Polynomial Matrix Decompositions

Polynomial Matrix Decompositions The interest and dramatic increase in demand for high-speed data transmission has exploded since the introduction of triple play multimedia services. One of the pioneering contributions is the increasingly higher data rates achievable through the use of multiple-input multiple output (MIMO) channels. A further increase in data rates is possible through a well-coordinated multiple channels. Precoding and equalization transmission blocks represent a typical coordinated strategy that enhance the channel capacity of a deterministic narrowband MIMO channel. This strategy can be derived by performing a singular value decomposition (SVD) of a channel matrix. These blocks allow a MIMO channel matrix to solve a host of special multicarrier problems using the orthogonal property of the system. It can also be exploited to approximate low-rank channel matrix by reducing the dimensionality of high-dimensional data sets. The technique referred to here as an orthogonal spatial multiplexing (OSM) method. OSM allows multiple users to use a given bandwidth simultaneously by dividing the available channel into multiple narrow orthogonal bands that are spectrally spaced. Each band is then divided into numerous subcarriers, which are structures so as not to interfere with one another. The transmit signal is then modulated onto these subcarriers. The technique exploits physical separation methods that permit the sharing of channel resources simultaneously.   Every users becomes spatially spaced far enough from each other to counteract interference.   In addition to spacing, dual polarizations are introduced to further avoid interference. When signalling over MIMO channels using an orthogonal spatial multiplexing, an SVD can be used to derive every sub-carrier/tone. In the traditional method, an increase in the number of tones also increase the complex computational load.   It is therefore the focus of this study to investigate an alternative means for obtaining an efficient decomposition. A MIMO channel can be modelled as a weighted sum of the past and present samples of transmit data. The channel considers a finite impulse response (FIR) filters that can be represented by a covariance matrix whose elements are polynomials. This study focuses on investigating algorithms that decompose the covariance matrix directly. Approximation factors can then be introduced to obtain the Precoding and equalization transmission blocks. Existing polynomial singular value decomposition algorithm is used and studied in the context of channel quality and computational complexity settings. The decomposition algorithms were shown to give decompositions of good channel quality, but if the goal is to obtain Precoding and equalization transmission blocks, the computational load is restricted with higher multidimensional channels. An algorithm for approximating direct decomposition of covariance matrices is investigated. Although we discuss simple cases resulted in excellent decompositions but analyse with numerical stability of a spectral factorization steps for large-case decompositions. For high frequency selective MIMO channels, the performance achieved by utilizing the polynomial SVD algorithm were compared to the channel capacity. It was shown that if the transmit sequences are approximated individually at the receiver, as done in the traditional approach, the performance more likely to be sensitive to errors in the decomposition. An equalizer with a spatially joint detector seems promising to achieve a better performance close to the single-user transmission. With such an equalizer, the low complexity property of the traditional approach is compromised with performance. Summarizing, this study has shown that a MIMO channel can be diagonalized in space and frequency using spatial multiplexing method in conjunction with a polynomial SVD algorithm. In order to reach better performance close to the achivable of a single-user, the computational load becomes restraining compared to the traditional approach, for channels with higher multidirectional channels.

John Locke :: Empiricists, Empiricism

John Locke's, An Essay Concerning Human Understanding (1690), was first criticized by the philosopher and theologian, John Norris of Bemerton, in his "Cursory Reflections upon a Book Call'd, An Essay Concerning Human Understanding," and appended to his Christian Blessedness or Discourses upon the Beatitudes (1690). Norris's criticisms of Locke prompted three replies, which were only posthumously published. Locke has been viewed, historically, as the winner of this debate; however, new evidence has emerged which suggests that Norris's argument against the foundation of knowledge in sense-perception that the Essay advocated was a valid and worthy critique, which Locke did, in fact, take rather seriously. Charlotte Johnston's "Locke's Examination of Malebranche and John Norris" (1958), has been widely accepted as conclusively showing that Locke's replies were not philosophical, but rather personal in origin; her essay, however, overlooks critical facts that undermin e her subjective analysis of Locke's stance in relation to Norris's criticisms of the Essay. This paper provides those facts, revealing the philosophical—not personal—impetus for Locke's replies. INTRODUCTION "Locke's Examination of Malebranche and John Norris" (1958), by Charlotte Johnston,1 connects John Locke's posthumously published treatise on the philosophy of Nicolas Malebranche to the replies he had written to an English philosopher and theologian, John Norris of Bemerton. When Locke first published An Essay Concerning Human Understanding (1690),2 Norris, aided by the philosophy of Malebranche, responded with the first critique of the Essay, entitled "Cursory Reflections upon a Book call'd, An Essay Concerning Human Understanding," and appended to Norris's Christian Blessedness or Discourses upon the Beatitudes (1690).3 Three texts: "JL to Mr. Norris" (1692), An Examination of P. Malebranche's Opinion of Seeing All Things in God (1693),4 and Some Remarks Upon Some of Mr. Norris's Books, wherein he asserts P. Malebranche's Opinion of our Seeing all Things in God (1693),5 according to Johnston, were all a direct response to Norris. Johnston's essay, which has been widely accepted, clearly shows the interrelatedness of the texts; however, her appraisal of them as a response to Norris, incorrectly devalues their philosophical seriousness by overestimating the importance of a personal quarrel between Norris and Locke. She concludes her essay with this summation: "the stimulus for these three papers came directly from Norris, from his criticisms of the newly published Essay, and still more from his personal relationship with Locke"; otherwise, "Locke's opposition to the theory of vision in God would surely have remained unexpressed, since he felt the notion to be sufficiently absurd to die of its own accord.

Essay --

REVIEW OF DANIEL GOLDHAGEN’S ‘A MORAL RECKONING: THE ROLE OF THE CATHOLIC CHURCH IN THE HOLOCAUST AND ITS UNFULLFILLED DUTY OF REPAIR’ This essay will review Daniel Goldhagen’s controversial moral inquiry, ‘A Moral Reckoning: The Role of the Catholic Church in the Holocaust and Its Unfulfilled Duty of Repair’, published in 2002. Goldhagen attended Harvard University as a graduate, undergraduate and assistant professor until he was denied tenure in 2003; this possibly indicates his limited status as an academic. Goldhagen notes that he is ‘indebted’ to his father, a Holocaust survivor, for some of his findings on the Holocaust. This personal connection to the Holocaust on the one hand allows Goldhagen to write more passionately. On the other hand, it obscures his ability to view evidence objectively, evident in this book under review. Goldhagen status rose to notoriety due to the controversial nature of his first book, ‘Hitler’s Willing Executioners’ published in 1996. This received much criticism and perhaps more importantly to Goldhagen, plenty of publicity. The contentious assertions of the book, whether academically valid or not, established the relative novice amongst historians. This is evident in the abundance of secondary literature that comments on Goldhagen’s work including that edited by F. Littell and F. Kautz. Goldhagen’s credentials as a controversial author explain the extremist content of his second book, ‘A Moral Reckoning’. Goldhagen’s academic background in political science is evident in the books emphasis on the church as a ‘political institution’ and the pope as a ‘political leader’ (p. 184). . This limits his work as a historian as he fails to fully examine the role of the individual. Goldhagen’s ... ...es are manipulated for his argument. Goldhagen’s controversial and stimulating study encourages research to continue and in 2013 Jewish leaders pressured Pope Francis to open the Vatican archives from 1939-1947. The opening of these archives will instigate more investigations in this field and until these archives are opened the historical record will not be clarified. The importance of these archives illustrates the interesting nature of historical literature. The study of history focuses predominantly around primary materials, however these materials do not provide a definitive depiction of the past. Historians analyze primary sources to deduce an interpretation of the past. The discrepancies between historian’s interpretations form historiographical debate. It would be interesting to examine the extent to which historians are perhaps just academic storytellers.

Alcohol and Drinking - America Must Lower the Drinking Age :: Argumentative Persuasive Topics

America Must Lower the Drinking Age In other countries around the world if you are under the age of 21 you can drink alcohol some countries don't even have an age limit, but in America you have to be 21 to buy alcohol. You can go to war and die for your country when you are 18, you can also vote, buy cigarettes, but you can't buy alcohol. One of the main causes of the drinking age being set to 21 was teenagers were getting into car accidents after getting drunk. I am not saying driving under the influence should be legal. What I am saying is there should be more government programs to educate and prevent people from driving intoxicated. More and more people under the age of 21 are experiencing alcohol. "A survey released by the Texas Commission on Alcohol and Drug Abuse (TCADA) found that by the time Texas teenagers are seniors in high school, more than 80% of the teens admit to having some experience with alcohol. The same study found that secondary students say it's easy to get beer, wine or liquor." (qtd. in Westbrook) Texas is a zero tolerance state for underage drinking it has some of the strictest penalties for underage drinking, and if 80% of the teenagers in Texas have had experiences with alcohol that tells me that the campaigns against underage drinking, and zero tolerance programs are not working. Teens are going to drink alcohol at one point of their lives. So instead of spending all this money to prevent teens from drinking maybe it should go toward programs, or educating these teens about alcohol so they can make a informed decision about drinking. There are programs now that educate people under the age of 21 about alcohol. These programs are being implemented in colleges around the country, and are about the choices of using alcohol. "At the University of Virginia they are taking a more of an old-fashioned approach to educating college students about alcohol use. They are using two, two-and-a-half hour courses in class rooms called "Choices". They are boasting high results from this program a total of 75 percent of participants said they planned to reduce how much they drink in the future, while 85 percent indicated they had spoken to a friend." (Altamirano). If these programs have high success rates, I think these programs should be put in high schools as well.

Cyber Forensics: Development of a Case Hypothesis Essay

Throughout time past, forensic science disciplines have helped solved numerous crime investigations and it has given impelling testimony in the area of court trials. In order to reduce the sagacity of siding or bias situation and avoidance in prosecuting innocent victims, it is important to analyse, validate and have proper presentation of digital evidence in the context of cyber forensics examinations. [1] (Noblett et al, 2000) in this essay we will discuss on various topics that describe, explain or illustrate on issues such as the processes that assist in the development of a case hypothesis and as well as alternative hypothesis. It will also cover the processes in which how validation check and test are conducted to determine the accuracy of the digital evidence. Furthermore, we will look into the deductive, inductive and abductive reasoning in the field of cyber forensics. Lastly, the essay will also cover on the processes that would improve the communication and presentation of case analysis to the solicitors and courts. INTRODUCTION Before the term cyber forensics was introduced in the late 1960s, most crimes are formally solved using traditional forensic science disciplines. Before the first PC computer was invented, crimes in those days were not as complicated as compared to today. In this introduction section, we will distinguish between what is forensic science and how it is different from cyber forensics. Forensic science depends on the capability of the research scientists to develop a case report based on the outcome of a scientific review. For instance , a DNA report analysis of a murder case can be undertaken without the prior knowledge of the victim’s name or exact situation of the crime.[2] (Chakraborty, R.1990) On the contrary, cyber forensics science’s main focus is driven on information discovered during the investigation. However the challenge lies in the search hunt of valid and admissible evidence in the media storage of a computer. The average storage capacity of a PC is approxima tely 300-500 Gigabytes; therefore it is tough to totally scan through every single file stored on a suspect’s computer system, let alone those computer networks. [3] [Casey, E. (2004] PROCESSES THAT ASSIST TO DEVELOP CASE HYPOTHESIS /ALTERNATE HYPOTHESIS Before  we develop a case hypothesis or alternate hypothesis, there are several procedures and guidelines that a forensic investigator must follow and do. Firstly, the investigators must construct a hypothesis of the occurrence which is based on the study of the evidence. On the other hand, the degree of rigidity of this hypothesis also relies upon the type of investigation. For instance, an Interpol police investigation would require the preparation of a detailed hypothesis with discreet and meticulous proper documentation to support specimens identified during the examination.[4] [Ó Ciardhuà ¡in, 2004]In the case of a police investigation , the hypothesis will be presented before a jury however the hypothesis drawn in a company will be handled by the management. Technically the hypothesis will be verified and an alternate hypothesis as well as supporting evidence will be presented before a jury. The investigators will need to affirm the legitimacy of their hypothesis and protect it against any critics or provocation. In the event if the challenge is successful, there will be a need to backtrack to the earlier stages to collect and search for more evidences so as to construct a better hypothesis. Talking to the experts AKA† Hot tubbing† is widely used for coexisting evidence. This process involves the court to put several expert witnesses on the stand together which will in turn saves much time and resources. Moreover, there are two main types of witnesses’ testimony at a trial, deposition or hearing. They are technical or scientific witness testimony and expert witness testimony. [5][Enfinger, 2006] As for technical or scientific witness, the investigator would need to present details of evidence that were discovered during the investigation. They would be asked to describe what was discovered and how it was acquired. During the compilation of the evidence , the investigator must ensure that the evidence collected must be legal and done appropriately with the permission of the owner and the suspect as well as a search warrant or hot pursuit. Also, it is essential that exculpatory and inculpatory evidence is presented. [6] [Cohen, 2006] On the other hand , the investigator would draft out the chains of events that have certain connections and linkage to form the chain of custody which is basically a documentation or paper trail displaying the seizure, control, transfer, analysis, custody and deposition of physical or digital. Apart from the chain of custody, there is another process known as the chain of Inference which is also referred as concatenate inferences.  These inferences between the weak and the strong ones build upon one another until they reduce the gap between the defendant and the conclusion to a manageable distance. The concatenate inferences process may be interpreted by fabricating a hypothetical scenario. The purpose of constructing a chain of inferences is to convince a fact finder that the desired conclusion is the most plausible sequence of events. On top of this, it is also vital to internalise the difference between evidence and inference before the development of a hypothesis or the reconstruction of the crime scene. With that comes the formation of crime scene timelines which is an efficient method to derive a conclusion. It is a graphical chart that illustrates the activity time line of crime scene sorted based on the sequence of events. These log entries displayed a unique chain of events that culminate in the incident which is a closer step towards proving a case. [8] [Stephenson, 2000] Another important process is testing, analysing and reporting. Testing is to ensure that all evidence both physical and electronic gathered must be verified and gone through quality check by scientific personnel to affirm the originality [without contamination] as well as how this proof of evidence would be of any aid to solve the crime. Analysis deals with what are the issues identify and intention of the crime act and for each issue how it can be addressed, documented, tested and verified. Lastly this analysis will be written down and documented as a report. [9] [Robert F. Winch and Donald T. Campbell, 1969]

Key learning point Essay

Power refers to the extent to which one can satisfy their target goals, needs or desires. Power can be used either to dominate or control the other, or can be used to work together with the other party involved. Whichever way power is used it gives one an edge over the other party in negotiations. Information provides an important source and a means of acquiring power. Reason for Selection: Informational power comes from a person’s ability to assemble data to support his positions, arguments, or desired outcomes. This resource provides an important tool in challenging the other party’s position, or undermine their arguments or propositions during negotiations. Application to a business or personal situation: A year ago, I was talking to a doctor who was new at one of the centers I am marketing my pharmaceutical products. The doctor openly rubbished my product saying he had absolutely no scope for it in his medical practice basing his argument on the position of a respected doctor in the area of medicine in which my product is applied. What this doctor did not know is that from my market survey on my product and competitor brands momentum in the market, the doctor he claimed was the top prescriber of my product in that town . I provided the evidence and within a month I received a call from my manager that the doctor had placed an LPO for my product. Action or steps taken to improve: I read widely and extensively on new trends in my area of work; undertake market survey on different issues; seek the opinion of experts; attend seminars and conferences on various topics; and in general try to keep an open mind, maintain my curiosity about life and watch informative programs. References Squidoo (2010). A goldmine of journal Writing Prompts. Retrieved on 30th July, 2010, from http://www. squidoo. com/journalwritingprompts

Year One Ba-Hons Photography Image Analysis

Photographs are one of the media or instruments of visual representations. It is an embodiment of visual elements which appear as symbols and are linked together to convey several meanings. According to McLean (1973), they are pictures which have many characteristics and attributes in common with other images (quoted in Noth 1995: 461). They play an important role, along with film, in broadening the visual field for examination and analysis and in molding critical approaches to visual representation (Chaplin 1994: 80). This paper aims to present an image analysis of Nick Ut’s Trang Bang (1972). It will narrate a brief biography of the artist then it will reveal the photograph’s visual elements and their corresponding meanings. It will also identify the underlying symbols behind the image and demonstrate their impact on the society. Furthermore, it endeavors to express and to show the implication of photographs with regards to visual culture and visual literacy. Nick Ut (b. March 29, 1951- ) whose real name is Ut Cong Huynh is a Vietnamese photographer. His photography career begins when he has been introduced by his mother to the Associated Press office in Saigon; he is 14 years old then. The occurrence on the rainy day of the 8th of June, 1972, the epoch when the Americans and South Vietnamese invaded Cambodia, draws attention with his career when he shoots Kim Phuc—a nine year old girl—running and blaring naked in down Route 1 (Ut 2007); the photograph is entitled as T rang Bang. Trang Bang, a gelatin silver print, depicts the June 8, 1972 event when the children and their families run away and flee the village of Trang Bang down Route 1; their bodies are being burned and seared by napalm (Faas and Fulton n. d. ). The image encompasses five children that are running and screaming and behind them are militant troops, walking after the terrified kids. The focus of the picture is the naked little girl who is squealing. Figure 1 Children Fleeing an American Napalm Strike, Trang Bang, June 8, 1972 Her stretched arms bestow a line element in the image which illustrates balance and symmetry. The eyes of the spectator will usually fix on the dead center due to the strong and powerful expression of Kim Phuc, revealing an excruciating pain. Nevertheless, if the focus of the picture will be given to the screaming boy on the foreground whom is said to be Kim Phuc’s brother Phan Thanh Tam, technically speaking, Ut demonstrates the rule of thirds in his masterpiece due to his manipulation to the placement of the subject which is off the center; therefore the eyes of the spectator will definitely turn and fix with the other elements in the whole picture per se. He also displays a shallow depth of field in the photograph because only the subjects of interest or focus are enhanced—the shrieking and running children, the other element—the troops—is quite out of focus due to the blurry details of the figures. The black smoke on the background gives a strong contrast in the picture. The said photograph is a historical account that records and synthesizes the incident of June 1972. It analyzes and demonstrates the notion of horror and agony during wars which can be pulled out from the facial expressions of the children especially Phan Thanh Tam’s. He summarizes and encapsulates the terror, fear and affliction of the people during the Vietnam War (Pyle 2000). That image can imply a lot of things if it will be based to John Berger’s Way of Seeing theory (1972): it is seeing which establishes our place in the surrounding world; we explain that world with words, but words can never undo the fact that we are surrounded by it. The way we see things is affected by what we know or what we believe (Berger 1972: 7-8). With that, it can be hauled that whatever the interpretation or analysis of the spectators with the image, it will still be anchored on what he or she knows regarding the event that has transpired in Vietnam during the year 1972. The photograph is a representation of the reality that it portrays (Noth 1997: 46). However, Eco (1984) disagrees because according to him, a photograph can lie (quoted in Noth 1997: 461), by which Berger (1984) states that the result of the treatment and manipulation of the reality is that to a definite level, â€Å"the photographer creates the reality of the photograph (quoted in Noth: 461). Nevertheless, in the case of Nick Ut’s Trang Bang, it cannot be implied that the photographer has altered and manipulated the reality that he has documented during the occurrence in 1972 because the reproduction of the image, which have been placed in newspapers, magazines, etc. , creates a different perspective from the original photo that is taken by Ut. The reproduction delineates a cropped image of the original (Look at figure 1 and 2). Figure 2 Napalm Bomb Attack, Vietnam It shows that the original, which has been signed by Ut, encompasses other elements in the picture, for instance, the official member of the press who looks like fixing his camera, the lines on the background which probably signifies the napalm. The manipulated image appears more closely to the spectators and constructs a more focused representation of the event. Because of the reproductions, Ut cannot be blamed for the cropped photo because of the intervention of the press with regards to the dissemination of the image to narrate the historical event. It is definitely the press’ responsibility as to how they will broadcast and transmit the information with wide, visual consumers all over the world. According to Gillian Rose in her Visual Methodologies (2001), the novelty and advantage of photography branch out from its most evident potential: it is about rendering that particular moment in time (quoted Mirzoeff 1999: 67) by which Ut demonstrates in his Trang Bang. In accordance with what he said during an interview, â€Å"the girl was running with her arms out. She was crying, ‘nong qua! Nong qua! (Too hot! Too hot! ). She had torn off all her clothes. When I saw she was burned, I dropped my camera beside the road. I knew I had a good picture. I got her into our van and took her and the family to the Cu Chi hospital. † (quoted in Pyle 2000). Moreover, his magnum opus implies that photography makes achievable ways of seeing what is unimaginable then (Mirzoeff 1999: 68). It does illustrate that the language and expression of the photograph is to combine naturalism and realism. The artifact then evolves to be reality (quoted Molyneaux 1997: 80). Nick Ut’s Trang Bang may be manipulated or not, it still conveys a scheme of meanings and symbols. The implication of an image is created from an interaction of a myriad of schemes and codes. A photograph is not a realistic illustration of what is real in spite of its appearances. It is a material that has been produced in an elaborate manner and approach of production and has been dispensed, circulated and consumed by a set of social relations (Forrester 1996: 140). Burgin (1982) has argued then that a photograph presents itself as something that cannot be disagreed with in which he states as â€Å"an offer you cannot refuse† (quoted in Forrester 1996: 142). Trang Bang being an object of representation communicates with its spectator about the Vietnam War that happens in mid-1972. Nick Ut, as one of the war photographers, has to deal with the lack of viewing space for his work because he is confined and restricted to what he sees in the lens compared to other artists who can demonstrate an array of symbols and emotionally-driven and affecting scenes however, war photographers are offered with revolutionizing and altering the reality into an allegorical and symbolic masterpieces (Marien 2006: 46).