William Gardner

Research Areas – Past

• Mobil/portable personal communications
• Statistical theory of signal processing
• Characterization and modeling of random processes
• Signal detection and estimation, and spectral analysis
• Algorithms for adaptive signal processing
• Modulation and equalization
• Antenna array processing
• Radio environment analysis
• Radio emitter location
• Interference suppression for communications

Research Areas – Present

• Development of pedagogical improvements to education in statistical time-series analysis
• Introduction/development of the novel theory of sample-space characterization of ergodic stochastic processes and its consequence: the fraction-of-time (FOT) probability theory of single time functions
• Extension of sample-space characterization and consequent FOT probability theory from stationary to cyclostationary time functions
• Generalization of cycloergodic theory from cyclostationary to poly-cyclostationary time functions: sinusoidally-weighted time averages
• Introduction of the purely empirical FOT probability theory for poly-cyclostationary time functions on finite time intervals
• Bayesian statistical theory of blind-adaptive aperture synthesis and associated exact a posteriori probability ellipses for source location, and their comparison with the classical maximum-likelihood approach and the classical method of approximate error-containment ellipses for energy-source location
• Application of statistically optimum aperture synthesis to star-ranging in radio astronomy
• Pedagogy and the conflict between human nature and the practice of the Scientific Method

Educational Website on Time-Series Analysis and Cyclostationarity

• An educational website created by Professor Gardner to teach the subject matter of Fraction-of-Time Probability that comprises a paradigm shift in Statistical Signal Processing Theory. The website is for individuals engaged in technology development or the furtherment of their professional education, and faculty members at institutions of higher learning who may wish to formally facilitate this shift within standard curricula.