Zpr上的polyadic码

设G为有限阿贝尔群，群环Zp^r[G]中的理想称为Zp^r上的阿贝尔码，其中Zp^r为模p^r剩余类环．对G的任意子集X，由离散Fourier变换和根定义Zp^r[G]中的一个理想IX，对于G的m-劈分（比X∞，X0，X1，…，X∞-1，定义4类码，这些码中的任一个码都称为Zp^r[6]中的m-adic码（polyadic码）．从而把polyadic阿贝尔码从有限域上推广到Zp^r上，然后给出了环Zp^r}上polyadic阿贝尔码的性质及存在的条件．     

关于线性码的自同构群的研究

证明了任意线性码等价于系统码,从而将线性码的自同构群的研究转化为对与其等价的系统码的自同构群的研究,并给出了相应的算法,简化了线性码的自同构群的计算．     

Zp2上线性码的Lee重量算子

Asch等人给出了Zp2上线性码及其对称重量算子,其中p为奇素数,文章在Asch等人的结果上给出了Zp2的Lee重量以及重量算子与对称重量算子之间的关系。     

环F2+uF2上2e长循环码的对偶码

环F2＋uF2上的循环码定义为环Rn=（F2＋uF2）[x]/〈x^n-1〉的理想．考虑F2＋uF2上n=2^e长（e为任意正整数）循环码的对偶码结构，并确定了F2＋uF2上循环码的对偶码的生成元。     

构造消环的LDPC码

LDPC（Lower Density Parity Check）码是一类可以用非常稀疏的校验矩阵定义的线性分组纠错码.由于LDPC码校验矩阵的规律性可以用二分图表现出来,二分图中的环路也会影响到迭代译码的准确性和有效性,尤其是短环.本文给出了一种有效消去周长为4的短环的校验矩阵H的生成算法,并且对该算法构造的校验矩阵进行了仿真分析.     

关于四元环上广义H-码的注记

可交换的有单位元在四元环的同构意义下只有四个(即域 GF(4)、环 F_2 uF_2、F_2 uF_2和 Z_4),域 GF(4)、环 F_2 uF_2、和 F_2 uF_2上广义 H-码与自偶码或型Ⅱ码的判别法已经解决,本文利用代数方法证明了环 Z_4上不存在是自偶的广义H-码,同时给出 Z_4环上码字的 Euclidean 重量的线性关系式。     

语码的码值与语码转换

关于语码转换的研究一般多从交际者的主观因素和交际情景的客观因素这两方面入手,往往忽略了语码自身的价值对语码转换的影响.从语码的语义、关系、情感、风格价值四个角度对比分析了汉英两种语码的价值量及其对语码转换的作用.     

一些公钥密码体制在阿贝尔群上的扩展

公钥密码体制对于计算机安全和信息保密具有重要意义，因此公钥密码体制是密码学领域的一个研究热点，本文讨论了一些公钥密码体制（ElGamal加密与解密算法，Diffie-Hellman密钥交换方案和Shamir协议）在阿贝尔群上的扩展，它们的安全性均建立在阿贝尔群上离散对数求解困难性的基础之上。     

基于二进制序列构造非规则LDPC码

提出了利用二进制序列构造的非正则低密度校验码的新颖简单的方法．仿真结果表明这种方法构造的低密度校验码在高斯白噪声信道BPSK调制下的迭代译码性能很好,并且在没有环长度为4的情况下具有较好的码重分布特性．     

｜M（G）｜=8p，n=2p的有限群

本文讨论了最高阶元素个数为｜M（G）｜=8p,最高阶为k的循环子群个数n=2p的有限群G,得到了结论：设G是最高阶元素个数为8p,且n=2p的有限群,其中p素数,则G是可解群,除非G≌A5。     

Individual and Triadic and Group: Supervisee and Supervisor Perceptions of Each Modality

In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus‐group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact.     

钛—二溴羟基苯基荧光酮—CTMAB三元体系的研究

在对铝合金中微量钛的测定中,选用TMAB作表面活性增敏剂,试验结果表明,与前人所用的Tritonx-100增敏剂进行比较,具有对掩蔽剂相溶性好,不因掩蔽剂加入而显著降低灵敏度,测定的稳定性重复性好,实用性强的特点。     

A Content Analysis of Peer Feedback in Triadic Supervision

There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three experience levels.     

Nondisclosure in Triadic Supervision: A Phenomenological Study of Counseling Students

Triadic supervision is common within counselor training; however, limited research in professional counseling literature exists describing counseling students' experiences of choosing what to disclose within triadic supervision. Using transcendental phenomenological research, the authors investigated supervisees' nondisclosure within triadic supervision. Critical nondisclosure themes were relationships, presence of peer, and sharing time.     

四元拟循环码的代数结构

本文研究了Z4上的拟循环码,证明了Z4上的长度为mn的拟循环码等价于一个An的A-子模,其中A=Z4[x]/(xm-1),在m为奇数的时候,所有的拟循环码均可以分解为一些有限数目的循环不可约A-子模的直和。     

班杜拉三元交互作用理论对文学教育的启示

班杜拉三元交互理论强调环境、主体和行为之间的相互作用,三者处于交叉互动状态中。该理论启示文学教育要加强早期文学教育环境创设,播撒人文情怀之种;教育中把握文学审美规律,促使学生向文学审美主体转变;激发学生探究思考,鼓励学生创作表现。     

Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified

The article investigates in the first part critically dyadic and essentialist understanding of signs and utterances in mathematics and mathematics education as opposed to a triadic view. However even Peircean semiotics, giving priority to triadic, dynamic sign may face challenges, such as explaining the sign as a pragmatic act and how signs are related to context. To meet these and other hurdles an explicit communicational, pragmatic and triadic view, found in parts of the works of Bühler, Bakhtin, Habermas, and Halliday, is developed. Two basic principles are combined and established in a theoretical framework. Firstly, whenever uttering, there will exist in any semiotic sign system, dynamic reciprocity and simultaneity between expressing through form, referring to content, and addressing as an act. Secondly, meaning will be created by the dynamics between given and new in utterances and between utterances and contextual genres. The latter principle explains how meaning merge in communication dynamically and create the basis for a discursive understanding of semiosis and hence even learning at large. The second part exemplifies each of the three main aspects and the dynamics of utterance and genre and given and new by excerpts from a textbook in mathematics education. The concept ‘positioning’, in use for operationalisation, is explained in relation to main principles of the framework. The article ends focusing crucial implications for validation when moving from a dyadic to a triadic understanding of mathematics and mathematics education.     

|A(G)|=2~5pq的有限Abel群

本文利用有限Abel群G的自同构群A(G)的阶来确定群G的构造,证明了当|A(G)|=2~5pq时,G最多有147种类型。