Advanced Concepts in Linear Algebra : An exploration of special types of matrices and their applications to sums of powers

Description to be added</p

Data_Sheet_1_Exploring the associative learning capabilities of the segmented attractor network for lifelong learning.DOCX

This work explores the process of adapting the segmented attractor network to a lifelong learning setting. Taking inspirations from Hopfield networks and content-addressable memory, the segmented attractor network is a powerful tool for associative memory applications. The network's performance as an associative memory is analyzed using multiple metrics. In addition to the network's general hit rate, its capability to recall unique memories and their frequency is also evaluated with respect to time. Finally, additional learning techniques are implemented to enhance the network's recall capacity in the application of lifelong learning. These learning techniques are based on human cognitive functions such as memory consolidation, prediction, and forgetting.</p

Determinants for Successful Agile Collaboration between UX Designers and Software Developers in a Complex Organisation

Agile and User-centered design processes have been reported to frequently putting contradictory demands on people working within these methodological frameworks. The current research addresses this point by focussing on the crucial relationship between software developer and designer. An online survey, a contextual inquiry, and a diary study were employed with 107 developers and designers in a large media organization to determine the factors for success in agile development cycles. The results from the survey show that while developers and designers have similar levels of satisfaction with agile processes, there are differences in the factors predicting those ratings. Developers are happier with the wider teamwork but want more access to and close collaboration with designers, while the latters’ concern was the quality of the wider teamwork. Additional contextual inquiries and a diary study with pairs of designers and developers reflected the survey findings that close cooperation (and proximity) was essential for improving communication, reducing inefficiencies, and avoiding suboptimal products being released. However, organizational processes, the setup of the work environment, and managerial traditions meant that this close collaboration and localized decision-making was found difficult to maintain. Results from the survey, the contextual inquiry, and the diary study found six factors for success from collaborations emerged.</p

sj-docx-3-mde-10.1177_23821205231202335 - Supplemental material for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Supplemental material, sj-docx-3-mde-10.1177_23821205231202335 for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention? by Alexander Jones, James Hartley and Nicola Jones in Journal of Medical Education and Curricular Development</p

sj-docx-4-mde-10.1177_23821205231202335 - Supplemental material for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Supplemental material, sj-docx-4-mde-10.1177_23821205231202335 for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention? by Alexander Jones, James Hartley and Nicola Jones in Journal of Medical Education and Curricular Development</p

sj-docx-1-mde-10.1177_23821205231202335 - Supplemental material for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Supplemental material, sj-docx-1-mde-10.1177_23821205231202335 for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention? by Alexander Jones, James Hartley and Nicola Jones in Journal of Medical Education and Curricular Development</p

sj-docx-2-mde-10.1177_23821205231202335 - Supplemental material for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Supplemental material, sj-docx-2-mde-10.1177_23821205231202335 for Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention? by Alexander Jones, James Hartley and Nicola Jones in Journal of Medical Education and Curricular Development</p

Items and standardized CFA loadings for MAIA scales in CFA sample (<i>n</i> = 545).

Items and standardized CFA loadings for MAIA scales in CFA sample (n = 545).</p

Scale-scale correlations (Pearson Correlation Coefficients; total sample; <i>N</i> = 1090).

Scale-scale correlations (Pearson Correlation Coefficients; total sample; N = 1090).</p

Flow chart of study participants.

<p>Flow chart of study participants.</p