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Decoding of polar-coded OFDM systems over multipath fading channels with interleaving and channel state information. [PDF]
Sci RepWu M, Yu Y, Wan F, Lin Y, Li Y, Zheng Z.
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112.5 Gbit/s long reach passive optical network with over 31 dB power budget enabled by semiconductor optical amplifiers. [PDF]
Sci RepReza AG, Venkatasubramani LN, Barry LP.
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Equal Pay + Equal Opportunity = Equal Endeavour
Education + Training, 1975This is an open letter to girls still at school, or about to take a job, or plan their careers: a letter which has special significance this year because before long there will be legislation to ensure equal pay for men and women and, probably not long after that, further proposals aiming for equal opportunity will also be put on the statute book.
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The Journal of the Acoustical Society of America, 2023
The Reflections series takes a look back on historical articles from The Journal of the Acoustical Society of America that have had a significant impact on the science and practice of acoustics.
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The Reflections series takes a look back on historical articles from The Journal of the Acoustical Society of America that have had a significant impact on the science and practice of acoustics.
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Polis: The Journal for Ancient Greek and Roman Political Thought, 2019
Abstract Discussions of the liberty of the ancients, in contemporary political theory, treat democratic freedom, and the political equality on which democracy was premised, as anathema to the liberty of the moderns. This article discusses ancient democratic liberty by referencing the theory of arithmetic equality preserved by Aristotle and Plato and ...
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Abstract Discussions of the liberty of the ancients, in contemporary political theory, treat democratic freedom, and the political equality on which democracy was premised, as anathema to the liberty of the moderns. This article discusses ancient democratic liberty by referencing the theory of arithmetic equality preserved by Aristotle and Plato and ...
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The Arithmetic Teacher, 1955
Some Time Ago a group of our students were planning an arithmetic television program. They raised the question whether 3+2=5 should be read “Three plus two equals five” or “Three plus two equal five.” Also, they asked, “Does it make any difference if we speak about concrete objects?” For example, should we say, “Three bears plus two bears equals five ...
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Some Time Ago a group of our students were planning an arithmetic television program. They raised the question whether 3+2=5 should be read “Three plus two equals five” or “Three plus two equal five.” Also, they asked, “Does it make any difference if we speak about concrete objects?” For example, should we say, “Three bears plus two bears equals five ...
openaire +1 more source