<p> Wireless communication is a central aspect of our everyday lives. Currently, the main goal in wireless communication research, is to find efficient methods to improve signal transmission by improving the Bit Error Rate (BER) performance of mobile communication systems. To improve the BER performance, the Inter-Carrier Interference (ICI) during signal transmission must be mitigated. The ICI can be caused by conditions such as residual carrier frequency offset, time variations because of the Doppler shift or phase noise; these conditions destroy the orthogonality at the receiver and subsequently degrade the BER performance of mobile communication systems. </p><p> This thesis work involves the implementation of a 4x2 Space-Time Conjugate Cancellation-Orthogonal Frequency Division Multiplexing (STCC-OFDM) system to mitigate ICI and compares its BER performance to a previously established 4x1 STCC-OFDM system. The 4x1 STCC-OFDM system employs four transmitting antennas and one receiving antenna whereas the 4x2 STCC-OFDM system employs four transmitting antennas and two receiving antennas. The auxiliary antenna employed in the 4x2 STCC-OFDM system provides spatial diversity and redundant data at the receiver side. Results show that the 4x2 STCC-OFDM system has better BER performance compared to the 4x1 STCC-OFDM system. Additionally, all the simulations are performed on MATLAB R2015b software. These simulations show the BER variation at different Signal to Noise Ratio (SNR) values for the 4x1 STCC-OFDM and the 4x2 STCC-OFDM systems, with code rates 1 and 0.5 in COS 207 channel. Simulations indicate that as the value of SNR increases the BER value comes down. BER values of the 4x2 STCC-OFDM system are significantly lower than the 4x1 STCC-OFDM system for both the code rates 1 and 0.5. Finally, the result of the simulations shows that the 4x2 STCC-OFDM system is more efficient than the 4x1 STCC-OFDM system.</p><p>

<p> This study was conducted as part of California State University of Long Beach (CSULB) Research Foundation project tittle &ldquo;Internet of Things (IoT) and Ubiquitous Sensing in University Building Energy Management: Design, Optimization and Technology Demonstration&rdquo; funded by the California Energy Commission (CEC) EEETD grant and led by Dr. Massoud Nazari. The Emerging Energy Efficient Technology Demonstrations (EEETD) grant of the CEC is aimed to demonstrate and market the deployment of innovative pre-commercial energy efficiency technologies in existing buildings to promote early adoption of energy efficiency systems that will reduce energy consumption as well as costs for the building owner. </p><p> Despite the technological advancements for building management systems the actual market penetration is still relatively small in the commercial sector. One of the reasons for not investing on upgrades includes informational awareness. In the hopes to aid in that particular aspect, the following study provides a breakdown of the process for the commissioning of the new management system and demonstrates the scalability of the overall project by first focusing on the existing building such as identifying the building&rsquo;s energy end uses and circuit configuration for lighting, HVAC, and plug loads. Second, it details the customization for the new EMS, and the interoperability of the new smart devices and network architecture.</p><p>

<p>In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as <i>glass flight decks. </i> Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems. </p><p> While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks is often delivered with traditional methods (e.g. textbooks, PowerPoint presentations, user manuals, and limited computer-based training modules). These training methods have been reported as less than desirable in learning to use the glass flight deck interface. Difficulties in achieving a complete understanding of functional and operational characteristics of the GFD systems, acquiring a full understanding of the interrelationships of the varied subsystems, and handling the wealth of flight information provided have been reported. Documented pilot concerns of poor user experience and satisfaction, and problems with the learning the complex and sophisticated interface of the GFD are additional issues with current pilot training approaches. </p><p> A case study was executed to explore ways to improve training using GFD systems at a Midwestern aviation university. The researcher investigated if variations in instructional systems design and training methods for learning glass flight deck technology would affect the perceptions and attitudes of pilots of the learnability (an attribute of usability) of the glass flight deck interface. Specifically, this study investigated the effectiveness of scenario-based training (SBT) methods to potentially improve pilot knowledge and understanding of a GFD system, and overall pilot user experience and satisfaction. </p><p> Participants overwhelmingly reported positive learning experiences from scenario-based GFD systems flight training, noting that learning and knowledge construction were improved over other training received in the past. In contrast, participants rated the usability and learnability of the GFD training systems low, reporting various problems with the systems&rsquo; interface, and the learnability (first-time use) of the complex GFD system. However, issues with usability of the GFD training systems did not reduce or change participant attitudes towards learning and mastering GFD systems; to the contrary, all participants requested additional coursework opportunities to train on GFD systems with the scenario-based flight training format. </p>

<p>In order to better inform and train industry professionals, as well as engineering students and new users, an electronic user's manual and comprehensive online training course for LaModel has been developed in an open online learning environment. The online user?s manual provides widespread access to detailed information on the installation, proper use, and troubleshooting procedures through a combination of: written documentation, voiced-over and captioned software simulations and slide presentations, and relevant academic articles. Some of the online LaModel material has also been organized into a set of progressive, self-paced training modules using a number of the slide presentations and software demonstrations, with the addition of pedagogically designed learning activities and proficiency quizzes. These training modules are designed such that a new user can complete the sequence of three learning tracks (novice, intermediate, and advanced) to become a proficient user of the LaModel program. This thesis reports on the development and implementation of the new LaModel user's manual and training course. Currently, the on-line material includes 84 pages of technical notes and 6 hours of slides and hands-on learning activities. In this thesis, the overall layout and format of the user's manual, training modules, and proficiency quizzes are presented along with samples from specific manual sections and classroom lessons. With an increase in operational difficulties, geologic intricacies, and regulatory review, this generation of mining engineers require complex analyzes to determine the integrity of underground mine works. Through access to the new online user's manual and training modules, novice LaModel users can be effectively trained on the correct operation and analysis techniques for using the LaModel program, while experienced users can quickly access detailed information on the newer and/or more complex LaModel functions. The development of both the user's manual and online training course will ultimately increase the effectiveness of mining engineers within the industry, leading to more productive and safer mine designs.

<p> Mixed Reality is a technology quickly advancing and becoming more readily available to the average consumer. The continually improving availability of Mixed Reality technology is due to advancements with software platforms and integration of miniaturized hardware for mobile devices. Mixed Reality is becoming more available for use within higher education but limited data is available supporting the relevance and effectiveness of this technology for helping students to learn. </p><p> The intent of this study was purposed to explore how Mixed Reality influences learning within a Science, Technology, Engineering, and Mathematics (STEM) higher education program when learning within a Mixed Reality Learning Environment (MRLE). Mixed Reality Self-efficacy, student engagement, and student motivation were used as part of the Mixed Reality Self-efficacy, Engagement, and Motivation (MRSEM) survey. The MRSEM survey captured demographic information but primarily focused on the variables of self-efficacy, engagement, and motivation of post-secondary STEM students within a MRLE. </p><p> The results from this study provided data indicating how gender influences student acceptance of Mixed Reality, significant relationships among student engagement and student motivation when using Mixed Reality along with observed mobile device usage. These findings can provide administrators with useful information needed to target specific population groups to effectively integrate this new technology. Incorporating Mixed Reality as a learning resource is an approach if done correctly can reap benefits for all stakeholders involved. </p><p> The final outcome originating from the findings and observations resulted in the development of a best practices guide and recommendations for administrators and practitioners considering Mixed Reality. The guide and recommendations are intended for stakeholders within STEM areas of concentration considering this technology as a resource to improve instructional methods by engaging, motivating, retaining and ultimately improving a student&rsquo;s Mixed Reality Self-efficacy (MRSe).</p><p>

Thesis (M.S.)--Ohio University, March, 2001. / Title from PDF t.p.