Performance Improvement of IEEE802.16-2004 System in Jamming Environment via Link Adaptation

MILCOM 2006 ◽  
2006 ◽  
Author(s):  
Juan Li ◽  
Sven-gustav Haggman
Keyword(s):  
Performance Improvement ◽  
Link Adaptation

scholarly journals Iterative Learning for Reliable Underwater Link Adaptation (Student Abstract)

2020 ◽  
Vol 34 (10) ◽  
pp. 13761-13762
Author(s):  
Junghun Byun ◽  
Yong-Ho Cho ◽  
Tae-Ho Im ◽  
Hak-Lim Ko ◽  
Kyung-Seop Shin ◽  
...  
Keyword(s):  
Performance Improvement ◽  
Orthogonal Frequency Division Multiplexing ◽  
Link Adaptation ◽  
Learning Model ◽  
Iterative Learning ◽  
Frequency Division Multiplexing ◽  
Frequency Division ◽  
Acoustic Communications ◽  
Learning Framework ◽  
First Time

This paper describes an iterative learning framework consisting of multi-layer prediction processes for underwater link adaptation. To obtain a dataset in real underwater environments, we implemented OFDM (Orthogonal Frequency Division Multiplexing)-based acoustic communications testbeds for the first time. Actual underwater data measured in Yellow Sea, South Korea, were used for training the iterative learning model. Remarkably, the iterative learning model achieves up to 25% performance improvement over the conventional benchmark model.

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

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