An Efficient Weighted Bit-Flipping Algorithm for Decoding LDPC Codes Based on Log-Likelihood Ratio of Bit Error Probability

2017 ◽  
Vol E100.B (12) ◽  
pp. 2095-2103 ◽  
Author(s):  
Tso-Cho CHEN ◽  
Erl-Huei LU ◽  
Chia-Jung LI ◽  
Kuo-Tsang HUANG
Keyword(s):  
Likelihood Ratio ◽  
Error Probability ◽  
Ldpc Codes ◽  
Bit Error Probability ◽  
Log Likelihood ◽  
Log Likelihood Ratio

scholarly journals Reverse recognition of LDPC codes based on log-likelihood ratio

2020 ◽  
Vol 1607 ◽  
pp. 012106
Author(s):  
Ren-xin Liu ◽  
li-min Zhang ◽  
Zhao-gen Zhong ◽  
Xue-li Sun
Keyword(s):  
Likelihood Ratio ◽  
Ldpc Codes ◽  
Log Likelihood ◽  
Log Likelihood Ratio

scholarly journals A Corpus-Based Study on the Use of the Logical Connector ‘Thus’ in the Academic Writing of Turkish EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 64
Author(s):  
Serpil Ucar ◽  
Ceyhun Yukselir
Keyword(s):  
Likelihood Ratio ◽  
Academic Writing ◽  
Native Speakers ◽  
American English ◽  
Advanced Learners ◽  
Efl Learners ◽  
Log Likelihood ◽  
Log Likelihood Ratio ◽  
Effect Relation ◽  
Academic Genre

This research was conducted to investigate how frequently Turkish advanced learners of English use the logical connector ‘thus’ in their academic prose and to investigate whether it was overused, underused or misused semantically in comparison to English native speakers. The data were collected from three corpora; Corpus of Contemporary American English and 20 scientific articles of native speakers as control corpora, and 20 scientific articles of Turkish advanced EFL learners. The raw frequencies, frequencies per million words, frequencies per text and log-likelihood ratio were measured so as to compare varieties across the three corpora. The findings revealed that Turkish learners of English showed underuse in the use of the connector ‘thus’ in their academic prose compared to native speakers. Additionally, they did not demonstrate misuse in the use of the connector ‘thus’. Nevertheless, non-native learners of English tended to use this connector in a resultative role (cause-effect relation) more frequently whereas native speakers used it in appositional and summative roles more as well as its resultative role. Furthermore, the most frequent occurrences of ‘thus’ have been in academic genre.

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