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Two so-called PRN (Pseudo Random Noise) ranging codes are transmitted: the C/A code and the P code (which can be changed into the Y code for the case where the anti-spoo ng (AS) mode is activated). From Block IIR-M, two additional codes are transmitted: the L2 civil-moderate (L2 CM) and the L2 civil-long (L2 CL). In subsequent satellites, an additional code will be available on L5. For illustration purposes, let us deal with the C/A and P codes of GPS. Both are Gold codes, based on the combination of two (C/A) or four (P) maximal length linear feedback shift registers (LFSRs). A typical implementation for C/A code is given in Fig. 7.1. H is the clock, X1 a speci c event within the whole transmission system that allows synchronization and that leads to the all at 1 initialization of both G1 and G2 registers. Note that this feature is fundamental in many cases. It allows, for instance, the C/A and P codes to be perfectly synchronized. In addition, the navigation message is also synchronized in this way. Thus, C/A code is a combination of two LFSRs of maximal length of ten bits each. At the 1.023 MHz clock rate, this means a 1 ms length for the complete code. For the P code, the philosophy is similar, but using four LFSRs of maximal length of 12 bits. This leads to a code with duration of 266 days (at a 10.23 MHz clock rate). Please refer to 6 for comments on this incredible length.

Time (min)

Essential Windows CE Application Programming by Robert Burdick Wiley Computer Publishing, John Wiley & Sons, Inc. ISBN: 0471327476 Pub Date: 03/01/99

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discipline within psychology whose focus was on the psychology of all components of educational processes and practice No longer was it only an application of other areas within psychology (although these other areas continue to in uence it) One reason the cognitive psychology revolution is viewed by many as an improvement over the days of experimenting with rats and pigeons is that it helped to focus researchers attention on realistic rather than arti cial contexts This shift provided researchers with the opportunity to examine students in their own environment the classroom (Mayer, 2001) As Mayer notes, psychology needed something real to study, and education provided it This has, of course, proven to be a symbiotic relationship, because psychology was able to provide to education established scienti c methodological frameworks that education had previously lacked.

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Mayer s view of the historical relationship between education and psychology in the twentieth century seems to be quite apt: First, there was a time during which psychologists developed theories and left it to educators to apply the theories; next came a period during which psychology resolutely focused on theoretical issues that were unrelated to educational issues, and education resolutely focused primarily on practical issues; and, now, we have an era in which psychology and education seem to be working more hand-in-hand, combining the strengths of both groups to work for the mutual bene t of each group, as well as for the public (Mayer, 1992, cited in Mayer, 2001) Even though the advent of cognitive psychology in the 1970s encouraged researchers to examine more realistic contexts and situations, many researchers still tended to deconstruct their ndings into isolated parts.

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Rather than viewing students as a whole, they often broke students behaviors into components, which might then be used to construct new models, or even to reconstruct old models (Paris & Paris, 2001) Even the didactic methods and suggestions derived from this work were often nothing more than isolated pieces of advice For example, common didactic methods for improving students academic success included options such as summarizing text, direct instruction for using speci c strategies, and a tendency to instruct students to employ the same tactics and strategies across subjects and situations And, in spite of the rationale that cognitive psychology afforded for using realistic situations, much of the research was still conducted in laboratory contexts It was only quite recently that these methods changed.

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Now, for example, the emphasis is more on examining text from within the reader s frame of reference than it is on merely summarizing text; making strategies adaptive, functional, and tailored to the individual learner is considered to.

Figure 10-5

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