scholarly journals Inferring Advisor-Student Relationships from Publication Networks Based on Approximate MaxConfidence Measure

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Yongjun Li ◽  
Nan Fang ◽  
Zun Liu ◽  
Hui Yu
Keyword(s):  
Common Knowledge ◽  
Community Analysis ◽  
Search Space ◽  
Factor Graph ◽  
Time Interval ◽  
Identification Algorithm ◽  
Student Relationships ◽  
Advising Relationship ◽  
Hidden Knowledge ◽  
Student Relationship

A publication network contains abundant knowledge about advisor-student relationships. However, these relationship labels are not explicitly shown and need to be identified based on the hidden knowledge. The exploration of such relationships can benefit many interesting applications such as expert finding and research community analysis and has already drawn many scholars’ attention. In this paper, based on the common knowledge that a student usually coauthors his papers with his advisor, we propose an approximateMaxConfidencemeasure and present an advisor-student relationship identification algorithm based on the proposed measure. Based on the comparison of two authors’ publication list, we first employ the proposed measure to determine the time interval that a potential advising relationship lasts and then infer the likelihood of this potential advising relationship. Our algorithm suggests an advisor for each student based on the inference results. The experiment results show that our algorithm can infer advisor-student relationships efficiently and achieve a better accuracy than the time-constrained probabilistic factor graph (TPFG) model without any supervised information. Also, we apply some reasonable restrictions on the dataset to reduce the search space significantly.

A Novel Method for Mining the Advisor-Student Relationships in Academic Social Network

2013 ◽  
Vol 655-657 ◽  
pp. 1795-1799
Author(s):  
Yue Wang ◽  
Xiao Lin Liu
Keyword(s):  
Social Network ◽  
Community Analysis ◽  
Research Field ◽  
Markov Logic ◽  
Student Relationships ◽  
Novel Method ◽  
Academic Social Network ◽  
Student Relationship ◽  
Markov Logic Network ◽  
The Relationship

Academic social network contains abundant knowledge about relationships among people or entities. Building the relationship between different entities correctly can help providing comprehensive services in the scientific research field. Unfortunately, some relationships, such as advisor-student relationship, are often hidden in academic social network, which are not explicitly categorized. Discovery of these relationships can benefit many valuable applications such as research community analysis. In this paper, a novel method based on Markov Logic Network is proposed to mine the advisor-student relationship in academic social network. Experimental results show that the proposed approach can find the advisor-student relationship effectively.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

scholarly journals What Can You Do with a Rock? Affordance Extraction via Word Embeddings

2017 ◽  
Author(s):  
Nancy Fulda ◽  
Daniel Ricks ◽  
Ben Murdoch ◽  
David Wingate
Keyword(s):  
Reinforcement Learning ◽  
Computational Complexity ◽  
Linear Algebra ◽  
Autonomous Agents ◽  
Common Knowledge ◽  
Search Space ◽  
Word Embeddings ◽  
Knowledge Database ◽  
Learning Agent ◽  
Action Spaces

Autonomous agents must often detect affordances: the set of behaviors enabled by a situation. Affordance extraction is particularly helpful in domains with large action spaces, allowing the agent to prune its search space by avoiding futile behaviors. This paper presents a method for affordance extraction via word embeddings trained on a tagged Wikipedia corpus. The resulting word vectors are treated as a common knowledge database which can be queried using linear algebra. We apply this method to a reinforcement learning agent in a text-only environment and show that affordance-based action selection improves performance in most cases. Our method increases the computational complexity of each learning step but significantly reduces the total number of steps needed. In addition, the agent's action selections begin to resemble those a human would choose.

scholarly journals Atmospheric Temperature and CO2: Hen-or-Egg Causality?

Sci ◽  
2020 ◽  
Vol 2 (4) ◽  
pp. 77
Author(s):  
Demetris Koutsoyiannis ◽  
Zbigniew Kundzewicz
Keyword(s):  
Atmospheric Carbon Dioxide ◽  
Common Knowledge ◽  
Carbon Dioxide Concentration ◽  
Co2 Concentration ◽  
Atmospheric Temperature ◽  
Time Interval ◽  
Reverse Causality ◽  
Time Step ◽  
Relationship Of ◽  
The Relationship

It is common knowledge that increasing CO2 concentration plays a major role in enhancement of the greenhouse effect and contributes to global warming. The purpose of this study is to complement the conventional and established theory that increased CO2 concentration due to human emissions causes an increase of temperature, by considering the reverse causality. Since increased temperature causes an increase in CO2 concentration, the relationship of atmospheric CO2 and temperature may qualify as belonging to the category of “hen-or-egg” problems, where it is not always clear which of two interrelated events is the cause and which the effect. We examine the relationship of global temperature and atmospheric carbon dioxide concentration at the monthly time step, covering the time interval 1980–2019, in which reliable instrumental measurements are available. While both causality directions exist, the results of our study support the hypothesis that the dominant direction is T → CO2. Changes in CO2 follow changes in T by about six months on a monthly scale, or about one year on an annual scale. We attempt to interpret this mechanism by involving biochemical reactions, as at higher temperatures soil respiration, and hence CO2 emission, are increasing.

scholarly journals Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

2021 ◽  
Vol 6 ◽  
Author(s):  
Giuliana Pastore ◽  
Reto Luder
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Student Relationships ◽  
Shared Intentionality ◽  
Healthy Development ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Inclusive Schools ◽  
Emotional Aspects ◽  
Student Relationship

Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

scholarly journals How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

2021 ◽  
Vol 11 ◽  
Author(s):  
Yan Dong ◽  
Hongfei Wang ◽  
Fang Luan ◽  
Zheneng Li ◽  
Li Cheng
Keyword(s):  
Social Adjustment ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Interpersonal Trust ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

scholarly journals Dynamic Model and Inverse Kinematic Identification of a 3-DOF Manipulator Using RLSPSO

Sensors ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 416 ◽  
Author(s):  
Josias Batista ◽  
Darielson Souza ◽  
Laurinda dos Reis ◽  
Antônio Barbosa ◽  
Rui Araújo
Keyword(s):  
Dynamic Model ◽  
Inverse Kinematics ◽  
Lagrange Equation ◽  
Computational Cost ◽  
Dynamic Parameter ◽  
Search Space ◽  
Least Square ◽  
Identification Accuracy ◽  
Identification Algorithm ◽  
Recursive Least Square

This paper presents the identification of the inverse kinematics of a cylindrical manipulator using identification techniques of Least Squares (LS), Recursive Least Square (RLS), and a dynamic parameter identification algorithm based on Particle Swarm Optimization (PSO) with search space defined by RLS (RLSPSO). A helical trajectory in the cartesian space is used as input. The dynamic model is found through the Lagrange equation and the motion equations, which are used to calculate the torque values of each joint. The torques are calculated from the values of the inverse kinematics, identified by each algorithm and from the manipulator joint speeds and accelerations. The results obtained for the trajectories, speeds, accelerations, and torques of each joint are compared for each algorithm. The computational costs as well as the Multi-Correlation Coefficient ( R 2 ) are computed. The results demonstrated that the identification accuracy of RLSPSO is better than that of LS and PSO. This paper brings an improvement in RLS because it is a method with high complexity, so the proposed method (hybrid) aims to improve the computational cost and the results of the classic RLS.

The Ni-Cu-PGE-(Au-Te) potential of the Permo-Triassic boundary between Laurasia and Gondwana

2021 ◽  
Author(s):  
Marco Fiorentini ◽  
David Holwell ◽  
Marilena Moroni ◽  
Steve Denyszyn ◽  
Daryl Blanks ◽  
...  
Keyword(s):  
Parental Magma ◽  
Search Space ◽  
Sulfide Mineral ◽  
Ore Deposits ◽  
Time Interval ◽  
Moderate Pressure ◽  
Triassic Boundary ◽  
North West ◽  
Ivrea Zone ◽  
Magmatic Sulfide

<p>The long-lived geodynamic evolution of the Permo-Triassic boundary between <span>Laurasia</span> and Gondwana may have created the ideal conditions for the genesis of a trans-continental Ni-Cu-PGE-(Au-Te) mineralised belt in Europe. This working hypothesis stems from the recent understanding that orogenic processes play a fundamental role in the onset of chemical and physical triggers for the transport of metals from the metasomatised mantle through to various crustal levels. An insight into our renewed framework for the polyphased genetic evolution of magmatic sulfide mineral systems is provided by a series of mineralised occurrences in the Ivrea Zone of NW Italy, which formed at multiple stages over a > 80 Ma time interval. Between 290-250 Ma, a series of hydrated and carbonated ultramafic alkaline pipes containing Ni-Cu-PGE-(Te-Au) mineralisation was emplaced in the lower continental crust. At ~200 Ma, a subsequent mineralising event occurred in association with the emplacement of the La Balma-Monte Capio (LBMC) intrusion. Modelling of the LBMC parental magma shows derivation from ~30% partial melting of an anhydrous juvenile mantle at moderate pressure (< 7 GPa). The inferred composition of the parental melt is consistent with magmatism associated with the Central Atlantic Magmatic Province (CAMP). However, its tellurium-enriched composition together with the S-C-O isotope signature of the associated magmatic sulfide mineralisation cannot be reconciled with the CAMP source. It is argued that the geochemical and isotopic signature of the LBMC intrusion reflects interaction and mixing of a primitive magma sourced from a juvenile source with localised domains enriched in carbonate and metal-rich sulfides located in the lower crust, consistent with the composition of the Permo-Triassic pipes. Evidence of this magmatic interaction informs on the first-order processes that control enhanced metallogenic fertility along the margins of lithospheric blocks. The scenario depicted here is consistent with reactivation and enrichment of a Gondwana margin Ni-Cu-PGE-(Te-Au) mineral system during the breakup of Pangea. The lessons learnt in the Ivrea Zone natural laboratory may inform on the genesis of other Permo-Triassic magmatic mineral systems in continental Europe, such as the deposits in north-west Czech Republic and southern Spain, which display significant analogies with their counterparts in the Ivrea Zone. We suggest that these systems may have a common DNA related to a metallogenic belt forming at different stages during the complex evolution and multi-phase activation of the margin between <span>Laurasia</span> and Gondwana. The nature and localisation of the magmatic sulfide mineral systems along this belt indicate that enhanced potential for ore formation at lithospheric margins may be due not only to favourable architecture, but also to localised enhanced metal and volatile fertility. Importantly, this hypothesis may explain why ore deposits along the margins of lithospheric blocks are not distributed homogeneously along their entire extension but generally form clusters. As mineral exploration is essentially a search space reduction exercise, this new understanding may prove to be important in predictive exploration targeting for new mineralised camps in Europe and elsewhere globally, as it provides a way to prioritise segments with enhanced fertility along extensive lithospheric block margins.</p>

Interpolated Mapping System Identification From Time Series Data

1993 ◽  
Author(s):  
Faruk H. Bursal ◽  
Benson H. Tongue
Keyword(s):  
Time Series ◽  
System Identification ◽  
Time Series Data ◽  
Initial Conditions ◽  
Series Data ◽  
Time Interval ◽  
Identification Algorithm ◽  
Regular Grid ◽  
Time Step ◽  
Data Set

Abstract In this paper, a system identification algorithm based on Interpolated Mapping (IM) that was introduced in a previous paper is generalized to the case of data stemming from arbitrary time series. The motivation for the new algorithm is the need to identify nonlinear dynamics in continuous time from discrete-time data. This approach has great generality and is applicable to problems arising in many areas of science and engineering. In the original formulation, a map defined on a regular grid in the state space of a dynamical system was assumed to be given. For the formulation to become practically viable, however, the requirement of initial conditions being taken from such a regular grid needs to be dropped. In particular, one would like to use time series data, where the time interval between samples is identified with the mapping time step T. This paper is concerned with the resulting complications. Various options for extending the formulation are examined, and a choice is made in favor of a pre-processing algorithm for estimating the FS map based on local fits to the data set. The suggested algorithm also has smoothing properties that are desirable from the standpoint of noise reduction.

MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

2021 ◽  
pp. 183
Author(s):  
Hana Talita Margijanto ◽  
Margaretha Purwanti
Keyword(s):  
Positive Interactions ◽  
Learning Situation ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teacher's Knowledge ◽  
The Relationship

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X. 

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