Polar Coding for the Cognitive Interference Channel with Confidential Messages

In this paper, we propose a low-complexity, secrecy capacity achieving polar coding scheme for the cognitive interference channel with confidential messages (CICC) under the strong secrecy criterion. Existing polar coding schemes for interference channels rely on the use of polar codes for the multiple access channel, the code construction problem of which can be complicated. We show that the whole secrecy capacity region of the CICC can be achieved by simple point-to-point polar codes due to the cognitivity, and our proposed scheme requires the minimum rate of randomness at the encoder

A longitudinal investigation of the relationships among parental life stress, parental self-esteem, marital satisfaction, and parental depression

The present study is a two-year investigation to examine the relationships among parental life stress, parental self esteem, parental marital satisfaction, and parental depression both cross-sectionally and longitudinally. Participants are married, middle-aged parents from the midwest farm belt;Multiple regression was conducted to analyze the data. The cross-sectional results indicated that parental life stress increased parental depression and decreased parental self-esteem and parental marital satisfaction. Parental self-esteem and parental marital satisfaction did function as mediating variables between parental life stress and parental depression. Self-esteem was associated with marital satisfaction for mothers but not for fathers;The results of longitudinal data analyses did not show any strong relationships between wave one variables and wave two variables except in the case of auto-regressions. A major limitation of the present study is that all the information was based on self-reports

EFL learners developing critical intercultural awareness through process drama: Dialogue and discovery

Abstract The overall aim of this research study is to look for a paradigm shift in foreign language (English) education in Taiwan. By challenging the role of foreign languages teaching and learning in the reproductive purpose of education systems, this study addresses the significance and urgency of developing critical intercultural awareness (CIA) in Taiwan students’ language learning experience. This study is a reflective account of an action research project that explores the how and why CIA can be developed in process drama praxis in the context of the Advanced English Learners’ Programmes for 27 junior high school students in Taiwan. Drawing on the theoretical framework of socio-cultural and educational drama theories for foreign language learning, this study follows the line of performative inquiry (Fels, 1999; 2000; 2008). As such, the drama site is regarded as a space for reflective action to take place, the drama workshop is seen as a collective experience of reflection, in which the participants are made able to problematise the current situation, to see things from different and distanced perspectives, and develop understanding in every moment of encountering with others, while co-constructing meanings together through dialogue and critical reflections. The narrative accounts of this inquiry serve to answer the major research question: How would a process drama syllabus help EFL learners develop critical intercultural awareness? The qualitative data demonstrated how such the multilayered mental space in drama allowed the language learners to develop flexibility and mobility through a freedom in the choice of action endowed upon them by the drama syllabus. The analysis revealed how drama created a milieu for the participants to engage, to negotiate, and co-construct meanings with SELF and Others from critical perspectives. The foreign language learning experience serves as a contact zone in which the SELF is deconstructed and reconstructed through a constant interplay and negotiation of meaning with the OTHER. The drama syllabus and approaches furthered this inter-space experience, deepened the impact of encountering the OTHER, and thus enabled the process of recognizing and re-strengthening of one’s own cultural identity. The evidence in the research demonstrated that, when given appropriate opportunities, the EFL learners are able to develop critical intercultural awareness though the language learning experiences. A model for the development of such intercultural education is then constructed through this study. The research thus argues for a need of a critical pedagogy approach in the foreign language classroom

cyclo-Tetra­kis(μ-naphthalene-1,8-dicarboxyl­ato)tetra­kis­[diaqua­(2,2′-bipyridine)­manganese(II)] tetra­hydrate

In the title centrosymmetric tetra­nuclear complex, [Mn4(C12H6O4)4(C10H8N2)4(H2O)8]·4H2O, two independent MnII ions are coordinated in a slightly disorted octa­hedral environment by two aqua ligands, two naphthalene-1,8-dicarboxyl­ate (1,8-nap) ligands and one bis-chelating 2,2′-bipyridine (2,2′-bipy) ligand. In the crystal, mol­ecules are linked by inter­molecular O—H⋯O hydrogen bonds into chains along [100]. These chains are further linked by weak π–π inter­actions with centroid–centroid distances in the range of 3.609 (2)–3.758 (1) Å, forming a three-dimensional supra­molecular network

Berry's phase for coherent states of Landau levels

The Berry phases for coherent states and squeezed coherent states of Landau levels are calculated. Coherent states of Landau levels are interpreted as a result of a magnetic flux moved adiabatically from infinity to a finite place on the plane. The Abelian Berry phase for coherent states of Landau levels is an analog of the Aharonov- Bohm effect. Moreover, the non-Abelian Berry phase is calculated for the adiabatic evolution of the magnetic field B.Comment: 4 pages, 1 figur