A Reconfigurable Convolutional Neural Network-Accelerated Coprocessor Based on RISC-V Instruction Set

As a typical artificial intelligence algorithm, the convolutional neural network (CNN) is widely used in the Internet of Things (IoT) system. In order to improve the computing ability of an IoT CPU, this paper designs a reconfigurable CNN-accelerated coprocessor based on the RISC-V instruction set. The interconnection structure of the acceleration chain designed by the predecessors is optimized, and the accelerator is connected to the RISC-V CPU core in the form of a coprocessor. The corresponding instruction of the coprocessor is designed and the instruction compiling environment is established. Through the inline assembly in the C language, the coprocessor instructions are called, coprocessor acceleration library functions are established, and common algorithms in the IoT system are implemented on the coprocessor. Finally, resource consumption evaluation and performance analysis of the coprocessor are completed on a Xilinx FPGA. The evaluation results show that the reconfigurable CNN-accelerated coprocessor only consumes 8534 LUTS, accounting for 47.6% of the total SoC system. The number of instruction cycles required to implement functions such as convolution and pooling based on the designed coprocessor instructions is better than using the standard instruction set, and the acceleration ratio of convolution is 6.27 times that of the standard instruction set.

Autistic People Do Enhance Their Selves

We investigated whether autistic people are less prone to self-enhance (i.e., portray themselves in socially desirable ways). Autistic (N = 130) and non-autistic (N = 130) participants first responded to social desirability items using the standard instruction to endorse each item as true or false about themselves. Then, all participants read an explanation of what social desirability items measure before responding again to the social desirability items. Self-enhancement was operationalized as participantsendorsing more social desirability items before learning the explanation than after. All participants endorsed significantly more social desirability items before learning the explanation than after, F/subjects(1,258) = 57.73, p < .001, η2p = .183; F/items(1,34) = 43.04, p < .001, η2p = .559). However, autistic and non-autistic participants did not significantly differ in how many items they endorsed, either before or after reading the explanation, indicating that autistic people are as susceptible to social desirability and self-enhancement as non-autistic people are. Our results challenge the claim that autistic people are immune to reputation management.

Autistic People Do Enhance Their Selves

We investigated whether autistic people are less prone to self-enhance (i.e., portray themselves in socially desirable ways). Autistic ( N = 130) and non-autistic ( N = 130) participants first responded to social desirability items using the standard instruction to endorse each item as true or false about themselves. Then, all participants read an explanation of what social desirability items measure before responding again to the social desirability items. Self-enhancement was operationalized as participants endorsing more social desirability items before learning the explanation than after. All participants endorsed significantly more social desirability items before learning the explanation than after, F subjects(1, 258) = 57.73, p < .001, [Formula: see text] = .183; F items(1, 34) = 43.04, p < .001, [Formula: see text] = .559). However, autistic and non-autistic participants did not significantly differ in how many items they endorsed, either before or after reading the explanation, indicating that autistic people are as susceptible to social desirability and self-enhancement as non-autistic people are. Our results challenge the claim that autistic people are immune to reputation management.

Improving Students’ Learning With NHT Model of Teaching In Natural Science Courses

The Numbered Heads Together (NHT) model of learning enables students to grasp the purpose behind the teacher’s instruction in order for the students to become motivated to learn from the teacher. The subjects in this study were students from class A, a total of 28 students. Each of the conducted studies involved planning, implementation, observation and reflection stages. Data collection was performed using both observation and tests. According to the results of the initial test (pre-test)-before the action-the grade average was 56.4 with the level of students’ learning outcomes as many as 7 students (25%) still scoring very low, but the action-incorporating the Numbered Heads Together (NHT) learning model by the teacher in the first cycle-led to some improvement. Improved learning outcomes obtained following the first cycle, with the class average score being 62.3, indicating that the level of mastery under standard instruction amounted to as many as 13 students (46.4%) still classified as moderate, whereas students’ activities or actions based on observations made by peers were relatively low at 60.5%. As the aforementioned increase did not reach the set standard values, efforts needed to be made to improve and develop during the second cycle. Following the second cycle, the post-test revealed further improvement in the average grade value, which increased to 70.4, and the level of students’ learning outcomes under standard instruction with as many as 19 students (67.9%) belonging to the good category; the standard instruction underwent changes in learning and students’ actions or activities were classified as good, reaching as high as 80.3.

Evaluation of a PSE School-Based Fruit and Vegetable Intervention (P04-166-19)

Objectives To determine the effect of a policy, systems, and environmental (PSE) intervention, Students Take Charge! (STC) among 4th and 5th grade students from low-income communities on 1) fruit and vegetable (FV) intake, and 2) FV variety, PSE and FV knowledge, and self-efficacy (SE) to ask for FV at school and home. Methods A quasi-experimental design was used involving six schools over two years. Schools were purposely selected; two schools each year either received STC or standard instruction. The study sample includes students (n = 326 intervention; n = 351 comparison) providing pre and post data (baseline and post-assessment at week 18). SNAP-Ed educators provided the 8-lesson STC curriculum across 18 weeks; comparison students received standard instruction. STC is a school-based PSE intervention focusing on empowering students to make FV based changes at school and at home. STC taught students about wellness policies, persuasive messages, and making requests; it cumulated with a vote to add a student submitted FV-based recipe to the school lunch menu. In addition, STC provided information about the importance of FV intake and variety. Students completed the STC survey at both time points assessing FV intake, variety, knowledge and SE. Analyses compared intervention and comparison students from baseline to post-assessment using ANCOVA (1) and MANOVA (2). Results From baseline to post-assessment, there were significant differences (P < 0.01) between intervention and comparison students; intervention students decreased fruit intake and variety, increased PSE knowledge and SE in school.There were no differences in vegetable intake, variety or FV knowledge between intervention and comparison students. There was a trend (P = .09) towards increased student SE to ask parents for FV in the home in the intervention students compared to the comparison students. Conclusions STC was associated with an increase in PSE knowledge and student SE to ask for FV in school. STC may require additional strategies, including home-based strategies, to increase FV knowledge, intake, and variety behavior changes. Funding Sources USDA SNAP-Ed.

Determining the effects of exercise after smoking cessation therapy completion on continuous abstinence from smoking: A study protocol

Background: Over the past few years, the rate of success for smoking cessation has improved markedly owing to the widespread availability of drug therapy; however, the quit rate 1 year after the beginning of therapy remains low at approximately 50%. Previous studies have demonstrated that exercise can relieve mental stress during continuous abstinence from smoking and curb the resumption of smoking. Nonetheless, very few studies have examined the effects of exercise therapy combined with continuous abstinence from smoking; those studies involved only a handful of patients. Thus, this study will examine continuous abstinence from smoking coupled with instructions on specific forms of exercise in individuals who are attempting to quit smoking but do not exercise. We aimed to determine the effects of implementing an intervention in the form of exercise instruction after smoking cessation therapy completion on continuous abstinence from smoking. If this study finds that exercise instruction increases the continuous abstinence rate, widespread implementation of the intervention is expected to reduce public smoking rate, promote health, reduce medical expenses, and greatly benefit the public. Methods: We will enroll patients visiting a smoking cessation clinic (over a 3-month period) who have abstained from smoking in the second month after their initial visit as potential subjects and patients aged 20–75 years who do not exercise and who consent to participation in this study as subjects. We aim to enroll 300 patients. Subjects will be randomly assigned to one of the following two groups: an intervention group actively given exercise instruction in addition to the standard instruction and a control group given the standard instruction. The status of the two groups will be assessed after 9 months. The intervention group will receive instruction on exercises that can be incorporated into their daily lives. Additionally, members of this group will be lent a pedometer and encouraged to record their daily step count, level of activity, and weight during follow-up. The control group will be followed during the standard smoking cessation support program. The primary endpoint will be the continuous abstinence rate, and secondary endpoints will be weight, blood pressure, exhaled carbon monoxide concentration, psychological state, and blood test results. These indices will be compared between the intervention and control groups; the study will be conducted over a 9-month period. Discussion: By examining the effects of exercise instruction after 12-weeks smoking cessation therapy completion (covered by the National Health Insurance), this study will yield quality information for the development of protocols to improve the continuous abstinence rate and inhibit weight gain after smoking cessation therapy. Trial registration: The study is registered at UMIN Clinical Trials Registry (UMIN000014615). Registered on 1st October, 2014. Keywords: Smoking cessation, exercise, weight gain, obesity

To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?

Researchers frequently argue that a child’s engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.