scholarly journals A universal coding scheme for remote generation of continuous random variables

Author(s):  
Cheuk Ting Li ◽  
Abbas El Gamal
Entropy ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 149
Author(s):  
Jaume del Olmo Alòs ◽  
Javier Rodríguez Fonollosa

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.


1986 ◽  
Vol 23 (04) ◽  
pp. 1013-1018
Author(s):  
B. G. Quinn ◽  
H. L. MacGillivray

Sufficient conditions are presented for the limiting normality of sequences of discrete random variables possessing unimodal distributions. The conditions are applied to obtain normal approximations directly for the hypergeometric distribution and the stationary distribution of a special birth-death process.


1996 ◽  
Vol 10 (2) ◽  
pp. 205-218
Author(s):  
Henry Ker-Chang Chang ◽  
Chung-Yu Liou
Keyword(s):  

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert

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.


1999 ◽  
Author(s):  
Barbara H. Fiese ◽  
Arnold J. Sameroff

Sign in / Sign up

Export Citation Format

Share Document