Laser Radar Receiver Performance Improvement by Inter Symbol Interference

2012 ◽  
Vol E95.B (8) ◽  
pp. 2631-2637 ◽  
Author(s):  
Xuesong MAO ◽  
Daisuke INOUE ◽  
Hiroyuki MATSUBARA ◽  
Manabu KAGAMI
Keyword(s):  
Performance Improvement ◽  
Laser Radar ◽  
Receiver Performance ◽  
Inter Symbol Interference

Modulated laser radar decoding by inter symbol interference

2011 ◽  
Author(s):  
Xuesong Mao ◽  
Daisuke Inoue ◽  
Hiroyuki Matsubara ◽  
Manabu Kagami
Keyword(s):  
Laser Radar ◽  
Inter Symbol Interference

scholarly journals Nonlinear correlation receiver performance in UWB radio system

2006 ◽  
Vol 16 (1) ◽  
pp. 17-19
Author(s):  
Nenad Milosevic ◽  
Bojan Dimitrijevic ◽  
Zorica Nikolic
Keyword(s):  
Performance Improvement ◽  
Adaptive Filter ◽  
Radio System ◽  
Nonlinear Correlation ◽  
Linear Receiver ◽  
Complex Adaptive ◽  
Correlation Receiver ◽  
Significant Performance ◽  
Receiver Performance ◽  
Uwb Radio

The rejection of QPSK interference in a THPPM UWB system using complex adaptive filter and a nonlinear correlation receiver (NCR) with a soft-limiter will be considered in this paper. This system brings a significant performance improvement compared to the system which uses complex adaptive filter and a linear receiver, particularly in the case of high interference power, where its absence leads to the reception loss.

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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