18,792 research outputs found
Lifted Multiplicity Codes and the Disjoint Repair Group Property
Lifted Reed Solomon Codes (Guo, Kopparty, Sudan 2013) were introduced in the context of locally correctable and testable codes. They are multivariate polynomials whose restriction to any line is a codeword of a Reed-Solomon code. We consider a generalization of their construction, which we call lifted multiplicity codes. These are multivariate polynomial codes whose restriction to any line is a codeword of a multiplicity code (Kopparty, Saraf, Yekhanin 2014). We show that lifted multiplicity codes have a better trade-off between redundancy and a notion of locality called the t-disjoint-repair-group property than previously known constructions. More precisely, we show that, for t <=sqrt{N}, lifted multiplicity codes with length N and redundancy O(t^{0.585} sqrt{N}) have the property that any symbol of a codeword can be reconstructed in t different ways, each using a disjoint subset of the other coordinates. This gives the best known trade-off for this problem for any super-constant t < sqrt{N}. We also give an alternative analysis of lifted Reed Solomon codes using dual codes, which may be of independent interest
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Distance learning of engineering based subjects: A case study.
YesWith the advancement of technology, significant changes have been introduced into the learning and teaching environment. The importance of enhancing the interest of learners is an on-going challenge for educators of all levels. In this respect, teaching and learning practices are adapting to studentsÂż exposure to technological and social trends. In this presentation, a case study of using technology to enhance the learnersÂż environment for engineering-based subjects in higher education is presented. The approach consists of delivering interactive materials through a Virtual Learning Environment and integrating web
application technologies to enhance the learnersÂż experience. Due to the vast subject areas in engineering and the variety of content of each subject, a general methodology is first identified and adopted. This consists of stages that show the progress from initial development to deployment of the materials, followed by evaluation of the module and further improvements carried out on the module based on qualitative evaluation. The evaluation process consists of the application of electronic surveys for feedback on the
distance learning module. In addition, monitoring of the studentsÂż usage of the materials is also carried out. The presentation concludes with the presentation of the initial results from a current e-learning module
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