A Control-Theoretic Linear Coding Scheme for the Fading Gaussian Broadcast Channel with Feedback

A polar coding scheme is proposed for the Wiretap Broadcast Channel with two legitimate receivers and one eavesdropper. We consider a model in which the transmitter wishes to send the same private (non-confidential) message and the same confidential message reliably to two different legitimate receivers, and the confidential message must also be (strongly) secured from the eavesdropper. The coding scheme aims to use the optimal rate of randomness and does not make any assumption regarding the symmetry or degradedness of the channel. This paper extends previous work on polar codes for the wiretap channel by proposing a new chaining construction that allows to reliably and securely send the same confidential message to two different receivers. This construction introduces new dependencies between the random variables involved in the coding scheme that need to be considered in the secrecy analysis.

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A dirty paper coding scheme for the Multiple Input Multiple Output Broadcast Channel

2012 National Conference on Communications (NCC) ◽

10.1109/ncc.2012.6176914 ◽

2012 ◽

Cited By ~ 4

Author(s):

Balakrishna Saradka ◽

Srikrishna Bhashyam ◽

Andrew Thangaraj

Keyword(s):

Multiple Input Multiple Output ◽

Broadcast Channel ◽

Coding Scheme ◽

Dirty Paper Coding ◽

Multiple Input ◽

Input Multiple Output

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A constant key length coding scheme for linear quadtrees

International Journal of Geographical Information Systems ◽

10.1080/026937996138124 ◽

1996 ◽

Vol 10 (2) ◽

pp. 205-218

Author(s):

Henry Ker-Chang Chang ◽

Chung-Yu Liou

Keyword(s):

Coding Scheme ◽

Key Length

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Emotional Experiences of Students in the Classroom

European Psychologist ◽

10.1027/1016-9040/a000014 ◽

2010 ◽

Vol 15 (2) ◽

pp. 142-151 ◽

Cited By ~ 8

Author(s):

Wondimu Ahmed ◽

Greetje van der Werf ◽

Alexander Minnaert

Keyword(s):

Heart Rate ◽

Emotional Response ◽

Task Difficulty ◽

Physiological Reactivity ◽

Emotional Experiences ◽

Heart Rate Monitoring ◽

Coding Scheme ◽

Stimulated Recall ◽

Response Systems ◽

The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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