Making nonlinear manifold learning models interpretable: The manifold grand tour

Dimensionality reduction is required to produce visualisations of high dimensional data. In this framework, one of the most straightforward approaches to visualising high dimensional data is based on reducing complexity and applying linear projections while tumbling the projection axes in a defined sequence which generates a Grand Tour of the data. We propose using smooth nonlinear topographic maps of the data distribution to guide the Grand Tour, increasing the effectiveness of this approach by prioritising the linear views of the data that are most consistent with global data structure in these maps. A further consequence of this approach is to enable direct visualisation of the topographic map onto projective spaces that discern structure in the data. The experimental results on standard databases reported in this paper, using self-organising maps and generative topographic mapping, illustrate the practical value of the proposed approach. The main novelty of our proposal is the definition of a systematic way to guide the search of data views in the grand tour, selecting and prioritizing some of them, based on nonlinear manifold models

Approaches to learning the Ukrainian language in primary school

У статті проаналізовано суть поняття «підхід до навчання», виділено характерні ознаки особистісно орієнтованого, діяльнісного й компетентнісного підходів, визначено функції суб’єктів навчально-виховного процесу (учителя й учня), обґрунтовано доцільність визначення цих підходів як провідних. Узагальнені матеріали дають змогу виявити спільне й відмінне у підходах, орієнтують науковців і вчителів у доборі форм, методів і прийомів наукового дослідження й навчання.The article analyzes the essence of the concept of "learning approach", highlighted the characteristic features of personality oriented, active and competency approaches, the functions of the subjects of the educational process (teacher and student), expediency definition of these approaches as leading. Summarized data make it possible to identify common and different approaches, orient researchers and teachers in the selection of forms, methods and techniques of research and teaching. The approach to the study author regards as a baseline, and methodological unit offers the following definition: a generic conceptual position that determines the system organization and self-organization of educational process, domineering sign, role, status and features of the interaction of all components in accordance with its specific training and educational purposes. The effectiveness of modern techniques or technologies depends on the ability of vyvyschuvaty practical component of the theoretical and practical output to a new level that will provide a holistic solution of many educational and life issues. Individually oriented approach - directing the educational process at the development and self-development of the individual student based on his abilities as a subject of knowledge and learning activities Activity approach - directing the educational process for handling the various activities during which students acquire knowledge, gain experience and activity form the skills of interaction with the world, society and other people. Competence approach - directing the learning process for the formation of students' key competencies and subject Level of education from the standpoint of competence approach depends on the ability to solve problems of varying complexity based on your knowledge of own ways, allowing this knowledge into practice. As a result of the combination and systematic implementation of the three approaches identity as an educational process forms a valuable perception of the world, learns the behavioral norms of activity takes experience and has shown a willingness to independent living

The Development of a Course in Biblical Theology Based on a Book-by-book Approach to the Bible

The purpose of this project was to develop and undergraduate college course in Biblical Theology. Part One establishes a theoretical background by exploring the biblical and theological foundations. Chapter 1 states the purpose, justification, and limitations of the project. Chapter 2 begins with a historical review of the discipline. Following J. Gabler\u27s definition, Biblical Theology became a purely historical and descriptive discipline which delineates the theological views of the biblical writings and the communities of their origin, explaining what it meant in biblical times. This brought an emphasis on diversity and development within the Scripture. The discipline split into separate Old Testament and New Testament Theologies, which later were succeeded by studies of the religion of ancient Israel and the early church. This occurred mainly because historical criticism regarded the biblical text as data from which to reconstruct history, and looked not so much at the text as through the test to the history which lies behind it. Chapter 3 defines Biblical theology as an ordered study of the understanding of the revelation of God that (1) has as its source the entire canonical Scriptures, (2) is limited to the Scriptures, and (3) is based on its final Christian form. The relationship to Exegesis and Systematic Theology is also explored. Chapter 4 considers methodology. Theologians are classified as using systematic, historical and thematic approaches. A book-by-book approach is proposed and the reason for this approach we presented. Various centers are discussed and the cosmic conflict between God and Satan is proposed as an orientation point for the whole Bible. Part Two is a practical development of the course. Chapter 5 contains the course objectives, requirements, and basic course outline. Chapter 6 consists of Study Guide Questions for each Bible book, which are intended for students\u27 home study in preparation for the class. Some examples of interpretation of the Pentateuch are given in Chapter 7. Chapter 8 consists of a theoretical and practical summary and conclusions reached in this study and in the teaching of the course

Retaining talent through job enrichment

© [2023, Emerald Publishing Limited]. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher.Global talent shortages, new skill demand and rising numbers of unfilled posts are fuelling an increasingly challenging job market, exacerbated by economic uncertainty and transformational digital change. Seeking creative solutions in response, the authors examine talent management’s (TM) theoretical and conceptual foundations, specifically the identification and selection of talent and TM programme design to explore the challenges and benefits of side-of-desk projects as interventions. Design/methodology/approach Taking an inductive qualitative approach, questionnaires, focus groups and semi-structured interviews gathered data from three employee groups in a UK digital communications organisation. Findings The authors reveal inconsistencies in the definition and selection of talent, highlighting programme quality challenges to expose a direct correlation between participant experience and motivation and retention, along with the longer-term challenges of balancing talented human capital, shareholder expectations and sustainable workforce resourcing. Originality/value The authors' research extends existing knowledge concerning the effect of organisational culture, context and workforce demands upon TM programmes, providing theoretical and practical implications for leaders and policymakers in designing enrichment activities to motivate, develop and retain talent. The authors make recommendations to inform the future design of TM programmes, revealing new opportunities to develop hidden talent and presenting a realistic and sustainable toolkit for future practice in the form of an organisational logic model

Dynamic Procurement of New Products with Covariate Information: The Residual Tree Method

Problem definition: We study the practice-motivated problem of dynamically procuring a new, short life-cycle product under demand uncertainty. The firm does not know the demand for the new product but has data on similar products sold in the past, including demand histories and covariate information such as product characteristics. Academic/practical relevance: The dynamic procurement problem has long attracted academic and practitioner interest, and we solve it in an innovative data-driven way with proven theoretical guarantees. This work is also the first to leverage the power of covariate data in solving this problem. Methodology:We propose a new, combined forecasting and optimization algorithm called the Residual Tree method, and analyze its performance via epi-convergence theory and computations. Our method generalizes the classical Scenario Tree method by using covariates to link historical data on similar products to construct demand forecasts for the new product. Results: We prove, under fairly mild conditions, that the Residual Tree method is asymptotically optimal as the size of the data set grows. We also numerically validate the method for problem instances derived using data from the global fashion retailer Zara. We find that ignoring covariate information leads to systematic bias in the optimal solution, translating to a 6–15% increase in the total cost for the problem instances under study. We also find that solutions based on trees using just 2–3 branches per node, which is common in the existing literature, are inadequate, resulting in 30–66% higher total costs compared with our best solution. Managerial implications: The Residual Tree is a new and generalizable approach that uses past data on similar products to manage new product inventories. We also quantify the value of covariate information and of granular demand modeling

The Contribution of a Model to Estimate Activities in Software Projects Based on Lessons Learned

Purpose – The main objective of this article is to propose the use of a model developed by Matturo and Silva (2010) to capture knowledge in software projects based on the lessons learned.Design/methodology/approach – We carried out a qualitative research from a descriptive perspective through a single case study applied to an Enterprise Information Technology company. The company is a leader in market solutions to support customer experience management. For the data collection process, we used systematic literature review, document analysis and semi-structured interviews.Findings – The results supported project managers to better understand the storage and use of information from lessons learned in dimensioning the use of human resources and to support the estimation of new project activities. In addition, the results showed the organization's disregard for not giving due importance to the information and knowledge generated during the life cycle of a project.Research, Practical & Social implications – The model allows companies to obtain new knowledge or consult existing knowledge throughout the life cycle of projects and to support project managers in the process of estimating activities and preparing budgets with greater precision, using the information from lessons learned as a support. acquired in the completed projects.Originality/value – The lack of information in the initial scope of the project and in the definition of activities in the human resource allocation process hinder the duration of the project's development activities, directly resulting in inaccurate estimates. As a result, this scenario contributes to the increased risk of deviations in terms and / or costs of software projects.

Reading strategies and learning outcomes

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.The project was concerned with action research aimed at improving the range and effectiveness of reading-to-learn. Students (Advanced Level and Undergraduates) report reading-to-learn problems but they are only vaguely aware of the cognitive organisation (intuitive tactics and strategy) which underlies and structures their reading behaviour. The research emphasis was therefore primarily learner oriented. 2. This approach clarified such issues as: (i) Learner interpretation of instructional directives to learn for specific tasks. (ii) Learner methods of translating the task definition into an operational plan for reading. (iii) The systematic relationship between the tactics and strategies of reading (the time-structure of reading behaviour), and the variety of reading outcomes, within sentence, paragraph and chapter sized texts. (iv) Training procedures (incorporating feedback of performance) by which a student can explore now tactics of reading-for-learning. 3. This approach has required the development of three now techniques: a) A method for recording reading behaviour. b) A method by which the ‘structure of a text’ can be systematically described. c) A system of training procedures for encouraging students to develop more effective methods of reading-for-learning. 4. The empirical data showed that there were two related aspects in developing more effective reading-for-learning; the first was to develop a clearer definition of instructional directives and the second was the ability to translate these into effective operational plans. As a result of individual differences in cognitive structure and skill, students differ in their operational task definition in relation to specific learning outcomes. The plans of a 'beginner' or an 'expert' may bring about the same outcome but they differ considerably. Students also differ in their training needs within a training procedure for reading-to-learn effectively. This emphasises the need to level a hierarchically organised learner-controlled programme of self-diagnosis and training. 5. The theoretical outcome of the research was a tentative model of the student learning by reading. This model is based on the concept of a dynamic interaction between the learner's cognitive structure and skill, the learner's task definition and how this becomes operational, and the syntactic and semantic structure of the text. The model can be considered as a hierarchically organised multi-level description of the reading process. The reading strategy formed of the tactics and the learning outcome, represent the observables of this interaction. The model was influenced by the theories of J. Bruner, G. Miller, N. Chomsky and R. Gagné. 6. The research was directed towards the identification of strategies and outcomes of reading-to-learn, with the double aim of investigating these areas and training students to increase their skill; both these aims were in line with endeavours to increase self-organisation and individual autonomy in learning. 7. Whilst the goals of the research were largely achieved, the results have illuminated a number of practical and theoretical issues that need further investigation.Social Science Research Counci