Algebraic Coding: First French-Israeli Workshop Paris, by V. B. Balakirsky (auth.), G. Cohen, S. Litsyn, A. Lobstein,

By V. B. Balakirsky (auth.), G. Cohen, S. Litsyn, A. Lobstein, G. Zémor (eds.)

This quantity offers the court cases of the 1st French-Israeli Workshop on Algebraic Coding, which came about in Paris in July 1993. The workshop used to be a continuation of a French-Soviet Workshop held in 1991 and edited through an analogous board. The completely refereed papers during this quantity are grouped into components on: convolutional codes and specified channels, masking codes, cryptography, sequences, graphs and codes, sphere packings and lattices, and boundaries for codes.

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Ask the pupils what they will do differently as a result of the session. • Remind the pupils of the aims of the session and ask them to put their hand up if they consider that out of a score of ten they would give the session five or above for having achieved its aims. 44 Take Away Activities • Keep a record in the Friendship Log of the times when pupils come across an unfair situation and describe how the situation was sorted out. • Make a record in the Friendship Log of unfair situations from the TV, DVDs, books and newspapers and if possible include how they were resolved.

Ask pupils to share some of the important issues that have come out of their discussions. Emphasise to the pupils that when we want to get fit or change the way our body looks, it doesn’t happen overnight. A body builder doesn’t expect to have the perfect muscles a few days after starting to go to the gym. The best way to get ourselves to help ourselves is to have a goal by taking small positive steps towards the goal. Ask each of the pupils to decide on a goal and then decide on a scale of 1–10 where they are now in terms of being close to getting their goal.

Remind the pupils to describe behaviours and not include the names of pupils in their examples. Scribe their contributions. Ask the pupils to take turns with the pupil next to them to share an example of a time when they consider that they were treated unfairly. Ask the pupils to discuss with their partner how the situation made them feel and whether they were happy with the way they behaved. Ask pupils to work out a different solution that would have made everybody involved feel OK. Ask for pupils who are prepared to share their discussions with the whole class.

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