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- Leanderson, Carl Fredrik, et al.
(författare)
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List sequence MAP decoding
- 2002
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Ingår i: Conference Record / IEEE Global Telecommunications Conference. ; 2, s. 1037-1041
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Konferensbidrag (refereegranskat)abstract
- A list sequence (LS) maximum a posteriori probability (MAP) decoding algorithm for convolutional codes, that takes into account bitwise a priori probabilities and produces a rank ordered list of [script L] sequence MAP estimates, can be obtained by modification of the metric increments of the serial list Viterbi algorithm. In this paper, we study the performance of LS-MAP decoding with genie-assisted error detection on the additive white Gaussian noise channel. Computer simulations and approximate analytical expressions, based on geometrical considerations are presented. We focus on the frame error rate and it is concluded that LS-MAP decoding with [script L] > 1 often exploits a priori information more efficiently than conventional single sequence MAP decoding ( [script L] = 1). This leads in many cases to larger relative gains with LS-MAP than LS-ML decoding as [script L] increases.
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- Leanderson, Carl Fredrik, et al.
(författare)
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Simultaneous soft symbol and list sequence decoding
- 2002
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Ingår i: IEEE International Symposium on Information Theory - Proceedings. - 0780375017 ; , s. 287-287
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Konferensbidrag (refereegranskat)abstract
- A soft output decoding algorithm for convolutional codes, yielding list sequence (LS) decoding and soft symbol output was presented. The max-log list algorithm (MLLA) was introduced, it provides near-optimum soft symbol output equal to that of the max-log MAP algorithm. It was shown that the suboptimum MLLA provides the performance-complexity tradeoff.
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- Adolfsson, Carl-Henrik, et al.
(författare)
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Att forskningsbasera den svenska skolan : Policyinitiativ under 25 år
- 2018
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Ingår i: Pedagogisk forskning i Sverige. - : Swedish Educational Research Association. - 1401-6788 .- 2001-3345. ; 23:1-2, s. 39-63
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Tidskriftsartikel (refereegranskat)abstract
- Även om ”en skola på vetenskaplig grund” idag är ett högaktuellt ämne är det ingalunda något nytt fenomen. I artikeln studeras tendenser i policyinitiativ som de senaste 25 åren haft till syfte att forskningsbasera den svenska skolan. Utgångspunkt tas i de problembilder som framkommer i policy samt vilka modeller för forskningsbasering som samtidigt lyfts fram som lösningen på dessa problem. Resultatet pekar mot att det de senaste 25 år har skett en succesiv förskjutning från indirekta till mer direkta initiativ. Under 1990-talet och det tidiga 2000-talet var många policyinitiativ ordnade utifrån att främst vilja skapa de rätta förutsättningarna för en forskningsbasering av skolan. Under 2000-talet blir initiativen alltmer fokuserade och ambitiös med syfte att åstadkomma direkta förändringar i lärares undervisning. När det kommer till modeller för forskningsbasering blir det samtidigt alltmer tydligt hur policy vänder sig till och söker legitimitet hos delvis nya aktörer och institutioner, som exempelvis hälso-sjukvården. Med detta går det också att urskilja en insnävning vad gäller att definiera och innehållsligt välja ut vilken forskning som bör sprids till skolans aktörer. Konsekvensen med en sådan modell för forskningsbasering menar vi kan bli att läraren främst får inta rollen som passiva mottagare av forskning.
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- Adolfsson, Carl-Henrik, 1976-
(författare)
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Kunskapsfrågan : En läroplansteoretisk studie av den svenska gymnasieskolans reformer mellan 1960-talet och 2010-talet
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In a society where the labour market is becoming increasingly knowledge intensive and more differentiated, education has assumed greater importance for the capitalist states integrative functions as for the competitiveness in the global economy. As a consequence, the educational system has become a key governing resource for the state to meet and manage different kinds of social changes and problems. Against this background the thesis raises the main question - “what kind of societal problems are the educational reforms studied here considered to be the solution of?” The aim of this thesis is to deepen the understanding of the changes of the formation of knowledge in Swedish upper secondary curriculum between the 1960s and 2010s. In what way attained these changes in view of knowledge legitimacy in relation to the socioeconomic context? And what do these changes mean in terms of the attribution of the positioning of upper secondary school pupils and teachers? This thesis draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory) this means that the analytical focus is directed at the relationship between the content of the curriculum and the social context. With theoretical and methodological inspiration from critical realism and critical discourse analysis (CDA) the thesis argue for an alternative way to theoretical and empirical examined this relationship. Three historical reform periods are used to explore the discursive changes in the formation of knowledge in the Swedish upper secondary education reforms. The results show how changes in socioeconomic conditions, such as economic crisis, over time have acted as important triggers for governing mechanisms embedded in the control of the educational system. These changes and mechanisms, in turn, have resulted in some major discursive knowledge shifts between the reforms studied, from the 1960s combination of an economic-rational and an objective-subject knowledge discourse, through the deregulated goal-rational and socio-cultural oriented knowledge discourse of the 1990s towards the 2010s knowledge discourses that are characterized by an increased focus on learning outcomes and measurability. Against the background of these discursive shifts, the analysis also points to some underlying continuities in terms of a general “reform imperative”, based on a number of overarching values such as efficiency and rationality. The result show how this imperative was embedded in all three educational reforms and has ruled the order of discourses about what was deemed to be legitimate curriculum knowledge, a professional teacher and a desirable pupil.
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