Detection of Untrustworthy IoT Measurements Using Expert Knowledge of Their Joint Distribution

his article explores theoretical and experimental approach to modeling social interactions. Communication and exchange of information with other people affect individual’s behavior in numerous areas. Generally, such influence is exerted by leaders, outstanding individuals who have a higher social status or expert knowledge. Social interactions are analyzed in the models of social learning, game theoretic models, conformity models, etc. However, there is a lack of formal models of asymmetric interactions. Such models could help elicit certain qualities characterizing higher social status and perception of status by other individuals, find the presence of leader influence and analyze its mechanism.

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Emanuel Ringelblum przed wojną: człowiek i historyk

Zagłada Żydów. Studia i Materiały ◽

10.32927/zzsim.229 ◽

2007 ◽

pp. 211-220

Author(s):

Samuel Kassow

Keyword(s):

Joint Distribution ◽

Education Agency ◽

Active Membership

This article discusses the pre-war life of Emanuel Ringelblum – from the organisation of the Junger Historiker Krajz (the circle of young Jewish historians) at Warsaw University, through his YIVO activity, his involvement in the setting up of tourist associations, work for the Joint Distribution Committee as editor-in-chief of „Folkshilf”, active membership in Poale Zion-Left (he ran its most important education agency: the Ovnt kursn far arbiter) to his involvement in organisation of aid for Jews in the transit camp in Zbąszyń in 1938.

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Implementation of Fuzzy Logic Control on Battery Charging System

ACMIT Proceedings ◽

10.33555/acmit.v3i1.34 ◽

2019 ◽

Vol 3 (1) ◽

pp. 118-126 ◽

Cited By ~ 1

Author(s):

Prihangkasa Yudhiyantoro

Keyword(s):

Complex System ◽

Fuzzy Logic ◽

Fuzzy Logic Control ◽

Expert Knowledge ◽

Experimental Result ◽

Rule Base ◽

Battery Charging ◽

Charging System ◽

Logic Control ◽

Charging Control

This paper presents the implementation fuzzy logic control on the battery charging system. To control the charging process is a complex system due to the exponential relationship between the charging voltage, charging current and the charging time. The effective of charging process controller is needed to maintain the charging process. Because if the charging process cannot under control, it can reduce the cycle life of the battery and it can damage the battery as well. In order to get charging control effectively, the Fuzzy Logic Control (FLC) for a Valve Regulated Lead-Acid Battery (VRLA) Charger is being embedded in the charging system unit. One of the advantages of using FLC beside the PID controller is the fact that, we don’t need a mathematical model and several parameters of coefficient charge and discharge to software implementation in this complex system. The research is started by the hardware development where the charging method and the combination of the battery charging system itself to prepare, then the study of the fuzzy logic controller in the relation of the charging control, and the determination of the parameter for the charging unit will be carefully investigated. Through the experimental result and from the expert knowledge, that is very helpful for tuning of the embership function and the rule base of the fuzzy controller.

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Multi-Factor Evaluation of Natural Person Solvency by Expert Knowledge Integration

Journal of Automation and Information Sciences ◽

10.1615/jautomatinfscien.v52.i3.50 ◽

2020 ◽

Vol 52 (3) ◽

pp. 65-76

Author(s):

Aliaga Alekper Ogly Aliyev

Keyword(s):

Knowledge Integration ◽

Expert Knowledge ◽

Natural Person ◽

Factor Evaluation

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Support for Study: Online Educational Environments and the Rights to Education

Online Learning ◽

10.24059/olj.v12i1.41 ◽

2008 ◽

Vol 12 (1) ◽

Author(s):

Lin Lin ◽

Karen Swan

Keyword(s):

Online Learning ◽

Conceptual Framework ◽

Collaborative Inquiry ◽

Expert Knowledge ◽

The Self ◽

Open Educational Resource ◽

Educational Resource ◽

Online Learners ◽

Educational Environments ◽

Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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