Study on Discovery Method of Cooperative Research Team Based on Improved Louvain Algorithm

According to the needs of scientific research project research and development, the research of cooperative team excavation methods was carried out. Aiming at the current difficulties in accurately and reliably defining and identifying cooperative research teams from co-author network, an improved Louvain algorithm that integrates core node recognition was proposed: Louvain-LSCR algorithm. Based on the analysis of the Louvain algorithm, considering the local topology of the node in the network and the communication range of the node, a new algorithm LSCR for core node identification was constructed. The LSCR algorithm and Louvain algorithm were merged to obtain a new and improved algorithm, Louvain-LSCR. In this algorithm, the leaf nodes in phase 1 of Louvain algorithm were first pruned to reduce calculations; then, seed nodes were selected according to the LSCR algorithm in phase 2. The experimental results on related datasets show that LSCR algorithm has certain advantages in identifying core nodes. The modularity of Louvian-LSCR algorithm is better than other algorithms, and the community structure is more reasonable. It was verified that the algorithm can mine potential cooperative research teams in co-author network.

A Course Redesign Project

In the summer of 2019, a cooperative team of Biology faculty and a principal investigator worked to develop a solid set of aligned student learning outcomes across the sections of first semester (BIOL 1305) and second semester (BIOL 1306) of introductory Biology. Additionally, the group worked on course objectives alignment within the scope and sequence of the courses, as well as aligned syllabi. A full course redesign was initiated over the summer, where the goal was to align student learning outcomes (SLOs), assessments, and develop a shared set of syllabi for six sections across two courses of introductory biology. At UTEP, the overall goal was to integrate adaptive courseware technology tools, open education resources (OER) and active learning strategies within a course redesign in our Learning Management System (LMS), Blackboard, for a number of sections in Biology 1305 and Biology 1306 beginning in the spring of 2020. This is challenging, as much of adaptive courseware technology is not as strong in content as the Biology faculty would like for these classes, although it can help to substantially reduce the costs for students. The information that follows defines the case study for integrating adaptive courseware within the course redesign process for a series of high enrollment introductory Biology courses

Mental Workload Estimation Based on Physiological Features for Pilot-UAV Teaming Applications

Manned-Unmanned Teaming (MUM-T) can be defined as the teaming of aerial robots (artificial agents) along with a human pilot (natural agent), in which the human agent is not an authoritative controller but rather a cooperative team player. To our knowledge, no study has yet evaluated the impact of MUM-T scenarios on operators' mental workload (MW) using a neuroergonomic approach (i.e., using physiological measures), nor provided a MW estimation through classification applied on those measures. Moreover, the impact of the non-stationarity of the physiological signal is seldom taken into account in classification pipelines, particularly regarding the validation design. Therefore this study was designed with two goals: (i) to characterize and estimate MW in a MUM-T setting based on physiological signals; (ii) to assess the impact of the validation procedure on classification accuracy. In this context, a search and rescue (S&R) scenario was developed in which 14 participants played the role of a pilot cooperating with three UAVs (Unmanned Aerial Vehicles). Missions were designed to induce high and low MW levels, which were evaluated using self-reported, behavioral and physiological measures (i.e., cerebral, cardiac, and oculomotor features). Supervised classification pipelines based on various combinations of these physiological features were benchmarked, and two validation procedures were compared (i.e., a traditional one that does not take time into account vs. an ecological one that does). The main results are: (i) a significant impact of MW on all measures, (ii) a higher intra-subject classification accuracy (75%) reached using ECG features alone or in combination with EEG and ET ones with the Adaboost, Linear Discriminant Analysis or the Support Vector Machine classifiers. However this was only true with the traditional validation. There was a significant drop in classification accuracy using the ecological one. Interestingly, inter-subject classification with ecological validation (59.8%) surpassed both intra-subject with ecological and inter-subject with traditional validation. These results highlight the need for further developments to perform MW monitoring in such operational contexts.

Cooperation-based concept formation in male bottlenose dolphins

In Shark Bay, Western Australia, male bottlenose dolphins form a complex nested alliance hierarchy. At the first level, pairs or trios of unrelated males cooperate to herd individual females. Multiple first-order alliances cooperate in teams (second-order alliances) in the pursuit and defence of females, and multiple teams also work together (third-order alliances). Yet it remains unknown how dolphins classify these nested alliance relationships. We use 30 years of behavioural data combined with 40 contemporary sound playback experiments to 14 allied males, recording responses with drone-mounted video and a hydrophone array. We show that males form a first-person social concept of cooperative team membership at the second-order alliance level, independently of first-order alliance history and current relationship strength across all three alliance levels. Such associative concepts develop through experience and likely played an important role in the cooperative behaviour of early humans. These results provide evidence that cooperation-based concepts are not unique to humans, occurring in other animal societies with extensive cooperation between non-kin.

Peningkatan Hasil Belajar Siswa Kelas X IPS 1 dalam Pembelajaran Seni Tari Melalui Metode Jigsaw di SMA Negeri 1 Kerinci Tahun Pelajaran 2019/2020

This research was a classroom action research. The research objective was to improve the student’s achievement on Dancing Art subject by using Jigsaw method. The research participant was the students at grade X IPS 1 SMAN 1 Kerinci consisted of 20 students. The research was done in two cycles which had four phases (1) Planning (2) Action (3) Observation (4) Reflection. The data were collected by using observation, performance test, documentation, interview and questionnaire. The instruments of the research were field note, observation sheet, research sheet, interview guide, and Questionnaire. The analysis result showed that the student’s learning activeness during the two cycles improved. It could be seen from the improvement of the student’s activeness level. It was observed from their well enthusiastic and cooperative team work in forming dancing moves and floor pattern, the students were able to gather the dancing moves into a dancing creation, and they were performing both things confidently. The improvement in achievement was seen from the quantitative data that there were 5 students (25%) who got 75 in pre-cycle. It went better when Jigsaw method was implementd in cycle 1 and 2. There were 12 students (60%) who got achieved score, and 8 of them (40%) who got unachieved score in the first cycle. Then, the next cycle showed that there were 17 students (85%) who got achieived score and 3 of them (15%) who were at unachieved level. It concluded that Jigsaw method improved the student’s achievement in Dancing Art Subject.

Peningkatan Motivasi Belajar Matematika Siswa Melalui Model Pembelajaran Kooperatif Tipe Teams Assisted Individualization (TAI) pada Siswa Kelas XI IPS 1 SMA Negeri 6 Kerinci

This research was a classroom action research. The study was conducted because there were some students who were lack of motivation in learning Math Subject. Therefore, the researcher offered Cooperative Team Assisted Individualization (TAI) to improve the students learning motivation on Math Subject. The objective of the research was to figure out whether the method could improve the student’s learning motivation related to cooperation, participation, passion and learning enthusiasm at grade XII IPS 1 SMA N 1 Kerinci. The collaborator of the research was a teacher who taught the same subject. The research was done in two cycles which had three stages; (a) Planning (b) Action (c) Observation, and (d) Reflection. The data were collected by using (a) observation (b) Questionnaire (c) Written test. The data analysis result showed that the student’s learning motivation in Math subject improved significantly after Cooperative TAI (Teams Assisted Individualization) was implemented. The student’s learning motivation in cycle one was 58,69%, then in cycle 2 the percentage was 75,30%. It concluded that the implementation of Cooperative TAI in learning and teaching process on Math Subject improved the student’s learning motivation. It was suggested to Math Teacher to apply this method as one of the solutions to cover the student’s learning motivation problem on Math Subject.

Two agents with GBFS algorithms working cooperatively to get a shortest path

This study is carried out in order to verify if the implementation of the concept of cooperative work among two agents, that use path planners A* to obtain the shortest path (previous work of the authors) is also valid when the cooperative strategy is applied using another path planner such as the so-called GBFS (Greedy Best First Search). In this sense, this paper shows a path planning strategy that combines the capabilities of two Agents each one with its own path planner GBFS (slightly different from each other) in order to obtain the shortest path. The comparisons between paths are made by analyzing the behavior and results obtained from the agents operating in different forms: (1) Working individually; (2) Working as a team (cooperating and exchanging information). The results show that in all analyzed situations are obtained shortest traveled distances when the path planners work as a cooperative team.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT TERHADAP PEMAHAMAN KONSEP PESERTA DIDIK PADA PEMBELAJARAN FISIKA

The formulation of the problem in this study is the effect of the Cooperative Learning model of the types of Team Games Tournament on the ability of students to understand the concept of physics learning in class X in SMK PGRI 2 Palembang. This study aims to determine whether or not there is an influence of the cooperative learning model of type of Team Games Tournament (TGT) on the ability of students to understand the concepts of physics in class X learning at SMK PGRI 2 Palembang. The research method used is the Experimental Design method, the category of Posstest-Only Control Design. in this design often used in research experiments with data collection technigues obtained using tests, and documentation.The average value of student learning outcomes in the experimental class can be categorized as good at 78.47 by using the cooperative games tournament type (TGT) Model, while the average value of the learning outcomes of the control class by not using the model cooperative Team Type Tournament games can be categorized enough with the average student learning outcomes is 63.05. Based on calculations t arithmetic > t table = 7.105 > 1.667 ie t arithmetic = 7.105 and t table = 1.667 then accept the hypothesis (ha) which means ” There is an influence of the cooperative learning model Team Games Tournament type (TGT) on the ability of students to understand the concept of learning physics in class X in SMK PGRI 2 Palembang.