This paper introduces a variable regularization method for the fast affine projection algorithm (VR-FAP). It is inspired by a recently introduced technique for variable regularization of the classical, affine projection algorithm (VR-APA). In both algorithms, the regularization parameter varies as a function of the excitation, measurement noise, and residual error energies. Because of the dependence on the last parameter, VR-APA and VR-FAP demonstrate the desirable property of fast convergence (via a small regularization value) when the convergence is poor and deep convergence/immunity to measurement noise (via a large regularization value) when the convergence is good. While the regularization parameter of APA is explicitly available for on-line modification, FAP's regularization is only set at initialization. To overcome this problem we use noise-injection with the noisepower proportional to the variable regularization parameter. As with their fixed regularization versions, VR-FAP is considerably less complex than VR-APA and simulations verify that they have the very similar convergence properties.
We propose a construction technique for unitary space-time codes that use Givens rotation matrices. These constellations have a desirable weak group property that leads to reduced construction and decoding complexity. The newly constructed constellations have the best known diversity product and diversity sum for a wide range of constellation sizes and number of transmit antennas.
The study aimed to show the extent of application of the gamification strategy and the obstacles to it from the point of view of the early childhood stage teachers in Al-Ahsa Governorate according to the variables (years of experience, educational stage, training courses). The study uses the mixed approach to collect quantitative data by means of interview and a questionnaire consisting of (45) items distributed on the five principles of the gamification strategies to collect the qualitative data. The results of the study showed that the degree of application of the gamification strategy in the study sample was very high. Also, there were no differences due to the variable of the educational stage, and there were statistically significant differences attributed to the variable of the training courses and in favor of the female teachers who enrolled in the training courses. That the most prominent obstacles to the use of gamification strategy is the lack of an Internet network that enables female teachers to use technologies in the educational process.
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