Nan Yang – författare

6G networks are expected to provide one-microsecond latency communication with a billion devices competing for resources 1000 times faster than current standards. Increases in network speed, heterogeneity, virtualization, better radio requirements and adaptive communications will place new demands on physical layer security. Moreover, IoT, blockchain, and artificial intelligence are enabling technologies that require rapid data rates, raising a significant burden on the network's physical layer, requiring that security must be attained at a fast pace, and that the network must be resilient to accommodate sudden changes to the configurations or the load.Physical layer (PHY) security solutions are needed that have the capacity to handle the new demands of 6G networks, whilst protecting those networks against risk factors such as interference, data spoofing, replay attacks, side-channel attacks, jamming, traffic analysis, and cyber-vandalism attacks. This comprehensive book addresses the PHY security challenges and proposes efficient and resilient physical layer security solutions for beyond 5G networks leading to 6G. Several topics have emerged that rely on PHY security in solving real-world network challenges such as ultra-dense networks, adaptive communication, distributed technology, and artificial intelligence.Physical Layer Security for 6G Networks helps readers understand the expectations of 6G's physical layer security in supporting pervasive and integrated communication networks, AI convergence and utility, and develop better sensing solutions, which go beyond cognitive radio, device-to-device or mm-wave communications.

This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.