FPGA) architecture. By FPGA emulation, we demonstrate that the proposed class of rate-compatible LDPC codes based on puncturing and generalized LDPC coding with an overhead from 25% to 46% provides a coding gain ranging from 12.67 to 13.8 dB at a post-FEC bit-error rate (BER) of 10(-15). As a result, the proposed rate-compatible codes represent one of the strong FEC candidates of soft-decision FEC for both short-haul and long-haul optical transmission systems.

No description available.

<p> This study examines the effects of humor within an instructional video on student learning and motivation. Humor in education has been shown to improve students' perception of the instructor and learning environment, with mixed results on gains in actual learning. Humor has been suggested as a strategy to gain and maintain attention, improving motivation to learn. With the dramatic increase of online multimedia instruction, research on the use of humor on multimedia instructional materials can help us determine if it can be used to improve learning and motivation. </p><p> In a pretest-posttest controlled design, students viewed a short multimedia instructional video. In the control group, students viewed a non-humorous video explaining three ways to cite sources in a research paper. In the experimental group, students viewed the same video with four humorous additions unrelated to instructional content. After watching the video, students in both groups took a learning and motivational assessment. Learning was assessed with questions related to recall and application. Motivation was measured using the Instructional Materials Motivation Survey (IMMS). </p><p> Results on learning assessments found that overall there was no significant difference between the pretest and posttest between the control and experimental groups, nor was there a significant difference between the control and experimental groups on the motivation assessment. </p><p> However, gender was added as a factor of comparison, results showed that males scored higher on knowledge items on the pretest / posttest gain and were more influenced by humor than females on comprehension and the overall gain scores. In motivation, males perceived the humorous video as more satisfying and were more influenced by the humor than females in perception of confidence in the instruction. Significant correlations were found between perception of humor, learning gains between the pretest and posttest, and perception of motivation overall and in each gender. </p><p> Previous research on instructional humor has found gender to be an important factor in the perception of instructional humor. Because the designer and producer of the instructional video was male, it may be that males who enjoyed the humor were more motivated by, and learned more from, the humorous instructional video. Care should be taken in using humor in instruction to ensure the type of humor is received well by students of either gender in the course.</p>

Thesis (Ph. D.)--Ohio University, August, 1997. / Title from PDF t.p.

Thesis (M.S.)--Ohio University, August, 2004. / Includes bibliographical references (p. 81-83)

Thesis (M.S.)--University of Wisconsin. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 90-100.

Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2009. / Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3842. Adviser: Joan Hawkins.

Thesis (M.S.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 81-83)

Thesis (M.S.E.C.E.)--University of Delaware, 2007. / Principal faculty advisor: Fouad Kiamilev, Dept. of Electrical and Computer Engineering. Includes bibliographical references.