Leitura musical à primeira vista é uma tarefa complexa que envolve a sobreposição de processos cognitivos, de execução motora, de memória e perceptuais. A habilidade demanda do músico uma ampla base de conhecimento em repertório, estilos e compreensão de códigos musicais. O desenvolvimento da habilidade de ler à primeira vista pode promover o melhoramento de muitas habilidades musicais, incluindo o aumento da consciência musical global. O objetivo deste trabalho é testar o uso de guias para o auxílio no desenvolvimento da tarefa de ler música à primeira vista com estudantes universitários, utilizando a análise musical como ferramenta de auxílio. Esta pesquisa contou com 23 participantes, organistas e pianistas, divididos em dois grupos (experimental e controle), os quais foram submetidos à performance de três trechos musicais inéditos. Os participantes do grupo experimental realizaram a interpretação do segundo trecho com interferência de guias de auxílio para a execução. A maioria dos estudantes demonstrou interesse em desenvolver estudos em leitura à primeira vista. A média de andamento dos sujeitos nos trechos da pesquisa foi 63,5% mais baixa do que o andamento sugerido na partitura A média de erros foi de 8,78 erros por trecho, e os tipos de erros mais cometidos foram os da voz do baixo. As melhores avaliações foram dadas aos estudantes de pós-graduação. 81,82% dos participantes do grupo experimental consideraram que os guias auxiliaram suas execuções. Os resultados mostram que o melhoramento em leitura à primeira vista possivelmente é mais efetivo em um estudo a longo prazo, envolvendo conhecimentos de análise musical, aspectos motores e conhecimento de repertório. Concluímos que o uso dos guias promoveu o melhoramento do andamento da execução dos trechos dos estudantes do grupo experimental e estes sujeitos obtiveram médias menores de erros e as melhores avaliações de juízes externos, além de cometerem menos erros na melodia e na voz do baixo depois de serem submetidos aos guias. / Sight-reading is a complex task that involves overlap of cognitive processes, motor execution, memory and perceptual process. This skill demands broad knowledge in repertory skills, styles and comprehension of musical codes. The development of sight-reading ability can improve several musical skills, including the increase of musical consciousness. The aim of this work is to test the use of musical guides in the development of sight-reading skills with undergraduate students, using musical analysis as a support tool. Twenty-three students participated in this research, among them organists and pianists, from undergraduate, graduate, and extension courses of Federal University of Rio Grande do Sul. The participants were included in two groups, experimental and control, and were asked to perform three unpublished musical excerpts. Those included in the experimental group performed the second excerpt with the use of musical guides. The majority of the students demonstrated interest in developing studies in sight-reading. The average overall tempo of the subjects in the excerpts was 63.5% lower than that suggested in the score The average of errors was 8.78%, and the most frequent errors occurred in the bass voice. The best evaluations were awarded to postgraduate students. 81.82% of the participants considered that the guides helped their performances. Results show that improvement in sight-reading is more likely to occur in a long term study involving, in addition to knowledge of musical analysis, motor aspects and repertory background. The use of guides improved the musical tempo in the students‟ performance in the experimental group. Moreover, the subjects in the experimental group obtained a lower error average and a better rate from the external evaluators. They also made fewer mistakes in the melodic line and the bass voice after using the musical guides.

Positioning is recognized as an important feature of fifth generation (\abbrFiveG) cellular networks due to the massive number of commercial use cases that would benefit from access to position information. Radio based positioning has always been a challenging task in urban canyons where buildings block and reflect the radio signal, causing multipath propagation and non-line-of-sight (NLOS) signal conditions. One approach to handle NLOS is to use data-driven methods such as machine learning algorithms on beam-based data, where a training data set with positioned measurements are used to train a model that transforms measurements to position estimates.  The work is based on position and radio measurement data from a 5G testbed. The transmission point (TP) in the testbed has an antenna that have beams in both horizontal and vertical layers. The measurements are the beam reference signal received power (BRSRP) from the beams and the direction of departure (DOD) from the set of beams with the highest received signal strength (RSS). For modelling of the relation between measurements and positions, two non-linear models has been considered, these are neural network and random forest models. These non-linear models will be referred to as machine learning algorithms.  The machine learning algorithms are able to position the user equipment (UE) in NLOS regions with a horizontal positioning error of less than 10 meters in 80 percent of the test cases. The results also show that it is essential to combine information from beams from the different vertical antenna layers to be able to perform positioning with high accuracy during NLOS conditions. Further, the tests show that the data must be separated into line-of-sight (LOS) and NLOS data before the training of the machine learning algorithms to achieve good positioning performance under both LOS and NLOS conditions. Therefore, a generalized likelihood ratio test (GLRT) to classify data originating from LOS or NLOS conditions, has been developed. The probability of detection of the algorithms is about 90\% when the probability of false alarm is only 5%.  To boost the position accuracy of from the machine learning algorithms, a Kalman filter have been developed with the output from the machine learning algorithms as input. Results show that this can improve the position accuracy in NLOS scenarios significantly. / Radiobasserad positionering av användarenheter är en viktig applikation i femte generationens (5G) radionätverk, som mycket tid och pengar läggs på för att utveckla och förbättra. Ett exempel på tillämpningsområde är positionering av nödsamtal, där ska användarenheten kunna positioneras med en noggrannhet på ett tiotal meter. Radio basserad positionering har alltid varit utmanande i stadsmiljöer där höga hus skymmer och reflekterar signalen mellan användarenheten och basstationen. En ide att positionera i dessa utmanande stadsmiljöer är att använda datadrivna modeller tränade av algoritmer baserat på positionerat testdata – så kallade maskininlärningsalgoritmer. I detta arbete har två icke-linjära modeller - neurala nätverk och random forest – bli implementerade och utvärderade för positionering av användarenheter där signalen från basstationen är skymd.% Dessa modeller refereras som maskininlärningsalgoritmer. Utvärderingen har gjorts på data insamlad av Ericsson från ett 5G-prototypnätverk lokaliserat i Kista, Stockholm. Antennen i den basstation som används har 48 lober vilka ligger i fem olika vertikala lager. Insignal och målvärdena till maskininlärningsalgoritmerna är signals styrkan för varje stråle (BRSRP), respektive givna GPS-positioner för användarenheten. Resultatet visar att med dessa maskininlärningsalgoritmer positioneras användarenheten med en osäkerhet mindre än tio meter i 80 procent av försöksfallen. För att kunna uppnå dessa resultat är viktigt att kunna detektera om signalen mellan användarenheten och basstationen är skymd eller ej. För att göra det har ett statistiskt test blivit implementerat. Detektionssannolikhet för testet är över 90 procent, samtidigt som sannolikhet att få falskt alarm endast är ett fåtal procent.\newline \newline%För att minska osäkerheten i positioneringen har undersökningar gjorts där utsignalen från maskininlärningsalgoritmerna filtreras med ett Kalman-filter. Resultat från dessa undersökningar visar att Kalman-filtret kan förbättra presitionen för positioneringen märkvärt.

Leitura musical à primeira vista é uma tarefa complexa que envolve a sobreposição de processos cognitivos, de execução motora, de memória e perceptuais. A habilidade demanda do músico uma ampla base de conhecimento em repertório, estilos e compreensão de códigos musicais. O desenvolvimento da habilidade de ler à primeira vista pode promover o melhoramento de muitas habilidades musicais, incluindo o aumento da consciência musical global. O objetivo deste trabalho é testar o uso de guias para o auxílio no desenvolvimento da tarefa de ler música à primeira vista com estudantes universitários, utilizando a análise musical como ferramenta de auxílio. Esta pesquisa contou com 23 participantes, organistas e pianistas, divididos em dois grupos (experimental e controle), os quais foram submetidos à performance de três trechos musicais inéditos. Os participantes do grupo experimental realizaram a interpretação do segundo trecho com interferência de guias de auxílio para a execução. A maioria dos estudantes demonstrou interesse em desenvolver estudos em leitura à primeira vista. A média de andamento dos sujeitos nos trechos da pesquisa foi 63,5% mais baixa do que o andamento sugerido na partitura A média de erros foi de 8,78 erros por trecho, e os tipos de erros mais cometidos foram os da voz do baixo. As melhores avaliações foram dadas aos estudantes de pós-graduação. 81,82% dos participantes do grupo experimental consideraram que os guias auxiliaram suas execuções. Os resultados mostram que o melhoramento em leitura à primeira vista possivelmente é mais efetivo em um estudo a longo prazo, envolvendo conhecimentos de análise musical, aspectos motores e conhecimento de repertório. Concluímos que o uso dos guias promoveu o melhoramento do andamento da execução dos trechos dos estudantes do grupo experimental e estes sujeitos obtiveram médias menores de erros e as melhores avaliações de juízes externos, além de cometerem menos erros na melodia e na voz do baixo depois de serem submetidos aos guias. / Sight-reading is a complex task that involves overlap of cognitive processes, motor execution, memory and perceptual process. This skill demands broad knowledge in repertory skills, styles and comprehension of musical codes. The development of sight-reading ability can improve several musical skills, including the increase of musical consciousness. The aim of this work is to test the use of musical guides in the development of sight-reading skills with undergraduate students, using musical analysis as a support tool. Twenty-three students participated in this research, among them organists and pianists, from undergraduate, graduate, and extension courses of Federal University of Rio Grande do Sul. The participants were included in two groups, experimental and control, and were asked to perform three unpublished musical excerpts. Those included in the experimental group performed the second excerpt with the use of musical guides. The majority of the students demonstrated interest in developing studies in sight-reading. The average overall tempo of the subjects in the excerpts was 63.5% lower than that suggested in the score The average of errors was 8.78%, and the most frequent errors occurred in the bass voice. The best evaluations were awarded to postgraduate students. 81.82% of the participants considered that the guides helped their performances. Results show that improvement in sight-reading is more likely to occur in a long term study involving, in addition to knowledge of musical analysis, motor aspects and repertory background. The use of guides improved the musical tempo in the students‟ performance in the experimental group. Moreover, the subjects in the experimental group obtained a lower error average and a better rate from the external evaluators. They also made fewer mistakes in the melodic line and the bass voice after using the musical guides.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-26T11:28:48Z No. of bitstreams: 2 Dissertação - Josino Lucindo Mendes Júnior - 2016.pdf: 16487560 bytes, checksum: 86a1a0152fccde17a5f2dc286945a6dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-26T11:32:32Z (GMT) No. of bitstreams: 2 Dissertação - Josino Lucindo Mendes Júnior - 2016.pdf: 16487560 bytes, checksum: 86a1a0152fccde17a5f2dc286945a6dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-26T11:32:32Z (GMT). No. of bitstreams: 2 Dissertação - Josino Lucindo Mendes Júnior - 2016.pdf: 16487560 bytes, checksum: 86a1a0152fccde17a5f2dc286945a6dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-23 / This work had the objective to develop assistive technology (learning object) which enabled teaching and learning of spatial geometry by student with partial sight deficiencies, from observations made at the Centro de Apoio Pedagógico (CAP) do Centro Brasileiro de Reabilitação e Apoio ao Deficiente Visual (Cebrav). The Centro Integrado de Aprendizagem em Rede (Ciar) gave support for the achievement of the purposes of this work. The application was developed under discussions and meetings with the researcher, her advisor and the Ciar team, from the information collected at Cebrav and the requirements presented by the teacher and the students, subjects to this investigation. The research was to understand the object characteristics that must contain an associated learning object to manipulable material for the teaching of spatial geometry content for students with partial sight deficiencies. This investigation studied which characteristics a learning object hyperlinked to manipulable material for teaching spatial geometry content must have, to assist students with partial sight deficiencies in the context of a social-historical methodology purpose. The following objectives were defined: A) Analyze the characteristics of a learning object hyperlinked to manipulable material for students with partial sight deficiencies, with the teacher and the students collaboration; B) Identify the mediations conducted by a professor of mathematics and the strategies presented by students with partial sight deficiencies in math workshops, with the learning object Edrons aid, hyperlinked to manipulable material for teaching spatial geometry.The investigative approach was qualitative and the method adopted was the Pedagogical-Investigative Intervention (Intervenção pedagógico-investigativa). To do the research, the utilized instruments were the participants observation, the applying of questionnaires, video recordings, semi-structure interviews and the workshop activities. The theoretical assumptions that guided this study were based on the socio- historical conception of Vygotsky and the laws, decrees and resolutions from the Brazilian and International Legislation. The results show: A) The learning object Edrons is an assistive technology that provides resource and methodology for spatial geometry teaching/learning for students with partial sight deficiencies; B) Even in situations considered best for the use of assistive technology conducting pilot tests to students with partial sight deficiencies, situations of interference in the teaching/learning procedure can occur, in this case, the teaching mediation role is fundamental to potentiate the resolution of activities that use this technology; C) The teacher-researcher mediation with the use of manipulable materials allowed the students with partial sight deficiencies to develop manipulation and tactile exploration strategies of the objects, this potentiated their perception as to the relative positions between straight lines in space in written activities or virtual environment and also induced and potentiated the generalization of Euler's relation to students with partial sight deficiency. As an educational product of this research, we developed an application containing prism and pyramid activities for students with partial sight deficiencies. / Este trabalho teve como objetivo desenvolver uma tecnologia assistiva (objeto de aprendizagem) que possibilitasse o ensino e a aprendizagem de geometria espacial por alunos com baixa visão, a partir de observações realizadas no Centro de Apoio Pedagógico (CAP) do Centro Brasileiro de Reabilitação e Apoio ao Deficiente Visual (Cebrav). Para alcançar esse objetivo, contou-se com a colaboração do Centro Integrado de Aprendizagem em Rede (Ciar). O aplicativo foi concebido em discussões e reuniões com o pesquisador, sua orientadora e a equipe do Ciar, a partir das informações coletadas no Cebrav e das demandas apresentadas pela professora e pelos os estudantes, sujeitos desta investigação. A pesquisa teve com objeto compreender as características que deve conter um objeto de aprendizagem associado a materiais manipuláveis para o ensino de conteúdos de geometria espacial para alunos com baixa visão. Como problema, esta investigação analisou quais as características que um objeto de aprendizagem hiperligado a materiais manipuláveis, para o ensino de conteúdos de geometria espacial, deve conter para atender aos alunos com baixa visão no contexto de uma proposta metodológica sócio-histórica? Foram definidos como objetivos específicos: a)Analisar as características de um objeto de aprendizagem de geometria espacial hiperligado com materiais manipuláveis para alunos com baixa visão, com a colaboração dos alunos e da professora; b) Identificar as mediações desenvolvidas por um professor de matemática e as estratégias apresentadas por alunos com baixa visão, nas oficinas de matemática, com o auxílio do objeto de aprendizagem Edrons hiperligado com os materiais manipuláveis no ensino de geometria espacial. A abordagem investigativa foi qualitativa e o método adotado foi a Intervenção pedagógico-investigativa. Para realizar a pesquisa, os instrumentos utilizados foram as observações participantes, a aplicação de questionários, a gravação de vídeos, as entrevistas semiestruturas e as atividades das oficinas. Os pressupostos teóricos que nortearam este estudo estiveram fundamentados na concepção sócio-histórica de Vygotsky e nas leis, decretos e resoluções pertencentes à legislação brasileira e internacional. Os resultados mostram que: a) o objeto de aprendizagem Edrons é uma tecnologia assistiva, que oferece recurso e metodologia para o ensino/aprendizagem de geometria para alunos de baixa visão; b) mesmo em situações consideradas recomendadas quanto ao uso da tecnologia assistiva, com a realização de testes pilotos para alunos com baixa visão, podem ocorrer situações de interferência no procedimento de ensino/aprendizagem e, nesse sentido, o papel da mediação docente nas interferências é fundamental para potencializar a resolução de atividades por meio do uso dessa tecnologia; c) as mediações do professor-pesquisador, por meio do uso de materiais manipuláveis, permitiram aos alunos com baixa visão desenvolverem estratégias de manipulação e exploração tátil dos objetos, o que potencializou sua percepção quanto às posições relativas entre retas no espaço em atividades escritas ou em ambiente virtual e também induziram e potencializaram a generalização da relação de Euler com alunos de baixa visão. Como produto educacional desta pesquisa, elaboramos um aplicativo, contendo atividades de prisma e pirâmide para alunos com baixa visão.

Syftet med denna självstudie har varit att undersöka min livsvärld när jag spelar a prima vista och syna de tankemönster som uppstår. Arbetet genomsyras av ett livsvärldsperspektiv och utgångspunkten är frågeställningarna: Hur upplever jag avistaspel samt Hur förändras min livsvärld under arbetets gång. Insamling av material har skett via en strukturerad processloggbok som förts efter varje dokumenterat avistapass. Dessa anteckningar tillsammans med frågeställningarna lägger sedan grund för resultatet som delas upp i två avsnitt. Det första, Upplevelser av a prima vista, redogör för betydelsen av sammanhang utifrån faktorerna Tid och plats, Material och progression samt Avista med sällskap. Jag redovisar i detta avsnitt återkommande mönster i upplevelsen av min avistaläsning som förhåller sig till dessa faktorer och synar vilket sammanhang som tycks gynna min övning bäst. Resultatets andra del, Min föränderliga livsvärld, beskriver sedan hur min livsvärld har förändrats under projektets gång. Detta redovisas utifrån rubrikerna: Tankemönster, Medvetenhet samt Motivation och nya tankemönster. I detta avsnitt går det att skildra en resa från att förknippa min prestation med jaget, till att se på avistaläsning som ett fristående fenomen där medveten övning hjälper mig framåt i utvecklingen. Slutligen knyts resultatet till bakomliggande litteratur och forskning i diskussionsavsnittet. Under rubriken a prima vista och övning diskuteras mina upplevelser i förhållande till färdigheter i avistaspel, därefter beskrivs min resa mot en ny livsvärld, där fokus ligger på känslomässiga aspekter och betydelsen av medvetenhet. / The purpose of this self-observation has been to see into my life-world while sight-reading sheet music for piano and to visualize the thinking patterns that arise followed by reflection. The work is permeated by a life-world perspective with following questions as starting point: How do I experience playing a prima vista and In which ways does my life-world change during the project. The material has been collected via a structured process logbook, which has been written in after every occasion. These notes along with the questions described above then shapes the result which is divided into two sections. The first section, Experiences during a prima vista explains the importance of context based on Time and place, Material and progression, and Playing a prima vista with someone watching. In this section, I report repeating patterns in the experience of my sight-reading that relate to these contexts and I also point out which context seems to benefit my exercise the best. The second section of the result My changeable life-world, then explains in which ways my life-world has changed during the project. Beneath the headings Thinking patterns, Awareness and New thinking patterns it is possible to see a journey from associating my achievements with my identity to looking at sight-reading as a phenomenon possible to manage by being aware while practicing. Lastly I relate the literature and researches to my result in a closing discussion. Under the headline a prima vista and practice I discuss my experiences and relate these to relevant skills during sight-reading, thereafter I describe my journey towards a new life-world where main topics are emotional aspects and the meaning of awareness.

Studien utforskar hur jag tolkar Prelude i d-moll ur Johan Sebastian Bachs andra svit för solocello. Syftet är att undersöka hur instuderingsprocessen sker, från okänd not till fri tolkning med avseende på att instrumentet ska ”sjunga”. Forskningsfrågorna berör en fungerande inlärningsmetod, hur jag påverkas av min lärares tolkning samt i vilken grad en publik upplever mitt sjungande instrument. Med hjälp av bland annat en barockcello, loggboksskrivande och videoinspelning under processen har jag, utifrån ett hermeneutiskt perspektiv, tolkat stycket på mitt sätt. Resultatet belyser hur jag gått tillväga för att studera in stycket, med hjälp av bland annat a-vistaläsning. Det berör också hur mottaglig jag är till att påverkas av min lärares tolkning av stycket, vilket inte visade sig vara i samma utsträckning som jag till en början trott. I resultatet beskrivs också hur min tolkningsprocess har gått tillväga och vilka mönster i musiken som uppenbarade sig med tiden. I resultatets senare del görs en sammanställning av enkätsvaren som bland annat visar på att jag och min cello, enligt publiken, frambringar en sjungande ton. Slutligen diskuteras resultatet i förhållande till tidigare litteratur och forskning inom det aktuella området. / The study explores how I interpret Prelude in D minor from Johan Sebastian Bach’s second suite for solo cello. The purpose is to examine how the rehearsal process is done, from the unknown note to free interpretation with respect to the instrument to “sing”. Research questions concern a workable method of learning, how I influenced by my teacher’s musical interpretation, and the degree to which an audience experiencing my singing instrument. With the help of including a baroque cello, logbook writing and recording during the process, I have, from a hermeneutic perspective, interpreted the paragraph in my direction. The result highlights how I proceeded to study the piece, with the help of sight-reading. It also affects how susceptible I am to be influenced by my teacher’s interpretation of the piece, which has not proved to be as much as I initially thought. The result also describes how my interpretation process has processed and the patterns in the music that appeared over time. In the later part of the result is a compilation of responses that shows that my cello and I, according to the audience, brings a singing tone. Finally, the results are discussed in relation to previous literature and research in the field.

At a nexus between translation studies and didactics, the teaching of sight translation within the parameters of a foreign language course has as its primary aim to improve the communication skills of foreign language learners in general and of French learners at the University of Pretoria in particular. Contrary to the communication process in their first and second languages, students who try to speak a foreign language such as French are unable to express their thoughts freely. To compensate for their insufficient language knowledge and intuition, they tend to rely on their other languages as a reference for all communication. Although this natural reflex is part of the learning process, students' attempts to transfer words, phrases, and rules directly from one language to another can be detrimental to language performance. The problem does not lie in the fact that they translate mentally before speaking, but that they tend to translate literally. This is a highly inefficient communication strategy that results in a non-idiomatic, imperfect reflection of students’ actual knowledge of language. Unlike the above-mentioned mental transcoding and the so-called pedagogical translation generally practiced in the language class, the interpretive translation approach focuses on the reexpression of the meaning of the original text. This professional translation approach should be applied to all translation, including translation in the language class. Although the purpose is not to train professional translators or interpreters, students still need to learn to translate intelligently, whether verbally or mentally, without literally reproducing their reference languages. Since students are even more tempted than professionals to rely on the source language due to their limited language knowledge, they should explicitly learn to look for alternative means of expression available to them instead of transcoding this language. Sight translation is a very economical technique to teach this approach in language classes, as students learn to translate in their own words, using all their communication skills. Students learn how best to convey the meaning of the source text with the limited vocabulary and grammar skills at their disposal. When speaking, they also focus on the meaning of their utterances and use compensatory strategies when faced with a language problem, instead of copying from their reference languages or avoiding the problem altogether by switching to another language. In the space of little more than a year, the majority of the forty-four students who participated in the empirical research learned to communicate in a natural and authentic manner without undue interference from their other languages (mainly English). Those who have mastered the approach increasingly use efficient strategies to overcome language shortcomings, thus abandoning formal transfer to the benefit of their oral expression. In addition, a small number of talented students were identified to engage in further specialised translation and interpretation training. In conclusion, sight translation teaching in the classroom proved to be a highly beneficial method to improve translation and communication skills among French foreign language learners in the multicultural environment of the University of Pretoria. / Thesis (DLitt(French))--University of Pretoria, 2008. / Modern European Languages / DLitt / unrestricted

Accurate indoor positioning of narrowband Internet-of-Things (IoT) sensors has drawn more attention in recent years. The introduction of Bluetooth Low Energy (BLE) technology is one of the latest developments of IoT and especially applicable for Ultra-Low Power (ULP) applications. BLE is an attractive technology for indoor positioning systems because of its low-cost deployment and reasonable accuracy. Efficient indoor positioning can be achieved by deducing the sensor position from the estimated signal Angle-of-Arrival (AoA) at multiple anchors. An anchor is a base station of known position and equipped with a narrowband multi-antenna array. However, the design and implementation of indoor positioning systems based on AoA measurements involve multiple challenges. The first part of this thesis mainly addresses the impact of hardware impairments on the accuracy of AoA measurements. In practice, the subspace-based algorithms such as Multiple Signal Classification (MUSIC) suffer from sensitivity to array calibration errors coming from hardware imperfections. A detailed experimental implementation is performed using a Software Defined Radio (SDR) platform to precisely evaluate the accuracy of AoA measurements. For this purpose, a new Over-the-Air (OTA) calibration method is proposed and the array calibration error is investigated. The experimental results are compared with the theoretical analysis. These results show that array calibration errors can cause some degrees of uncertainty in AoA estimation. Moreover, we propose iterative positioning algorithms based on AoA measurements for low capacity IoT sensors with high accuracy and fair computational complexity. Efficient positioning accuracy is obtained by iterating between the angle and position estimation steps. We first develop a Data-Aided Maximum a Posteriori (DA- MAP) estimator based on the preamble of the transmitted signal. DA-MAP estimator relies on the knowledge of the transmitted signal which makes it impractical for narrowband communications where the preamble is short. For this reason, a Non-Data- Aided Maximum a Posteriori (NDA-MAP) estimator is developed to improve the AoA accuracy. The iterative positioning algorithms are therefore classified as Data-Aided Iterative (DA-It) and Non-Data-Aided Iterative (NDA-It) depending on the knowledge of the transmitted signal that is used for estimation. Both numerical and experimental analyses are carried out to evaluate the performance of the proposed algorithms. The results show that DA-MAP and NDA-MAP estimators are more accurate than MUSIC. The results also show that DA-It comes very close to the performance of the optimal approach that directly estimates the position based on the observation of the received signal, known as Direct Position Estimation (DPE). Furthermore, the NDA-It algorithm significantly outperforms the DA-It because it can use a much higher number of samples; however, it needs more iterations to converge. In addition, we evaluate the computational savings achieved by the iterative schemes compared to DPE through a detailed complexity analysis. Finally, we investigate the performance degradation of the proposed iterative algorithms due to the impact of multipath and NLOS propagation in indoor environments. Therefore, we develop an enhanced iterative positioning algorithm with an anchor selection method in order to identify and exclude NLOS anchors. The numerical results show that applying the anchor selection strategy significantly improves the positioning accuracy in indoor environments. / Doctorat en Sciences de l'ingénieur et technologie / info:eu-repo/semantics/nonPublished

The evolution to ultra-dense next generation networks requires a massive increase in throughput and deployment flexibility. Therefore, novel wireless backhaul solutions that can support these demands are needed. In this work we present an approach for a millimeter wave line-of-sight MIMO backhaul design, targeting transmission rates in the order of 100 Gbit/s. We provide theoretical foundations for the concept showcasing its potential, which are confirmed through channel measurements. Furthermore, we provide insights into the system design with respect to antenna array setup, baseband processing, synchronization, and channel equalization. Implementation in a 60 GHz demonstrator setup proves the feasibility of the system concept for high throughput backhauling in next generation networks.

For the proper function of the Fluorescence olographic microscope, it is necessary to adjust all the optical components of the microscope. Furthermore, the precise adjustment is the very critical condition for proper imaging of the Coherence-controlled holographic microscope. Therefore, it is necessary to create a sight collimator for these microscopes for their adjustment. The fluorescence holographic microscope is based on an interference and holographic principles, whose history is mentioned in the theoretical part of the thesis. The existing state of the art of laser sight collimators and their use in practice is also mentioned. The optical and mechanical design of the laser sight collimator and its realization are described in the next part of the thesis. The software for detecting the black sight cross was created for the use of the laser sight collimator in practice. The software is necessary to evaluate the correctness of the alignment of the adjusted microscope. The descriptions of the adjustment procedures for the laser sight collimator and for the Fluorescence holographic microscope are mentioned in the last part of the thesis. These procedures are necessary for proper manipulation and use with the proposed laser sight collimator.