Three-dimensional mapping-aided (3DMA) Global Navigation Satellite System (GNSS) positioning improves the positioning in urban canyons for non-precision GNSS receivers. However, the 3DMA GNSS algorithms often produce a multimodal position solution, and simply taking the average of these modes reduces accuracy. A further problem, named ‘solution shifting’, is the effect of large numbers of low-scoring candidates shifting the overall position solution away from high-scoring regions. This study uses a clustering method to separate the different modes and exclude low-scoring regions from the position solution. Factor graph optimisation (FGO) is then used to integrate clustered 3DMA GNSS position and GNSS Doppler measurements or estimated velocity over multiple epochs. Positioning performance is assessed using data collected in London. The results show that the clustering method can successfully mitigate the multimodal effect, and integrating the FGO can mitigate the occurrence of multimodality and solution shifting. Static experiments in London achieve an RMSE of approximately 10 m for FGO 3DMA GNSS with clustering and 11 m without clustering.

This study relies on a linear programming model to estimate welfare ratios in Spain between 1600 and 1800. This method is used to find the food basket that guaranteed the intake of basic nutrients at the lowest cost. The estimates show that working families in Toledo had higher welfare ratios than in those in Barcelona. In addition, the welfare ratios of Spain were always below those of London and Amsterdam. The divergence between Northern Europe and Spain started before the Industrial Revolution and increased over time.

Colin Hulme, head of intellectual property (IP) at Burness Paull, considers the impact of environmental, social, and corporate governance (ESG) programmes on the observance of copyright by corporates. This article was commissioned by the Copyright Licensing Agency (CLA) and first appeared in the New Law Journal in 2023.

As a faculty member with a teaching load of four classes per semester at a public university, my approach to reading from Dust They Came by Jonathan H. Ebel and Sowing the Sacred by Lloyd Daniel Barba is born of the necessity of trying to streamline my workload as a teacher-scholar and bring new material to my students. My institution frequently ranks highly on lists that measure social mobility, largely because the students we admit are often among the least affluent in the state. It also ranks highly for diversity, as a Hispanic Serving Institute, and as the state university that leads the way in graduating Black students. But these students are also thoroughly urban, often with little travel experience beyond the Los Angeles metropolitan area. Histories of the state’s agricultural regions, places they often imagine as barren land, are a harder sell. Our majors, however, are curious both about the lives of people that have not been well-documented and about the world outside of our geographic region, and these books as a pair, can satisfy that curiosity if I can present related themes that resonate with the students. I have found that looking at the institutions in these works (the government camp and the church) as ones meant to serve as examples of an idealized way of American life, thinking about the way such institutions often regulate the poor, and looking at how geography impacts experience are all key components of these works that might be interesting to students.