We call a one-way innnite word w over a nite alphabet (; p)-repetitive if all long enough preexes of w contain as a suux a th power (or more generally a repetition of order) of a word of length at most p. We show that each (2; 4)-repetitive word is ultimately periodic, as well as that there exist nondenumerably many, and hence also nonultimately periodic, (2; 5)-repetitive words. Further we cha...

For the general class of q-criteria optimal desgins are characterized which reeect the inherent symmetry in a one-way layout with covariates. In particular, the eigenvalues of the covariance matrices are related to those in suitably chosen marginal models depending on the underlying interaction structure.

In this short note, we demonstrate that the existence of one-way functions implies the existence of an ω(1)-round simultaneously resettable witness indistinguishable argument of knowledge.

A common task in research is to compare the averages of two or more populations (groups). We might want to compare the income level of two regions, the nitrogen content of three lakes, or the effectiveness of four drugs. The one-way analysis of variance compares the means of two or more groups to determine if at least one mean is different from the others. The F test is used to determine statis...

We introduce and motivate the concept of unclonable group identification, that provides maximal protection against sharing of identities while still protecting the anonymity of users. We prove that the notion can be realized from any one-way function and suggest a more efficient implementation based on specific assumptions.

As lawyers concerned with the regulation of economic activity, we applaud the recognition in Professor Charles Goodhart’s recent Chorley lecture that much of the ‘law and economics’ of the past quarter-century has involved ‘too much one-way traffic’. If law and economics has indeed largely, as Professor Goodhart suggests, consisted of a process of intellectual imperialism, specifically of the c...

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students’ use, and their beliefs in the value of educational technology in science instruction. Four-hundred-forty-eight science student teachers of different disciplines and levels participated in the study. A questionn...