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Rician 페이딩 채널에 대한 CQ Importance Sampling 기법
이대일,김동인,황인관 한국통신학회 1997 韓國通信學會論文誌 Vol.22 No.5
Most works on importance sampling (IS) as an efficient evaluation technique havd been done in an additibe white gaussian noise channel (Awgn). In this paper we propose a CQ(conventional importance sampling and quasi-translantion) IS technique for the mobile radio channel modeled as Rician fading, and analyze the IS estimator's variance to determine optimum IS parameters and the minimum number of run times. Reference showed that CIS technique has a poor performance for systems with meories, but it is shown that the CIS technique can be improved by combining with quasi-translation technique even for systems with memories. Here the CQ IS technique modifies the variance of additive noise and also performs quasi-translation for the fading distribution. We determine the optimum IS parameters of the proposed CQ IS estimator and whow that the simulation gains are about 10$^{3}$~10$^{6}$ for the mobile communication systems with memories in case of the expected BERs 10$^{-5}$ ~10$^{-8}$ .
이대일 한국사회과교육학회 1999 시민교육연구 Vol.30 No.1
최근 10년간 미국교육개혁에서 "참평가 (Authentic Assessment)"는 사회교육학 분야에 매우 익숙한 용어가 되어왔다. 이 논문은 위스칸신 고등학교 사회과교실에서 학생들이 정치참여와 공공정책결정 단원에서의 연방정부 로비플랜을 설계하도록 하는데 목적이 있다. 우선 이 연구는 사회과 참평가 관련 문헌을 뉴먼의 연구를 중심으로 살펴본다. 그리고 이 연구는 참평가 주제, 평가의 기준과 과정, 교육목표, 평가주제의 참평가와의 적합성, 공정과 평등 문제, 타당도와 신뢰도, 그리고 실행에서 제기될 주요문제 등의 다양한 주제를 논의한다. 참평가 프로젝의 완성과 이 과정에서 획득한 지적 작업에 대한 확신을 통하여 학생들은 미래사회에 필요한 민주시민으로서의 권리와 책임을 강조하는 사회과의 목표에 한층 가까워 질 것이다. Unless you've sleeping through the past ten years of educational reform, you are familiar with the term "authentic assessment." This paper calls on students to create a federal lobbying plan as the culminating task of a unit on public advocacy and the federal policy making process in a ninth or tenth grade civics course. The paper begins with the rationale for authentic social studies assessment. Following the rationale is a discussion of the assessment project, including with the actual assessment task instructions and performance criteria that will be presented to the students, the educational goals served, the nature of authentic intellectual work entailed, and a discussion of the role of less authentic intellectual work. The task will then be analyzed for fairness and equity, validity and reliability, and implementation issues. With a completed project in hand and the confidence gained from struggling with an intellectually challenging but engaging task students will be one step closer to fulfilling their democratic rights and responsibilities as future informed citizens.