1,002 research outputs found

    Characterizations of Pseudo-Codewords of LDPC Codes

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    An important property of high-performance, low complexity codes is the existence of highly efficient algorithms for their decoding. Many of the most efficient, recent graph-based algorithms, e.g. message passing algorithms and decoding based on linear programming, crucially depend on the efficient representation of a code in a graphical model. In order to understand the performance of these algorithms, we argue for the characterization of codes in terms of a so called fundamental cone in Euclidean space which is a function of a given parity check matrix of a code, rather than of the code itself. We give a number of properties of this fundamental cone derived from its connection to unramified covers of the graphical models on which the decoding algorithms operate. For the class of cycle codes, these developments naturally lead to a characterization of the fundamental polytope as the Newton polytope of the Hashimoto edge zeta function of the underlying graph.Comment: Submitted, August 200

    Random Frustration in two-dimensional spin-1/2 Heisenberg antiferromagnet

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    The square lattice spin-1/2 antiferromagnet containing a dilute concentration, δ\delta, of randomly placed ferromagnetic nearest-neighbor bonds is studied at low-temperature via non-linear σ\sigma-model techniques and by exact diagonalization. We generally find that long-range N\' eel order is destroyed above a critical strength in the defective ferromagnetic exchange coupling-constant given by Kc/Jδ1/2|K_c|/J\sim \delta^{-1/2}. We also observe large statistical fluctuations both in the spin-stiffness and in the antiferromagnetic structure-factor near this critical point, suggesting the onset of a spin-glass phase.Comment: 13 pgs, TeX, submitted to Phys. Rev. Feb. 22, 1994. (Correct set of figures follow

    P2P: Assessing a Peer Evaluation Strategy

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    The purpose of this study was to determine the effectiveness of peer evaluation in a performance-based, Web-enhanced undergraduate instructional technology course. The results of a survey administered at the end of three semesters indicated that learners believe the peer evaluation process helped them improve the quality of their own work, both as a result of being a peer evaluator themselves and from the quality of the feedback received from their classmate-evaluators. Higher quality final projects with fewer mistakes corroborated the students’ assessment. These findings provide valuable information for instructors who are currently utilizing or considering the implementation of a peer evaluation process as a part of their instructional strategy. The results of this study indicate that including peer evaluation in the final project enhanced student performance. Significant technology integration was used to facilitate the projects
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