M.Ing. / In practice, channels with only insertions and deletions are rare. More commonly, additive errors are also present. Therefore, additional redundancy bits are added to the encoded data stream to allow for insertion/deletion correction. In this dissertation, moment balancing templates are used to add a single insertion/deletion capability to an arbitrary additive-error-correcting code. Moment balancing can be used for systematic encoding of number-theoretic codes. The selection of a particular additive-error-correcting codebook has potential influence on the moment balancing template. In direct relation to this, partition distributions of linear sets are considered and their connection to moment balancing templates illustrated. As an alternative to fixed length moment balancing templates, a variable length approach to moment balancing is also considered. It is shown that variable length moment balancing templates result in better performance, in terms of redundancy, than the optimal fixed length moment balancing template. It is assumed that the boundaries of variable length Levenshtein codewords are known. To implement the variable length template in practice, multiple markers are needed. The delimitation of variable length codeword boundaries with these markers leads to longer marker sequences as compared with the fixed length templates.

M.Ing. (Electrical and Electronic Engineering) / Please refer to full text to view abstract

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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada / This paper discusses an error-correcting scheme applied to a telemetry system over HF radio channel. According to the statistical properties of transmission error on HF radio channel, the scheme uses one important diffuse convolutional code, which is threshold decoded and corrects the random or burst errors. The operation of this code is explained, and a new method for word synchronization and bit synchronization is proposed. Coding and decoding, word synchronization, and bit synchronization are all activated by software program so as to greatly improve the flexibleness and applicability of the data transmission system. Test results of error-correcting are given for a variety of bit-error-rate (BER)s on HF radio channel.

published_or_final_version / Physics / Doctoral / Doctor of Philosophy

This study investigated the effect of four score study styles--no score study, study with score alone, study with score and a correct aural example, and score study at the electronic keyboard--on the pitch and rhythm error detection abilities of beginning conducting students. Subjects were 30 members of undergraduate beginning conducting classes at three midwestern universities. Four tests were developed, each having 31 four- to six-measure excerpts from band literature. Each excerpt contained only one error. Excerpts were grouped according to difficulty and assigned to tests in a modified random manner to facilitate equality of difficulty between sets. Within each test, excerpts were arranged in order of increasing difficulty and rescored to contain from one to eight parts. A counterbalanced design was utilized featuring a Latin Square into which the four score study styles were entered. Over the course of four sessions subjects received all four styles and all four tests. The orders in which subjects received score study styles were assigned on a rotational basis. Each subject within a university received the tests in the same order, but this order varied between universities. Six Hypercard © (Atkinson, 1987-90) stacks were developed on a Macintosh LC computer for presentation of the tests, management of the study, and data collection. Excerpts were played through MIDI keyboards using sampled wind instrument sounds. Study with the score and a correct aural example was found to be significantly more effective than either study with the score alone or no study. No significant difference was found between score study at the keyboard and any other score study style. There were significant differences in test scores attributable to the number of parts in examples. Generally, error detection became more difficult as the number of parts in examples increased. There were no significant differences in test scores attributable to the order of presentation of score study styles, individual example sets, or groups/order of presentation of example sets. There were significant differences in means score study time per session attributable to score study style, and in mean total time per session attributable to session number.

No description available.

No description available.

No description available.