We prove a general form of bit flip formula for the quantum Fourier transform on finite abelian groups and use it to encode some general CSS codes on these groups.

This article aims at analyzing and estimating the function of private consumption and it's long-run relation using error correction model in Iran's economy. To avoid spurious regression we proceeded first by exploring the long-run co-integrating private mechanism to estimate the short-run equation. Since there may be a weakness associated with the Engle-Granger method of co-integration testing, we investigated the cointegration relationship by using Johansen co-integration test. We found strong evidence from the Johansen test that the related variables are integrated. The empirical evidence suggests that the tendency toward consumption is 83% and the speed of adjustment for the long-run private consumption is around 73% implying that about 73 percent of differences between the short-run and long-run consumption level will be adjusted within one year.

This study aimed at comparing the impact of two types of teacher feedback on Iranian EFL learners’ writing ability and their verb tense consistency in L2 writing. Following the administration of a standardized language proficiency test (Preliminary English Test), sixty-two participants were selected and were randomly assigned to the control (direct-only correction) and experimental (direct metalinguistic correction) groups. The comparison of the groups on the pre-test observation confirmed the homogeneity of the subjects before the instruction. During the study, the control group (direct-only correction) received some feedback on the location of errors along with the correct form of errors. The experimental group (direct metalinguistic correction), however, received the same type of feedback plus metalinguistic comments explaining the reason behind the errors. After the treatment, both groups took a post and a delayed post-test. The results of the study showed that direct metalinguistic correction was more effective than direct-only correction in improving EFL learners’ writing ability. The study also showed that the effect of instruction lasted over time.