Pumping lemmas for weighted automata

We present pumping lemmas for five classes of functions definable by fragments of weighted automata over the min-plus semiring, the max-plus semiring and the semiring of natural numbers. As a corollary we show that the hierarchy of functions definable by unambiguous, finitely-ambiguous, polynomially-ambiguous weighted automata, and the full class of weighted automata is strict for the min-plus and max-plus semirings.

The invariant space of multi-Higgs doublet models

In a model with more than one scalar doublet, the parameter space encloses both physical and unphysical information. Invariant theory provides a detailed description of the counting and characterization of the physical parameter space. The Hilbert series for the 3HDM is computed for the first time using partition analysis, in particular Omega calculus, giving rise to the possibility of a full description of its physical parameters. A rigorous counting of the physical parameters is given for the full class of models with N scalar doublets as well as a decomposition of the Lagrangian into irreducible representations of SU(N). For the first time we derive a basis-invariant technique for counting parameters in a Lagrangian with both basis-invariant redundancies and global symmetries.

Learning innovation on Mechanical Engineering vocational education in the new normal era

This study aims to explore the implementation of vocational learning in the new normal era related to the content, assignment forms, class management, and describe teacher innovations and hope. The research was conducted using a quantitative descriptive approach with a research instrument is a questionnaire. The questionnaire was given to 46 respondents consisting of mechanical engineering vocational teachers from several regions in Indonesia. The questionnaire consists of two categories, namely statements with an option and statements with open answers. The findings of this study are based on two categories, namely theoretical and practical learning. The results reveal that in theory learning, teachers prefer to share material with students in various forms, including PDF, PPT, Video, and others (17.56%), assigning forms in summarizing material (25.19%), and with the full class (47.78%). In contrast, in practical learning, the teacher conducted learning with a system block (5.85%), gave assignments in the form of making projects or products (6.93%), and with half-class management combined with online classes (7.78%). Another finding is the innovation applied by teachers is developing technology-based learning materials and using online platforms. In the new era's learning situation, normal teachers expect a flexible curriculum, as well as standardized, effective, and efficient media, models, methods, and learning platforms. In the learning practice, the teacher expects practice videos and simulation applications that are expected to be by following the expected basic competencies and being equipped with learning practices with the application of health protocols and students' numbers.

Small-Groups Versus Full-Class Exergaming on Urban Minority Adolescents’ Physical Activity, Enjoyment, and Self-Efficacy

Background: The effects of school-based exergaming interventions on adolescents’ physical activity (PA) and psychosocial outcomes have been mixed. Researchers speculate this may be attributed to design issues. Therefore, this study examined differences in urban minority adolescents’ PA, enjoyment, and self-efficacy during small-groups and full-class exergaming. Methods: Forty-seven urban minority adolescents (83% black; ) completed two 15-minute exergaming sessions on the Xbox One Kinect Just Dance: (1) small groups (n = 3–4) and (2) full class (n = 23–24). Participants’ time in sedentary behavior, light PA, and moderate to vigorous PA and steps were retrieved from ActiGraph GT3X+ accelerometers with enjoyment and self-efficacy assessed using validated surveys. Results: Participants spent significantly more time in sedentary behavior (5.9 [5.2] min vs 3.5 [2.7] min, respectively: P < .001, d = 0.57) and less time in moderate-to-vigorous PA (2.1 [2.8] min vs 5.5 [2.2] min, respectively: P < .001, d = 0.85) during the full-class versus the small-groups session. Moreover, small-groups exergaming resulted in significantly higher steps than the full-class exergaming (504.2 [132.1] vs 387.8 [122.1], respectively: P = .01, d = 0.50) and significantly greater enjoyment (3.5 [1.1] vs 3.2 [1.0], respectively: P = .02, d = 0.37). There were no significant differences between sessions for time in light PA and self-efficacy. Conclusions: Small-groups exergaming appears ideal for promoting enjoyable PA at higher intensities and lower sedentary time in underserved minority adolescents.

Students’ attention in class: patterns, perceptions of cause and a tool for measuring classroom quality of life

Constructs such as engagement and FLOW have been well-developed and studied in education contexts. Sustained attention, a distinct but related concept, has been less studied, particularly in the language classroom and foreign language medium education. In a case study involving mixed methods, predominantly structured qualitative data, student attention was measured repeatedly during a university pre-sessional EAP course. The aim was to compare with previous research on the relationship between attention and time/stages of lessons and reveal any additional attention patterns based on interaction types (group work, individual work, full class). In addition, repeated surveys were used to reveal what students perceived as damaging to attention and also the perceived value of exercise breaks. Results suggested significance in attention changes over time and between teacher talking time, group work and individual interaction types. The study design itself forms a simple and effective tool to improve classroom life including teachers’ monitoring of class dynamics and for students, a means of self-reflection to increase learning performance.

Can You Hear Me Now? The Communication Challenge

Undergraduate students, particularly those with limited experience in business, struggle to appreciate the complexity of organizational communication dynamics. Communication complexities such as role conflict, position power, and individual perception—and their influence on effective communication—are particularly challenging for this population. This article describes a classroom exercise based on the children’s game “Telephone” that connects organizational communication with considerations of role conflict, power and influence tactics, and individual perceptions as they influence engagement with communication involving a new initiative. During the full class reflection and debrief, students identify the connections between their role in the activity and how individual organizational elements and experiences may inform effective communication. Designed for an undergraduate organizational behavior course, the exercise is adaptable to other management topics or levels where communication is a consideration.

Target-oriented Petri Net Synthesis

When a Petri net is synthesised from a labelled transition system, it is frequently desirable that certain additional constraints are fulfilled. For example, in circuit design, one is often interested in constructing safe Petri nets. Targeting such subclasses of Petri nets is not necessarily computationally more efficient than targeting the whole class. For example, targeting safe nets is known to be NP-complete while targeting the full class of place/transition nets is polynomial, in the size of the transition system. In this paper, several classes of Petri nets are examined, and their suitability for being targeted through efficient synthesis from labelled transition systems is studied and assessed. The focus is on choice-free Petri nets and some of their subclasses. It is described how they can be synthesised efficiently from persistent transition systems, summarising and streamlining in tutorial style some of the authors’ and their groups’ work over the past few years.

Changing the Game: College Dance Training for Well-Being and Resilience Amidst the COVID-19 Crisis

The COVID-19 pandemic has disrupted all aspects of life, from health to financial to social. College students in particular have faced difficulties adjusting to an entirely virtual atmosphere, compounding the normal stressors that come with full class loads and transitioning into more independent adult lives. In response to the onset of the COVID-19 crisis, a faculty member at the University of South Florida’s College of Public Health designed impromptu, free dance lessons offered through a virtual video platform to the college and broader community. The lessons were offered with the intent of providing a healthy and engaging environment to help students and others in the community cope with lockdown stress, depression, and anxiety throughout spring and summer 2020. This article summarizes the structure of the intervention, lessons learned throughout implementation, and the broader practice potential during the COVID-19 pandemic and beyond.